LBHC LLTC

LCOOCC

LPTC

KBOCC NTC

IAIA

NICC

IC

NWIC

HINU

OLC

FPCC Ilisagvik C. Ilisagvik

SCTC

FBCC

SKC

O’odham C. C. C. O’odham

Tohono

FBC

Comanche Nation C. Nation Comanche Polytechnic Inst. Polytechnic

Southwestern Indian Southwestern

SGU

Muscogee Nation Muscogee Tech. C. Tech.

American Indian Arts Indian American C. of the of C. Navajo Navajo

FDLTCC

Inst. of Inst.

Diné C. Diné

SWC

Nations Univ. Nations

DC Haskell Indian Haskell

SBC

CNC C. C. C.

Tribal C. Tribal

Nebraska Indian Nebraska

Little Priest Little Tribal C. Tribal

Wind River River Wind

Sinte Gleska Univ. Gleska Sinte

SIPI

Oglala Lakota C. Lakota Oglala CTMN

Saginaw Chippewa Tribal C. Tribal Chippewa Saginaw

Knife C. Knife

C. of Menominee Nation Menominee of C.

Sisseton Wahpeton C. Wahpeton Sisseton Chief Dull Chief SCC

Little Big Horn C. Horn Big Little

Sitting Bull C. Bull Sitting

Lac Courte Oreilles Ojibwa C. C. C. Ojibwa Oreilles Courte Lac CMN

United Tribes Technical C. Technical Tribes United

Fond du Lac Tribal and C. C. C. and Tribal Lac du Fond

White Earth Tribal and C. C. C. and Tribal Earth White

Bay Mills C. C. C. Mills Bay

TOCC

Ojibwa C. C. C. Ojibwa

Leech Lake Tribal C. Tribal Lake Leech

Fort Berthold C.C. Berthold Fort

Child C. Child CDKC

Keweenaw Bay Keweenaw Cankdeska Cikana C. C. C. Cikana Cankdeska

Fort Peck C. C. C. Peck Fort Salish Kootenai C. Kootenai Salish

Stone

Turtle Mountain C. C. C. Mountain Turtle TMCC

Blackfeet C. C. C. Blackfeet

Fort Belknap C. Belknap Fort CCCC

UTTC

Northwest Indian C. Indian Northwest

BCC

WETCC BMCC WRTC T S H he u s ighlight T taining American Indian

ribal AIMSMeasures For Success s T C AIHEC and ribal ollege P Sustaining Tribal Colleges and Universities and rofile s C M ollege s The Tribal College Movement: ove m ent Highlights and Profiles and : U niver

American Indian Measures for Success in Higher Education s itie and Higher Education Consortium Systemic Research, Inc. American Indian and

A Report from American Indian Higher Education Consortium and Systemic Research, Inc.

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights

A Message from AIHEC...... 1

Tribal College Movement...... 3

American Indian Measures for Success (AIMS) in Higher Education...... 4

AIMS Key Indicator System (AKIS)...... 5

Tribal College Student Fall Enrollment...... 6

Achievement: Degrees, Certificates and Diplomas Conferred...... 8

Sustaining: Retention and Cumulative Graduation Rates...... 11

Overcoming Initial Challenges: First Time Entering Degree Seeking Students...... 12

First Step to Success: Remedial/Developmental Courses...... 14

Gateway to Success: Academic Core Curriculum Courses...... 15

Reaching Out: Online and Distance Courses...... 16

Engaging Students: Student Activities...... 18

Support System: Student Services Received...... 20

American Indian Students’ Success Stories...... 21

Serving Community: TCU Alumni Achievements...... 23

Beyond the Classroom: Community Education...... 24

Mentors and Leaders: Faculty, Administrators and Staff...... 26

Faculty and Administrators’ Outstanding Achievements...... 29

Final Remarks...... 30 American Indian Measures for Success in Higher Education

Mural in Student Lounge at Fort Berthold Community College Photo credit: SR A Message from AIHEC

In 1994, Tribal Colleges and Universities received report contains many more examples, both in qualitative an historic and long overdue designation. With the and quantitative formats, of the important work being enactment of the federal Educational Equity in Land-grant accomplished by Tribal Colleges and Universities Status Act of 1994, Tribal Colleges “officially” became land-grant institutions. Ironically, Tribal Colleges and The vision for AIHEC’s American Indian Measures Universities – possibly more than any other institutions for Success (AIHEC AIMS) initiative is to provide the of higher education in the country – have embodied the foundation for systemic reform that significantly increases, essence of “land-grant” institution since their inception. and accurately tracks, American Indian success in higher This report provides a vivid account of Tribal Colleges and education. Some important and exciting trends are their commitment to realizing their land-grant mission, as emerging from the data we have collected. Significantly, well as their collective efforts to achieve their missions to the age of first time entering students is trending their respective tribal nations and communities. It is an downward. In the 2005-2006 academic year, 55 percent of inspiring story of service to community, culture, tradition, first time entering students were in the 16 to 24 age group, and environment, to land and to people of a place. indicating that the message is getting out to high school students that Tribal Colleges are a good place to begin the Whether it is through providing locally accessible and path of higher education. affordable higher education opportunity to rural and isolated community members, or researching and testing As is evident from the individual college reports, all of new methods for sustaining tribal land, water, and other the Tribal Colleges are making great strides in achieving natural resources, or planting community gardens and their land grant mission, and more significantly, they are revitalizing the use of ancient seeds, Tribal Colleges making important contributions toward addressing the and Universities truly are “people-serving institutions educational, social, health and economic development working for the common good.” They are in the business needs of their respective tribal communities. This of knowledge creation, but it is a knowledge of use and publication is an attempt to tell this important story. We tradition, of revitalization, and a celebration of tribal ways. commend this report to you in this spirit. We hope that it provides you with ideas and inspiration that can help The pages that follow contain numerous examples of the fulfill our common vision for prosperous, healthy, and ways that Tribal Colleges are helping their communities strong tribal Nations through excellence in tribal higher move forward. For example, Chief Dull Knife College and education. Little Big Horn College, both in Montana, have partnered in creating the Montana Tribal Tourism Alliance to promote culturally appropriate economic development through tourism. Fort Belknap College, also in Montana, is contributing to the revitalization of the endangered Carrie Billy Gros Ventre language by recently establishing the Ah-Ah- Executive Director, AIHEC Nee-Nin Language Immersion School, a small elementary school on the college campus. At the Ah-Ah-Nee- Nin school, faculty and staff strive to incorporate Gros Ventre language, culture, and tradition into instructional activities. Salish Kootenai College recently established a Molecular Biology and Biochemistry Research Laboratory, the first laboratory for molecular biology, biochemistry, biophysics, and biomedical-related research at a Tribal College. Navajo Technical College, in New Mexico, is building a wireless infrastructure that will provide broadband Internet access to every home, school, and commercial and governmental building on the New Mexico portion of the Navajo Nation. The body of this

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights |  American Indian Measures for Success in Higher Education

Photo credit: SGU Tribal College Movement

The first Tribal College was established in 1968 in response to unmet higher education needs of American Indians. Barriers to post-secondary education for American Indian students include geographic isolation of reservations, inadequate precollege preparation, socioeconomic challenges, and family responsibilities. Tribal Colleges and Universities (TCUs) are essential in providing educational opportunities for American Indian students. AIHEC MISSION They offer higher education that is uniquely tribal with AIHEC is the collective spirit and unifying voice of our culturally relevant curricula, extended family support, and nation’s Tribal Colleges and Universities (TCUs). AIHEC community educational services. Most TCUs are located provides leadership and influences public policy on on federal trust territories and therefore receive little or American Indian higher education issues through no funding from state or local governments unlike other advocacy, research, and program initiatives; promotes public colleges and universities. Instead, the colleges’ and strengthens Native American languages, cultures, special relationship with the federal government and the communities and tribal nations; and through its unique financial support it provides continue to be essential for position, serves member institutions and emerging their survival. TCUs.

TCUs offer degrees and certificates in more than 600 majors. All TCUs offer Associate degrees, six tribal AIHEC’S FOUR PRIMARY STRATEGIC GOALS colleges offer Baccalaureate degrees and two offer Master’s Sustainability. Sustain Tribal Colleges and Universities degrees. Additionally, approximately 180 vocational (TCUs) and the Tribal College Movement. certificate programs are available. Performance Accountability. Provide technical assistance, The American Indian Higher Education Consortium standards, and processes necessary for TCUs to be (AIHEC) is the collective spirit and unifying voice of the accountable premier higher education centers within nation’s Tribal Colleges and Universities. AIHEC provides their communities. leadership and influences public policy on American Indian higher education issues through advocacy, research, Student Engagement. Help improve the capacity of and program initiatives; promotes and strengthens TCUs to provide high quality, culturally relevant, and indigenous languages, cultures, communities, and tribal integrated higher education. nations; and through its unique position, serves member institutions and emerging TCUs. Strengthening Communities. Assist TCUs in improving their capacity to serve their students, individuals, Thirty-seven TCUs currently constitute AIHEC. The two families, and extended families. newest member institutions were admitted in 2007. TCUs are located primarily in the central and western parts of the United States, with one member in Canada.

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights |  American Indian Measures for Success (AIMS) in Higher Education

The overarching goals of the AIHEC American Indian Measures for Success (AIHEC-AIMS) initiative are to build capacity in data collection and accountability at Tribal Colleges and Universities (TCUs), strengthen TCUs ability to measure success, lay the foundation for systemic American Indian program change, and ultimately increase American Indian AIMSMeasures For Success participation and success in higher education. The AIMS initiative is directly related to the first two of AIHEC’s AIHEC four primary goals – Sustainability and Performance Accountability. AIMS also focuses on the third goal, AIMS MISSION Student Engagement, as it measures American Indian students’ participation and achievements at TCUs1. Through capacity building in data collection and analysis at TCUs, this system will be the foundation for systemic The AIMS initiative defined measures for TCU success reform that significantly increases–and, for the first that are relevant to the colleges and their communities. time, accurately measures–American Indian success in Since 2004 AIHEC and Systemic Research have designed, higher education. developed, and implemented the AIMS data collection instrument. The instrument -AIMS Key Indicator System (AKIS) - was developed based on input from AIHEC, It is continuing to evolve as the TCUs annually implement TCUs, accrediting organizations, American Indian College the data collection effort and report their experiences at Fund, Bureau of Indian Affairs, and others. AKIS is national, regional, and on-site data and evaluation capacity designed to meet the needs of the TCUs. It incorporates building workshops. The AKIS instrument, both A unique measures of success that are not included in (quantitative) and B (qualitative), is tailored for each TCU traditional higher education reporting requirements. to reflect their degree and program offerings. In 2006 AKIS was revised many times in response to feedback Systemic Research, Inc. published the first biennial AIHEC received from advisory panels and focus groups. AIMS Fact Book2 .

“The principles of sovereignty and self-determination in Indian country are enunciated as central to our future existence as tribal people; but the process of actualizing these values goes far beyond words. Education is the tool to bring full meaning to the terms of sovereignty and self–determination by empowering individuals and communities to take charge of and define their futures. The founders of the Tribal College Movement understood these premises; thus the creation of institutions of higher learning as an act of tribal sovereignty, and therefore, a statement of self–determination. Over the years, the American Indian Higher Education Consortium (AIHEC) has endeavored to strengthen the dream of our founders; in fact, our recently adopted vision statement “Sovereign Nations through Excellence in Tribal Higher Education” is central to the foundation of self–determination.”

Gerald E. Gipp Former Executive Director AIHEC

Excerpt from the AIHEC 2006 Annual Report “Message from the Executive Director”

1. American Indian Higher Education Consortium. (2007) Defining Out Future: 2006 Annual Report, Alexandria, VA: Author. 2. Systemic Research, Inc. (2006). AIHEC AIMS Fact Book 2005: Tribal Colleges and Universities Report, A report from American Indian Higher Education Consortium. Norwood, MA: Author.

 AIMS Key Indicator System (AKIS)

AKIS-A consists of eight types of quantitative data: AKIS-B (qualitative data) complements AKIS-A with questions on various topics including achievement • Overall Institution Profile highlights and future plans, Land Grant project status • Financial Resources and Student Costs (AKIS-2006 topic), retention strategies, characteristics of • Physical Resources first time entering students, online and distance education, • Student Enrollment and Graduation by Major Group student activities, student success stories, and faculty • Course Enrollment and Completion achievements and outcomes. • Student Activities • Personnel Demographics Thirty-two TCUs submitted data in AKIS-2006. This report • Professional Development, Research, and Outcomes presents quantitative and qualitative data for academic years • Students with Disabilities (optional) 2003-04 to 2005-06 for the participating institutions.

“As tribal colleges grow in size and number of institutions, we are adjusting to the calls for increased information about the investments that are made in our institutions.

We welcome that responsibility, as evidenced by our commitment to our landmark data collection initiative, AIHEC American Indian Measures for Success, and publications such as . . . the AIHEC 2006 Annual Report. Through data collection and analysis, summaries and reports, audits and accountability, we have the opportunity to tell our story—to share our successes, our challenges, and our goals for the future. Our story is one of vision and continuous improvement—like a dance in the center of the circle. We are honored to share this story with you.”

Cheryl Crazy Bull President, Northwest Indian College Chair, AIHEC Board of Directors

Excerpt from the AIHEC 2006 Annual Report “Message from the President”

Primitive Edge Gallery at the Institute of American Indian Arts Photo credit: IAIA

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights |  Tribal College Student Fall Enrollment

Discipline Major Group American Indian Studies American Indian Languages Science Agriculture and Farming American Indian Studies Biology Environmental Science/Natural Resources Business Accounting Life Sciences Business Natural Science Computer Science Computer Science Pre-Veterinary Science and Technology Computer Technology Science

Education Education-Paraprofessional Social Science Corrections/Law Enforcement Education-Professional Human Services Paralegal Liberal Arts Art Social Science English Geography Vocational/Career Automotive Technology Individualized Program Programs Building Trades Liberal Arts/General Studies Hospitality Industry Office Administration/Technology Mathematics Engineering Vocational/Career Programs Mathematics

Nursing and Health Health Careers Nursing

The 32 TCUs represented in this report offer 621 different major groups and further aggregated into ten disciplines undergraduate majors: 24 are bachelor degree programs, for reporting purposes. In Fall 2005, the most popular 414 are associate degree programs, and 183 are vocational discipline was Liberal Arts (23%), followed by Vocational programs leading to a certificate. In addition, students programs (9%), Business (9%), Education (8%), Social may enroll without declaring a major (17% in Fall 2005) Science (7%), and Nursing and Health (6%) as shown in while they decide which program they are most interested Figure 1. in pursuing. The majors have been aggregated into 33

Figure 1. Fall 2005 Enrollment by Discipline (32 TCUs) Fall 2005 Enrollment by Discipline #%

American Indian Studies 483 3%

Business 1470 9%

Computer Science and Technology 592 3%

Education 1417 8%

Liberal Arts 3839 23%

Mathematics 27 0%

Nursing and Health 1075 6%

Science 702 4%

Social Science 1152 7%

Vocational / Career Programs 1497 9%

Undeclared / Nondeclared 2872 17%

Master’s Degree Programs 106 1%

Not Reported 1742 10%

TCU total 16974 100%

 Figure 2 illustrates Fall 2005 Enrollment of each TCU ranging from 82 to 1,822. Montana has seven TCUs with and their geographic location. The 32 reporting TCUs 3,317 students, followed by North Dakota (5 TCUs, 2,511 are located in 11 states. In Fall 2005, there were 16,974 students), South Dakota (3 TCUs, 2,434 students), Arizona certificate- and degree-seeking students enrolled in 32 (2 TCUs, 2,070 students), and Minnesota (3 TCUs, 2,068 TCUs. The average enrollment was 530, with enrollments students).

Figure 2. Fall 2005 Student Enrollment at 32 TCUs in 11 States

• In Fall 2005, there were 16,974 certificate- and degree-seeking students enrolled in 32 TCUs. The average enrollment was 530, with enrollments ranging from 82 to 1,822.

189 915 Leech Turtle Lake Mountain C. C. Tribal C. 495 230 193 Northwest Indian C. Fort Cankdeska 1819 Berthold C. C. Cikana Fond du Lac 1087 487 C. C. Tribal & C. C. Salish Kootenai C. Blackfeet C. C. 411 Fort 60 494 344 175 Peck C. C. White Lac 82 Stone Fort Earth Courte Keweenaw Bay Child C. Belknap Oreilles Ojibwa C. C. C. Tribal 519 & C. C. Ojibwa Bay Mills C. C 885 C. C. United . Tribes 538 554 C. of 259 Technical 290 Little Big Chief Dull C. Menominee Horn C. Knife C. Sisseton Nation 288 Wahpeton C. Sitting 99 Bull C. Saginaw Chippewa 83 Tribal C. Little Priest Tribal C. 1229 102 Oglala 915 Nebraska Indian C. C. Lakota C. Sinte Gleska Univ. 1025 Haskell Indian 1822 339 Nations Univ. Diné C. Navajo Technical College

614 Southwestern Indian Polytechnic Institute 184 Institute of American Indian Arts

248 Tohono O'odham C. C.

State TCU Fall 2005

Arizona Diné College 1822 New Mexico Institute of American Indian Arts 184 Tohono O’odham Community College 248 Navajo Technical College 339 Kansas Haskell Indian Nations University 1025 Southwestern Indian Polytechnic Institute 614 Michigan Bay Mills Community College 519 Cankdeska Cikana Community College 193 North Dakota Keweenaw Bay Ojibwa Community College 82 Fort Berthold Community College 230 Saginaw Chippewa Tribal College 99 Sitting Bull College 288 Minnesota Fond du Lac Tribal and Community College 1819 Turtle Mountain Community College 915 Leech Lake Tribal College 189 United Tribes Technical College 885 White Earth Tribal and Community College 60 Oglala Lakota College 1229 South Dakota Montana Blackfeet Community College 487 Sinte Gleska University 915 Chief Dull Knife College 554 Sisseton Wahpeton College 290 Fort Belknap College 175 Washington Northwest Indian College 495 Fort Peck Community College 411 Wisconsin College of Menominee Nation 538 Little Big Horn College 259 Lac Courte Oreilles Ojibwa Community College 494 Salish Kootenai College 1087 TCU Total 16,974 Stone Child College 344 Nebraska Little Priest Tribal College 83 Nebraska Indian Community College 102

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights |  The total number of students enrolled in the 32 reporting Over the three year period from Fall 2003 to Fall TCUs has been stable from Fall 2003 through Fall 2005 2005, Vocational/Career programs enjoyed the largest as shown in Figure 3. The percentage of American enrollment increase (from 1,210 to 1,468), followed by Indian students has slightly decreased from 84% in Fall Nursing and Health (909 to 1,075) and Science (630 to 2003 to 79% in Fall 2005. In Fall 2005 there were 16,974 735). The Computer Science and Technology discipline certificate and degree-seeking students enrolled. Seventy- experienced the largest drop in enrollment (902 to 621), nine percent (13,479 students) identified themselves as followed by Education (1,632 to 1,417). American Indian, and 66% (8,773) were female. American Indian female students are the majority, but the number The number of TCUs with enrollment increases between has slightly decreased over the three year period (from Fall 2003 and Fall 2005 is 12, compared to 19 (59 %) with 55% to 52%). In Fall 2005, 56 percent of students (9,454) enrollment decreases; one TCU had no change. Twenty- attended full time. four TCUs (75%) had enrollment changes of 100 or less. The large TCUs experienced more enrollment variations over the three year period.

Figure 3. Fall Enrollment Trends by Race/Ethnicity, Gender and Major

Achievement: Degrees, Certificates and Diplomas Conferred

Twenty-seven TCUs offer programs leading to a certificate students graduated. However, the percentage of associate or diploma, every TCU offers associate degrees, seven and bachelor’s degrees compared to certificates and TCUs offer bachelor’s degrees and two TCUs offer diplomas has increased. The number of associate degrees master’s degree programs. has risen from 1,668 to 1,692 and the number of bachelor’s degrees from 190 to 201 while the number of certificate The total number of degrees, certificates and diplomas and diplomas earned declined from 522 to 475. conferred from AY 2003-04 to AY 2005-06 was relatively unchanged; a total of 7,156 (annual average of 2,385)

 During AY 2005-06 there were 2,378 graduates from the (475, 20%), and bachelor’s degrees (201, 8%) as shown in 32 TCUs. The majority of graduates earned an associate Figure 4. A total of ten master’s degrees were awarded at degree (1,692, 71%); followed by certificates and diplomas the two TCUs with graduate level programs

Figure 4. Degrees, Certificates and Diplomas Conferred Trends

By Discipline: #% AY 2005-06

American Indian 89 4% Studies

Business 296 12%

Computer Science 124 5% and Technology

Education 281 12%

Liberal Arts 528 22%

Mathematics 4 0%

Nursing and 220 9% Health

Science 148 6%

Social Science 333 14%

Vocational / 345 15% Career Programs

Master’s Degrees 10 0%

TCU Total 2378 100%

By race and gender, 79 percent of the degrees, certificates and diplomas conferred in AY 2005-06 were awarded to American Indians; 69 percent were awarded to females.

In AY 2005-06, a total of 201 Bachelor’s degrees were conferred in the seven TCUs with four year programs. Business (49, 24%) and Education (46, 23%) accounted for the majority, followed by Social Science (29, 14%) and Liberal Arts (24, 12%).

The largest number of Associate degrees conferred in AY 2005-06 were in Liberal Arts (494 out of 1,692, 29%), followed by Social Science (238, 15%), Education (223, 13%), and Business (222, 13%). Science, technology, engineering, and mathematics (STEM) degrees earned represented 13% (216) of the total.

The largest percentage of certificates and diplomas were awarded in Vocational/Career programs (221 of 475, 47%), Fort Belknap College Graduating Class of 2006 followed by Nursing and Health (96, 20%) and Social Photo credit: FBC Science (66, 14%).

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights |  Figure 5. Certificates and Degrees Conferred by Discipline / AY 2005-06

Bachelor’s Degrees 201 Total

Certificates and Diplomas 475 Total

Associate Degrees 1692 Total

Haskell Indian Nations University graduation 2006 Photo credit: HINU

10 Sustaining: Retention and Cumulative Graduation Rates

Twenty TCUs reported Associate degree seeking students’ 2003-04 to 2005-06. The cumulative graduation rate after retention and graduation data by first time entering the second year was above 7% in both Entering Student student cohort. The student retention rate after the Cohort 2003-04 and 2004-05. Entering Student Cohort first year has increased from 49% (1,428 out of 2,955) to AY 2003-04 experienced a 17% graduation rate after three 52% (1,439 out of 2,794) from Entering Student Cohort years.

Table 1. Associate Degree Seeking Students Retention and Cumulative Graduation Rates by Entering Student Cohort (20 TCUs)

Number of Retention Cumulative Students Rate Graduation Rate

Total Number of Entering Students AY 2003-04 2955

Graduated in AY 2003-04 (after 1st year) 13 0.4%

Returned in AY 2004-05 (after 1st year) 1428 48.5% Cohort 03-04 Graduated in AY 2004-05 (after 2nd year) 217 7.8%

Returned in AY 2005-06 (after 2nd year) 850 31.2%

Graduated in AY 2005-06 (after 3rd year) 271 17.0%

Total Number of Entering Students AY 2004-05 2794

Graduated in AY 2004-05 (after 1st year) 12 0.4% Cohort 04-05 Returned in AY 2005-06 (after 1st year) 1439 51.7%

Graduated in AY 2005-06 (after 2nd year) 186 7.1%

Total Number of Entering Students AY 2005-06 2798 Cohort 05-06 Graduated in AY 2005-06 (after 1st year) 5 0.2%

Diné Studies Graduates Photo credit: DC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights | 11 Overcoming Initial Challenges: First Time Entering Degree Seeking Students

First time entering degree seeking students include those As shown in Figure 6, more than 5000 first time entering who enroll in an Associate degree program at a TCU for students enrolled annually from AY 2003-04 to 2005-06 in the first time; they may be a first time college student or the 29 reporting TCUs. About 82% of first time entering have previously enrolled in another institution of higher students are American Indian. education.

Figure 6. First Time Entering Students by Race and Gender (29 TCUs)

Seventy-two percent of entering first-time students in AY were of traditional age (55% aged 16-24 and 17% between 2005-06 held a high school diploma and 15% had earned 25 and 34 years old), 16 percent were over age 35. The a GED. The majority (73%) were unmarried. Nineteen average family income of first-time entering students in percent of all first-time entering students were single 12 reporting TCUs increased 14% from $14,335 in AY with children, and seven percent of the students were 2003-04 to $16,379 in AY 2005-06; U.S. median household married with dependent children. While most students income was $47,264 in AY 2005-063.

Billy Mills Summer Academy 2006 at Haskell Indian Nations University Photo credit: HINU 3 Source: US Census Bureau

12 Figure 7. First Time Entering Students Family Status / Figure 8. Age Range of First Time Entering Students / AY 2005-06 (18 TCUs) AY 2005-06 (25 TCUs)

According to available data from six TCUs, in AY 2005-06 out of the classroom and therefore need a refresher in 20% (163 out of 800) of first time entering students basic academic skills. The results of skills assessment reported they were fluent in a Native language, followed and placement tests given to first time entering students by intermediate (11%), and basic (8%) speaking levels. in 14 reporting TCUs show that the majority of entering Twenty-five percent of students reported no speaking students are not fully prepared for college level work ability in Native languages. (Figure 9). Students were most under-prepared in mathematics, with 73% of the test-takers being placed in Many first-time entering students in TCUs did not receive remedial/developmental mathematics courses as a result adequate pre-college preparation. Older students may of their test scores in AY 2005-06. be enrolling in college after an extended period of time

Figure 9. Skills Assessment/Placement Test Results for First-Time Entering Students / AY 2005-06 (14 TCUs)

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights | 13 First Step to Success: Remedial/Developmental Courses

Many TCU students take remedial/developmental courses followed by Writing/Composition, and Reading. For as their first step to success in college-level coursework. all three subjects, the general trends for AY 2003-04 to The most common remedial/developmental courses 2005-06 show less students are enrolling in remedial/ offered by TCUs are Reading, Writing/Composition, and developmental courses and the students have a lower Mathematics. Mathematics has the highest enrollment successful completion (grade C or above) rate.

Figure 10. Remedial/Developmental Course Enrollment and Successful Completion* Trends

Writing/Composition (24 TCUs)

Mathematics (25 TCUs)

Oglala Lakota College student with a tutor Photo credit: OLC

* Successful Completion – grade “C” or above

14 Gateway to Success: Academic Core Curriculum Courses

Academic Core Curriculum courses are those courses that are required for an Associate or Bachelor degree regardless of the student’s major. Twenty-five TCUs reported enrollment and successful completion of six common Enrollment and Successful AY academic core curriculum courses: English Composition Completion AY 2005-06 2005-06 I, English Composition II, Communications, College English enrolled 3202 Composition I Algebra, Introduction to Computers, and Native American (25 TCUs) completed 1925 Studies. Figure 11 presents aggregated enrollment and withdrew 512 successful completion (grade C or above) trends over the % completing 60% three year period. Trends from AY 2003-04 to 2005-06 English enrolled 2022 show less students enrolled in the six courses (15,677 in Composition II AY 2003-04 to 14,652 in AY 2005-06), but the successful (25 TCUs) completed 1297 completion rates went up two percentage points (from withdrew 321 61% to 63%). % completing 64% Communications enrolled 1940 (24 TCUs) completed 1353 Figure 11. Academic Core Curriculum Courses Enrollment and Successful withdrew 266 Completion* Trends % completing 70%

College Algebra enrolled 2216 (25 TCUs) completed 1369

withdrew 344

% completing 62%

Introduction enrolled 2474 to Computers (24 TCUs) completed 1426 withdrew 520

% completing 58%

Native enrolled 2798 American Studies (23 completed 1881 TCUs) withdrew 489

% completing 67%

Totals enrolled 14652

completed 9251

withdrew 2452

% completing 63%

* Successful Completion – grade “C” or above

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights | 15 Reaching Out: Online and Distance Courses

Most TCUs are located in geographically isolated areas Cankdeska Cikana Community College (CCCC) infused far from population centers. For some students attending the Interactive Video Network (IVN) to five North Dakota class is a challenge; it is not unusual for students to travel tribal colleges which enables students to take Distance hundreds of miles to attend class on campus. Online and Courses that originate from another tribal college. distance courses open the doors to many geographically isolated students as they may take courses from their own location. TCUs employ the latest technologies including satellites to bring courses to students. Three types of online/distance courses are offered based on instructional delivery methods. Online Courses are offered by home campus via the Internet asynchronously, so students can take courses any time using any computer connected to the Internet. Distance Courses are offered via satellite or Internet to one or more central sites enabling real-time interaction with the instructor through two-way audio and video. Distance Courses may be offered by or to the home campus.

For example, Salish Kootenai College has an extensive online education initiative, with over 120 online courses available. These courses are offered via Pathway, a learning management system developed in-house. Pathway is a web-based application housed on an Apple XServe. Students and instructors can access Pathway from any computer that has Internet access via a Web browser.

SKC offers online courses through Pathway Distance Course Classroom with Interactive Video Network at CCCC Photo credit: SR Photo credit: AIHEC

16 According to 27 TCUs reporting, online course enrollment received by home campuses decreased by 26% from 423 increased by 19% (from 3,275 to 3,909), from AY 2003- to 313. During AY 2005-06, 592 online courses were 04 to 2005-06 while distance courses offered by home offered through 295 faculty members, while 256 home- campuses enrollment increased 63% from 1,252 to 2,037 based distance courses were offered through 140 faculty as shown in Figure 12. Enrollment for distance courses members, and 66 courses from external sources.

Figure 12. On-Line and Distance Courses Enrollment and Successful Completion Trends (27 TCUs)

Online Courses

Distance Courses Offered by Home Campus

Number of Courses Number of Offered and Faculty Number of Faculty Teaching Involved in AY 2005-06 Courses Offered Courses

Online Courses 592 295

Distance Courses 256 140 Provided by Home TCU

Distance Courses 66 n.a. Provided to Home TCU

Distance Courses Received by Home Campus

Main campus and on-site student in an Interactive Television (ITV) Classroom Photo credit: NWIC

Successful Completion is defined as a grade of “C” or above

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights | 17 Engaging Students: Student Activities

Success in college is not limited to classroom and laboratory work. Student activities support and engage students and contribute to student success. They can broaden a student’s outlook, provide valuable experience and encourage students to look towards the future. Activities range from orientation to tutoring to participation in campus organizations and athletics.

Academic development activities focus on academic achievement and support. Orientation and bridge programs ease the transition to college. Tutoring and advising support and encourage students in their coursework. Research, teaching and active learning activities give students opportunities to engage in hands-on “real-world” applications of academic Poster session presented by Eric Smith at Haskell Indian Nations University Photo credit: HINU theory. Extracurricular activities may be academic (e.g. participation in subject specific campus club or student chapter of national organization), or service (e.g. involvement in student government, provide campus tours to prospective students). Career planning and experience activities prepare students for life after graduation. Services to the community are activities that assist residents in the area surrounding the college campus. Culturally relevant activities link native culture and academics.

Powwow at Oglala Lakota College Photo credit: SR

Greenhouse education with local youth at Turtle Mountain Community College / Photo credit: TMCC

18 TCUs provide a myriad of activities. Data was received participation in national conferences, notably the annual from 31 TCUs. As shown in Table 2 some of the schools AIHEC student conference (28), student government (27), were able to provide the number of students involved in clubs (30), and cultural activities (29). Special faculty/ each activity. Almost all of the TCUs provide academic alumni mentoring programs (5) and on campus research advising (29 institutions), orientation (30), tutoring (28), internships (5) were rare.

Table 2. Students’ Academic, Research, Extracurricular, Community Activities / AY 2005-06 (31 TCUs)

Number of Student Student Activity Number of TCUs Activities Participants Categories Offering Activity (# TCUs responding)

Received Academic Advising 29 7460 (14)

Attended Orientation 30 2748 (18)

Attended High School to College Bridge Program 8 130 (5)

Attended Academic Workshop 18 814(9) Academic Development Attended Summer Program other than those listed above 12 72 (4) Activities Participated in special faculty/alumni mentoring program 5 483 (3)

Participated in service learning/internships 20 481 (11)

Participated in First Year Experience program 8 463 (6)

Received Tutoring 28 1657 (14)

Research Assistant/Involved in Independent Research 13 85 (8)

Research, Teaching Have been a Teaching Assistant 14 24 (6) and Active Learning Activities Participated in on-campus research internship 5 95 (4) Participated in off-campus research internship 23 35 (15)

Attended a national conference 22 438 (14)

Presented at a national conference (oral/poster) 28 59 (19)

Extracurricular Involved in student government 27 425 (14) Activities Participated in student activity clubs 30 1279 (16)

Volunteered for on-campus activities (e.g. campus tour, homecoming) 21 368 (12)

Involved in student chapters of national organizations 10 196 (7)

Received career advising 19 1415 (10) Career Planning Attended career seminar/workshop 20 675 (9) and Experience Participated in work experience internship/co-op on campus 10 327 (6)

Volunteered in youth-related programs 23 590 (13)

Volunteered in elder programs 21 221 (11)

Participated in tribal boards or community organizations 25 136 (12)

Service to Community Volunteered to help with community/cultural event 28 503 (14)

Involved in family-oral histories 22 181 (12)

Volunteered to organize powwows 24 306 (13)

Other activities 11 241 (5)

Participated in culturally relevant learning activities on campus 29 2923 (18)

Learned traditional tribal knowledge from elders 21 722 (9) Culturally Relevant in a long term and sustained relationship Activities Participated in cultural activities outside of college 28 800 (11)

Other activities 13 321 (7)

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights | 19 Support System: Student Services Received

TCUs provide various student services to address students’ services most offered are counseling (23 institutions), needs outside of the classroom. These services are vital health and wellness services (23), and financial for many students to be able to complete their education. management education (23). According to 31 TCUs reporting for AY 2005-06, the three

Table 3. Students’ Academic, Research, Extracurricular, Community Activities / AY 2005-06 (31 TCUs)

Number of Student Number of TCUs Service Participants Offering Service (# TCUs responding)

Counseling 23 2396 (13)

Day Care Services 14 553 (7)

Health/Wellness Services 23 5029 (14)

Housing 13 2116 (9)

Parenting Skills 14 603 (9)

Transportation Services 19 2409 (11)

Financial Management Education 23 2192 (14)

Navajo Technical College Day-Care Center Photo credit: NTC

20 American Indian Students’ Success Stories

To reach their academic goals, many American Indian students have to overcome numerous huddles. As indicated by the first time entering student profiles, many students lack academic preparedness, and need financial support, and student services to enable them to complete their program of study. There are many example of student perseverance and success. A few selected examples are:

William Badboy, a first-generation college student, has overcome a family history of poverty and its accompanying obstacles to attend Leech Lake Tribal College (LLTC), where he has maintained a GPA of 3.47. William was selected as AIHEC 2006 Student of the Year at LLTC, and was also elected the AIHEC Great Lakes Student Congress John Campbell, Little Priest Tribal College Photo credit: LPTC Representative for the coming year. In the summer of 2006, he was awarded a 10-week NASA internship; as a result of his accomplishments as an intern, he has been offered a Space Flight Center. He was involved in a hydrological position in NASA’s Jet Propulsion Lab in Pasadena. study (the NASA Satellite Data Inventory), which will allow scientists in the general public to study the water on earth in its liquid, solid and vapor forms. He presented the results of his research at the AISES (American Indian Science and Engineering Society) Conference in Detroit, Michigan, November 2006.

Terrance Medicine Crow is an enrolled member of the Standing Rock Sioux Tribe. He graduated from United Tribes Technical College in the Spring of 2006. He was awarded

William Badboy (second from left) at the NASA Internship program a Veteran’s Scholarship Photo credit: LLTC and the American Indian College Fund Student of the Year. Terrance Medicine Crow, United Tribes Terry spent several Technical College Photo credit: UTTC John Campbell grew up on the reservation and worked years in the military for 16 years in concrete and steel construction when he and suffered from realized that his life was on a no-win path. He decided some effects from combat but was able to function with to go back to college and enrolled at Little Priest Tribal a 4.0 GPA along with being the President of the Student College (LPTC) for the fall semester of 2003. In the fall Senate at United Tribes, fighting for students rights, and of 2005, recognizing the community need for after-school explaining to students their responsibilities on a level that programs for the youth, he helped to rekindle efforts to they understand. develop a Boys and Girls Club of America in Winnebago. He was selected for the NASA/AIHEC SRE (Summer George Otradovec is a first generation student married Research Experience) program and as a result spent eight with three children. George enrolled in College of weeks during the summer of 2006 at NASA Goddard Menominee Nation in Fall 2005 after serving his country

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights | 21 in the U.S. Army and working in a variety of jobs. He had previously attended CMN on a part-time basis in “My name is Edward A. Lujan and I am a member of 2000. At that time George thought he would enter the the Chippewa Cree Tribe in Rocky Boy, Montana as criminal justice program. Following an accident and well as a double graduate from Stone Child College. I several surgeries, George returned to CMN to major in have received associate degrees in both liberal arts and Business Administration. George made the Dean’s list and teacher education concentrations. When I first began has been active as VP of Student Government as well as my educational journey, I only had an eighth grade Vice President for the Strategies for Ecology Education, education. Therefore, you can imagine the trials and Development, and Sustainability (SEEDS) organization. tribulations I had to overcome. It took some doing, but I George also serves on the Labor, Education and Training made it through the first stages. Without the help of the Committee for the Menominee Indian Tribe of Wisconsin. people of Stone Child College, I do not believe I would George hopes to complete his degree and one day serve as have succeeded. Therefore, to give back what had been a member of the Menominee Tribal Legislature. given to me, I became a mentor as well as a tutor. This is when I had a personal revelation to become apart of Randy Werk graduated from the educational scene. I have become a firm believer in Fort Belknap Community education and I am convinced that all people need one. College in Spring 2006 with an We as people cannot progress without one. This is just Associate of Science Degree in a fact. That is why I am dedicated in helping my people Allied Health. Randy received find their calling in life. the Fort Belknap College President’s Award during This fall I will continue pursuing a Bachelor’s degree graduation. He is currently in education at Northern Montana College in Havre, Randy Werk, Fort Belknap Montana. Before Stone Child College, I was blind of Community College attending Montana State Photo credit: FBCC University Northern to pursue a future, but now because of it I can see clearer and his teaching degree in the science further than I had ever thought possible. I started field. Randy is married and has two boys. He worked as a college at Stone Child College with great trepidation. laborer for five years before he decided to attend college. I was a non-traditional student and very concerned He has been very successful and is very dedicated to with my ability to compete in the classroom with much providing a better life for his family. younger classmates. All of my worries proved to be unfounded. I have not only been able to compete, Lynross Martinez graduated from Fort Peck Community but have actually flourished during my time at Stone College in 2006 with a certificate in Computer Child College. While attending Stone Child College Networking Technology. Lynross is legally blind and I have been involved with many activities which traveled over 120 miles daily to attend classes. He used include: mentoring, tutoring and recruiting. I have special tools to assist him through classes and excelled in enjoyed mentoring the most, for it has allowed me his classes. Lynross was also one of the Student Support the opportunity to encourage people to pursue their Services tutors. Students found him to be an exceptional higher education aspirations. I had a number of social, individual and tutor. educational, and financial obstacles to overcome. The faculty and staff have been very helpful in assisting me to triumph over any barrier that has arisen.

Without the assistance and perseverance of the entire college, I am most certain I would have never achieved my education goals. I graduated in May of 2006 with an Associate in General Business.”

Edward Lujan Stone Child College, 2006

22 Serving Community: TCU Alumni Achievements

Patrick McKelvie, a member of the Sault Ste. Marie Tribe Mr. Nisto Ramon entered Tohono O’dham Community of Chippewa Indians, who is married and has six children College in 2000 and graduated in 2004 with an A.A.S. in and several grandchildren, finished an Associate Degree Early Childhood Education. Nisto has been teaching and in Human Services at Bay Mills Community College in caring for the children of the Pisinemo Village in the heart 2001 and transferred to Lake Superior State University of the Tohono O’odham Nation for twenty years. As an for a Bachelor’s Degree in Human Services. He then aide and then teacher for Head Start, he has worked with completed his Master’s in Social Work at Grand Valley many youngsters, including children of his earlier students; State University and works for the Sault Tribe of Chippewa in 2006, he was promoted to Pisinemo Head Start & Indians. Child Care Center Coordinator. Pisinemo Head Start, with support from the Indian Oasis Baboquivari Unified Josh Weston, a 2001 Haskell Indian Nations University School District, serves children with disabilities, and Nisto graduate, was recently elected as the President for the is pleased to use what he learned at TOCC to help these Flandreau Santee Sioux Tribe of South Dakota. Mr. children. He also finds it rewarding when he meets former Weston earned his baccalaureate degree in Business Head Start pupils who have gone on to higher education. Administration with an emphasis in Tribal Management. “We’re fortunate to have TOCC right here,” Mr. Ramon said in a recent interview.

Josh Weston, President of the Flandreau Santee Sioux Tribe of South Dakota Photo credit: HINU

Connie Rous, an Oglala Lakota College elementary teacher graduate, received the prestigious Milken Family Foundation National Educator Award. A Milken award winner receives a $25,000 cash prize and trip to the annual Milken Conference where the honorees from the 48 states and the District of Columbia are recognized.

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights | 23 Beyond the Classroom: Community Education

All TCUs serve their communities with education and community-based programs targeted to all populations: elementary, middle and high school students, and adults. The pre K-12 programs provide academic enrichment and support for area students. Some of the programs are based on national models, for example, Gear-Up and Upward Bound, and some are unique to the TCUs and may emphasize indigenous language and culture. Many TCUs partner with local school districts to provide curriculum assistance, teacher professional development, and student after school programs. TCUs also host summer programs which bring pre K-12 students to the campuses.

Adult education is an important mission of TCUs. Most TCUs have GED programs in addition to continuing Northwest Indian College Men & Boy’s Retreat, Ramon Murillo’s Drum Making Class / Photo credit: NWIC education, and workshops and seminars on topics ranging from parental education and personal financial management to native language classes. They also offer programs to enhance participants’ careers such as medical billing coding and firefighting.

Turtle Mountain Community College Range Management Workshop Photo credit: TMCC

Sinte Gleska University President Bordeaux confers an honorary doctorate degree to Medicine Man Leonard Crow Dog during graduation ceremony. Photo credit: SGU

24 Table 4 summarizes the number of participants in the 23 members participated in various programs; some sample reporting TCU community education offerings during programs in each category are shown. AY 2005-06. More than 33,000 K-12 students and adult

Table 4. TCUs’ Community Programs and Participants AY 2005-06 (23 TCUs)

No. of Target Population Participants Sample Programs

• After School Reading Program • Reading Naturally • Brain Gym BE • Tepee Fever I • Curriculum Management • Community Library Outreach • Day of the Young Child • Speaking White Clay Speaker/ • Diabetes Education in Tribal Learner Project K–G5 2910 Schools for all grades • DESTINY Summer Science Day Camp • Family Life Center • Indian School Equalization Program • Family Literacy Program– • Okolakic’iye Otipi-Sitting Bull Camp Mothers and Children • SEMA Curriculum Distribution • Honoring the Gift of Food • Learning Styles

• AIMS Camp • National Youth Sports Program • Baby Sitter Certification • Native American Cultural Institute • Brain Gym • RB Brain Gym • Career Ladders Program • Reading/Math Strategies • Crow Youth Career Education • Science/Technology Camp • Education Outreach • Tepee Fever II G6–G8 2882 • Family Life • Circle of Life Summer Math • LPTC Extension and Science Program • Mini Cultural Fair • Health Careers Opportunity Program • Move It Program • Rural Systemic Initiative • Gaining Early Awareness and Readiness for Undergraduate Programs (GEARUP)

• American Indian Culture/Crafts • Ge’e Wo’o District Summer Youth • Bridge Orientation • Harlem High School Seniors • Career Fair • College Survival Skills • Daniels Fund • High School Senior Day • DEMO Grant • Honors Program • Dual Enrollment High School • IBM Camp • Students • In-Med G9–G12 4134 • Expanding the Circle • Methamphetamine Workshop • Family Life Center • NASA • Family Life Center: Family & • Native Language Class • Community Violence Prevention • Navy Project • FAS/FAE Sacred Circle • Rural Systemic Initiative • Gear-Up Summer Youth Workers • Upward Bound • ABE (Adult Basic Education)/GED • Nexlevel Business Management • Adult Literacy and Development Training • Basic Computer Usage (Word, Excel) • Ojibwemowin Gabeshiwin • Brownsfield Project • Parent Institute Training • Extension program–several • Parenting Class Adults 23644 community workshops • Wellness Center in Wolf Point • Financial Management • Wellness Conference • First Years Last Forever • Work First • GED: Teacher Math & Science • Writing News Releases • Corps (middle school) • Yoga • NASA Internship

Total 33570

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights | 25 Mentors and Leaders: Faculty, Administrators and Staff

College of Menominee Nation 2005 Faculty In-Service Workshop Six Fort Belknap College faculty and staff receive Bachelor’s degrees at Rocky Photo credit: CMN Mountain College in May 2005 / Photo credit: FBC

Faculty, administrators, and staff members contribute to There are about 3,000 faculty members, administrators their institutions and extended communities in multiple and staff in the 25 reporting TCUs. The largest percentage capacities. They are mentors to students, facilitators for is staff members (50% in AY 2005-06). There was a 4% community programs, researchers in their fields, and increase in the number of faculty between AY 2003-04 and program directors. Most TCUs are teaching institutions AY 2005-06 (1369 to 1474). with no tenure or instructional ranking system. Many TCUs find it difficult to recruit American Indian faculty members

Figure 13. Demographic Trends of Faculty, Administrators, and Staff / AY 2005-06 (25 TCUs)

26 The demographic breakdown of faculty, administrators members, administrators, and staff members are full time and staff vary widely. While less than half of faculty is and thirty percent are part time. Faculty members are American Indian (41%), 65% of administrators and 75% evenly divided between female and male, administrators of staff are American Indian. Seventy percent of faculty are 55% female, and staff is 65% female.

Figure 14. Faculty, Administrators, and Staff Demographics / AY 2005-06 (25 TCUs)

A total of 58% (487) of the full-time and 43% (286) of community to convey significant cultural knowledge to the part-time faculty, teaching staff, and administrators students. Thus 4% of the full-time and 11% of the part- have master’s or doctorate degrees. One of the TCUs’ time faculty, teaching staff and administrators are listed as strengths is that they rely upon cultural scholars from the experts in their fields with no degree.

Figure 15. Faculty, Teaching Staff, and Administrator Highest Degree Held for AY 2005-06 (24 TCUs)

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights | 27 Table 5 illustrates TCU faculty, administrators, and staff activities, committee service (773), and curriculum/course members’ involvement in professional development, development and laboratory development (546) indicate service contributions, publications and presentations, and more effort in academic service and with community support received for research. Many faculty members, service (279). Very few researchers receive release time or administrators, and staff members participated in national staff/student support from the institution. Even without conferences (471), workshops and seminars (656), enrolled this support, many TCU faculty members had research in study for advanced degrees or certifications (203), outcomes such as journal papers, books and proceedings, and participated in summer programs (215). The higher and presentations to national conferences, and on- and numbers involved in student support (570), campus off-campus workshops and seminars.

Table 5. Faculty, Administrators, and Staff Professional Development, Service Contributions, Publications, and Research Support / AY 2005-06 (25 TCUs)

Professional Development Activities

Attended National Conferences 471

Attended Workshops/Seminars 656

Enrolled in study for advanced degree or certification 203

Participated in Summer Programs 215

Faculty/Administrator/Staff Service Contributions

Student Support Services 570

Campus Activities/Committee Services 773

Curriculum/Course Development 431

Laboratory Development/Enhancement 115

Community Service as a representative of the institution 279 Mr. Benny Tonce, who will celebrate his 80th birthday this year, has been honored by the American Indian College Fund Publications and Presentations for his dedication and excellence in teaching at Leech Lake Refereed Journal Papers Submitted 34 Tribal College.

Refereed Journal Papers Published 34 In addition to teaching Ojibwe language classes, Mr. Tonce teaches Anishinaabe Drum & Dance at LLTC, is an active Other Publications (books, chapters, etc.) 31 participant in numerous powwows, and is the college’s Conference Proceedings Published 33 spiritual leader for weekly prayer and drumming ceremonies.

Scholarly Creative Cultural Activities (ex. exhibit, play) 149 Photo credit: LLTC Professional Presentations at National Conferences 97

Professional Presentations at On-Campus Workshops/Seminars 143

Professional Presentations at Off-campus Workshops/Seminars 107

Faculty/Administrator/Staff Support for Research

Release Time/Reduction of Course Load 33

Provision of Professional Research Staff 12

Provision of Student Research Assistant 26

28 Faculty and Administrators’ Outstanding Achievements

TCU administrators and faculty focus on teaching, Lummi Elder home, sociology, biology and psychology however many are involved in research and service in faculty, and students in developing a community garden addition to their classroom responsibilities. Following are with native plants with the elders. Other successful some examples. projects included a science night with the Lummi Head Start students. Pat Melody of Haskell Indian Nations University (HINU) was a key respondent at the National Gathering Dick Poole of NWIC has received funding from the 2006: The Second Half Conference of Project HOOP National Forest Service and worked in collaboration with (Honoring Our Origins and Our People) at University the National Oceanic and Atmospheric Administration of California at Los Angles (UCLA), American Indian (NOAA) to develop research opportunities for students Studies Center and the UCLA Theatre Department. This in marine sciences. Roberto Gonzalez-Plaza received gathering heard reports and demonstrations of three funding from the Department of Defense Science tribally sponsored models of performing arts projects. Pat Instrumentation program with the intent of enhancing Melody was asked to present a formal response to each four different aspects of science. He also received funding presentation and summary commentary at the conclusion that supports student research through a National Science of the conference. Dr. Reeze Hanson participated in a Foundation’s Research Experience for Undergraduates and Lannan Summer Institute for Tribal College Teachers, a NASA Space grant. held at The Newberry Library in Chicago. Her session was “Teaching American Indian Literatures.” Dr. Hanson Karita Coffey of Institute of American Indian Arts had the opportunity to research primary sources for became a year-long American Indian Higher Education orations in the private library Ayer Collection of Native Consortium fellow in the Kellogg Foundation’s Minority manuscripts and books. Dr. Venida Chenault was invited Serving Institution Leadership Fellows Program. Ed Wapp by the National Congress of American Indians to present was invited as a Visiting Professor by a research team her doctoral dissertation on violence against Indigenous at the University of Le Havre, France led by Professeur women at their summer meeting. Maryvonne Nedeljkovic. He provided a series of seminars on a number of Native American topics ranging from “Rural and Urban Cultures of Native Americans in the U.S.” to “The Pow-Wow as a Socio-cultural Practice among Native Americans” in 2006.

Dr. Tim Olson of Salish Kootenai College published nine articles in peer-reviewed journals during AY 2004- 05 and served as co-author of nine scientific papers on gravitational wave physics and Mars exploration. Dr. Olson was one of a team of 21 scientists awarded a grant for the design, construction, and scientific investigations for three instruments on the 2009 NASA Mars Science Laboratory Rover.

Phil Baird, Dean of Vocational and Academic Services of Michelle Vendiola of Northwest Indian College United Tribes Technical College, received an honorary Photo credit: NWIC Doctorate degree in 2005 from Sinte Gleska University. As president of the North Dakota Cowboy Hall of Fame Michelle Vendiola and Emma Norman of Northwest (NDCHF), he was a key leader in state-wide effort to Indian College (NWIC) participated in the National establish the NDCHF Center of Western Heritage & Service Learning Project and have developed extensive Cultures: Native American, Ranching, and Rodeo. service partnerships between local agencies, faculty and students in NWIC courses. The result has been several successful projects including a joint project with the

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Highlights | 29 Final Remarks

A major goal of the AIMS initiative is to respond to the Most tribal colleges are located on Indian reservations in growing need to provide accurate data and information rural areas. It is a challenge for some students to attend about tribal colleges and universities to the Bureau of class due to the distance of their homes from the colleges. Indian Affairs, US Department of Education, other federal To address this issue many Tribal colleges have turned agencies, funding agencies and foundations and other to online and distance courses. The colleges employ the stakeholders. AKIS and the resultant reports have been latest technology to deliver courses via the internet or successful in meeting this need. satellite; some colleges have developed their own course delivery systems. Increasing numbers of students are taking TCUs offer more than 600 unique academic and vocation advantage of this opportunity. programs leading to a degree or certificate. All of the TCUs offer Associate degree programs, seven offer Bachelor Student activities support and engage students. TCUs degrees and two have Master degree programs. Most of the offer a vast array of activities in the areas of academic TCUs also have vocational career programs that lead to a development, research, teaching and active learning, certificate upon completion. In Fall 2005, there were 16,974 extracurricular, service to the community, and culturally certificate- and degree-seeking students enrolled in 32 relevant. Thousands of students participate in activities or TCUs. The average enrollment was 530, with enrollments receive services annually. ranging from 82 to 1,822. Sixty-four percent were enrolled in academic programs; the most popular discipline was In addition to formal academic and vocation programs, Liberal Arts. Nine percent of students were enrolled in TCUs offer a variety of community education programs. vocational programs, and 17% were undeclared as they had The targeted audience range from elementary school not decided which program they were most interested in age children to adults. The pre K-12 programs provide pursuing. The remaining 10% were not reported. academic enrichment and support for area students. Most TCUs have GED programs in addition to continuing From AY 2003-04 to 2005-06 close to 2,400 students education, and workshops and seminars on topics ranging graduated annually. About 70% of the graduates earned from parental education and personal financial management Associate degrees, and 22% earned Certificates. The largest to native language classes. percentage of degrees were awarded in Liberal Arts which mirrors enrollment. TCU Faculty, administrators, and staff members serve as mentors and leaders. They contribute to their institutions Tribal College students face many challenges. First year and extended communities in multiple capacities. They are entering students’ data show that many did not receive mentors to students, facilitators for community programs, adequate pre-college preparation; only 72% have a high researchers in their fields, and program directors. There are school diploma and older students may be enrolling in about 3,000 faculty members, administrators and staff in college after a long absence from a formal education setting. the 25 reporting TCUs; in AY 2005-06 41% were teaching Placement test results indicate that 73% of test takers need faculty. Almost 42% of faculty is American Indian. to be placed in remedial/development mathematics and 57% in reading. The 32 TCUs represented in this report provide services to about 17,000 formally enrolled college students each The number of students enrolling in remedial/ semester and thousands of community members from K-12 developmental courses has decreased over the three year students to adult learners through K-12 school partnerships, period from AY 2003-04 to 2005-06, but the successful continuing education, workshops and seminars, health and completion rate (grade C or above) has also decreased. wellness programs, cultural programs etc. Almost 2,400 students graduate each year with certificates and degrees A key element to success in college is the successful that enable them to begin professional careers that benefit completion of core curriculum courses- those courses both themselves and their communities. TCUs are a required of all students regardless of their specific program beacon of hope to the American Indian population of our of study. The completion rates of academic core curriculum country. courses (those required of degree seeking students) are above 60%.

30 Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles

Arizona New Mexico Diné College...... 3 Institute of American Indian Arts...... 51 Tohono O’odham Community College...... 5 Navajo Technical College...... 53 Southwestern Indian Polytechnic Institute...... 55 Kansas Haskell Indian Nations University...... 9 North Dakota Cankdeska Cikana Community College...... 59 Fort Berthold Community College...... 61 Michigan Sitting Bull College...... 63 Bay Mills Community College...... 13 Turtle Mountain Community College...... 65 Keweenaw Bay Ojibwa Community College...... 15 United Tribes Technical College...... 67 Saginaw Chippewa Tribal College...... 17 Oklahoma Minnesota Comanche Nation College...... 71 Fond du Lac Tribal and Community College...... 21 Leech Lake Tribal College...... 23 White Earth Tribal and Community College...... 25 South Dakota Oglala Lakota College...... 75 Sinte Gleska University...... 77 Montana Sisseton Wahpeton College...... 79 Blackfeet Community College...... 29 Chief Dull Knife College...... 31 Fort Belknap College...... 33 Washington Fort Peck Community College...... 35 Northwest Indian College...... 83 Little Big Horn College...... 37 Salish Kootenai College...... 39 Stone Child College...... 41 Wisconsin College of Menominee Nation...... 87 Lac Courte Oreilles Ojibwa Community College...... 89 Nebraska Little Priest Tribal College...... 45 Nebraska Indian Community College...... 47 Wyoming Wind River Tribal College...... 93

Arizona

Diné College

Tohono O’odham Community College

Diné College Institution Profile AY 2005-06 iné College is a public institution of Dhigher education first chartered by the Year Founded 1968 Navajo Nation in 1968. Originally called Chartering Tribe Navajo Nation Navajo Community College, Diné College Academic Term Semester was the nation’s first tribally chartered Highest Degree Associate college. The institution has a main campus Offered Accrediting Higher Learning Commission of the in Tsaile, Arizona, and eight community- Agency North Central Association of based campuses throughout Arizona and Colleges and Schools New Mexico that provide educational Land Grant Yes opportunities to a rapidly growing Navajo Operational Title II population. Funding Source Location On Reservation Institution P.O. Box 126 The educational philosophy of Diné Address Tsaile, AZ 86556 College is Sa’ah Naaghai Bik’eh Hozhoon Institution www.dinecollege.edu (SNBH), the Diné traditional paradigm for Website understanding all living systems. SNBH is applied in all academic and student support programs to advance quality student Institution Enrollment Fall Snapshot • by Major Group learning while maintaining a meaningful American Indian 1 Liberal Arts/ 76 connection to traditional Navajo values and Diné Languages General Studies sensibilities. American Indian 10 Office Admin./ 20 Studies Tech. Art 1 Pre-Engineering 0 As a postsecondary educational institution, Biology 10 Social Science 54 Diné College awards associate degrees College Business 24 Undeclared/Not 0 and certificates in areas important to Declared the economic and social development of Computer Science 6 Not Reported 1,583 the Navajo Nation. To comply with the Education- 33 college mission, personalized instruction Praprofessional is guaranteed to each student because of Geography 0 the low student-faculty ratio. In 1998, Human Services 4 Total 1,822 Diné College students earned the first • Demographics baccalaureate degrees under the Diné Full Time 857 American Indian Female 1,361 Teacher Education Program, accredited Part Time 965 American Indian Male 428 under a partnership with Arizona State Total 1,822 American Indian Total 1,789 University. By 2009, Diné College will Non-Indian Female 21 NAVAJO INDIAN RESERVATION achieve four-year degree-granting status to Non-Indian Male 12 191 D offer accredited bachelor’s degrees. Non-Indian Total 33 Tsaile C Total 1,822

Window Rock HOPI INDIAN Graduation RESERVATION 264 Associate 231 Gallup Certificates 1 40 Total 232

Area Enlarged Faculty/Administrators/Staff Full Time •

NA Part Time • ZO RI A Total • • Data missing Diné Building Photo Credit: DC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles |  Diné College

improve their fine motor skills. The planning skills to develop and implement Children Art Program enhances the lives successful farming activities. Equity of children and their parents through programming also supports agricultural enjoyable, positive family interaction. and environmental curriculum Many community members have development and research. returned for the second year of the program, and there has been a significant Students have made tremendous increase in the number of community contributions to the development of the participants from the first year. College’s demonstration farm, which is supported through IIRD’s Equity

DC President Ferlin Clark • Extension Programs program. The Tsaile Demonstration Farm IIRD’s Extension Agribusiness Project, Project established a venue for visual “The Sheep is Life”, provides community demonstrations of irrigation system The Strategic Role and Community education on successful goat and sheep designs, water conservation methods, Impact of DC’s Land-Grant Mission production. Workshops give information and new crops for farm production. about ways to improve the quality of A greenhouse is used for scientifically The Institute for Integrated Rural wool, meat, and breeding. Specific rigorous experiments, community Development (IIRD) at Diné College topics include the cultural importance of demonstrations, and student research believes that its land-grant mission is maintaining livestock as part of the Diné projects. to sustain the Diné intellect through livelihood, planning breeding seasons, culturally relevant pedagogy, enhanced and breeding for high quality wool and learning environments, and expanded meat production. This program has learning resources. IIRD’s Endowment, been especially successful in reaching Extension, and Equity land-grant programs community members in the remote areas engage students, faculty, and community of the reservation where many continue members in educational endeavors that to use sheep and goats for income, food, contribute to the social, economic, and and products (weaving rugs). cultural well-being of the Navajo Nation. “The Sheep is Life” workshops are • Endowment Programs designed so that participants are fully IIRD Endowment Programs include engaged in discussion and learning. the Native Landscaping program where Workshops are interactive so that students learn to identify native plants participants have hands-on practical and their traditional uses as food, experiences such as shearing and turning medicine, and vegetal dyes. Students wool into yarn for weaving. Extension New Shiprock Building plan and design landscapes on campus educators work in collaboration with using native plants in their natural community members to educate weavers habitats. This program enhances student in new marketing techniques and in experiences on campus by creating ways to build or improve product value. inviting landscapes that portray living For example, a rug auction committee in harmony with the natural world. was formed to sell rugs directly from The college community has learned to community weavers. A heightened appreciate the value and benefit of native awareness of current agricultural plant species, and the importance of production has restored confidence in teaching the younger generation about the community to continue maintaining the importance of native plants. livestock as part of the livelihood of the Diné people. The Children Art Program is an endowment program that exposes • Equity Programs Students in Chem Lab young children to creative thinking IIRD’s Equity Program supports student through the use of their artistic skills. interns who create experimental farming The program encourages children to use projects conducive to an inquiry-based developmental skills such as listening, research and learning environment. following directions, planning, and Students learn about key nutrients communicating, and also helps them for plants and how to employ their Photo Credit: AIHEC  Tohono O’odham Community College n 1998, the Tohono O’odham Nation Institution Profile AY 2005-06 Ichartered Tohono O’odham Community College (TOCC) to serve the residents of Year Founded 1998 its reservation and nearby communities Chartering Tribe Tohono O’odham Nation with the goals of preparing students to Academic Term Semester contribute to the social, political, and Highest Degree Associate economic life of the Tohono O’odham Offered Accrediting Higher Learning Commission of the Nation, and to preserve the O’odham Agency North Central Association of Himdag (cultural way of life). TOCC Colleges and Schools opened its doors in 1998, received initial Land Grant Yes accreditation in 2003, and achieved federal Operational Title I land-grant status in 2004. Funding Source Location On Reservation Institution P.O. Box 3129 The College’s vision is to enhance greater Address Sells, AZ 85634 participation of the Tohono O’odham Institution www.tocc.cc.az.us Nation in the local, national, and global Website community, and enhance the unique Tohono O’odham Himdag by strengthening Tohono individuals, families, and communities Institution Enrollment Fall Snapshot • by Major Group through holistic, quality higher education Agriculture and 4 Human Services 2 services. These services include research Farming O’odham opportunities and programs that address American Indian 0 Office Admin./Tech. 7 academic, life, and development skills. Studies Building Trades 5 Liberal Arts/General 41 Studies Community The Tohono O’odham, or “Desert People,” Buisiness 10 Undeclared/Not 172 live in the Sonoran Desert and surrounding Declared lands located in the southwestern Computer Technology 0 College United States and northern Mexico. Education- 7 Total 248 Paraprofessional The Tohono O’odham Nation has a land • Demographics base of 2.8 million acres, and is located in southernmost Arizona, with seventy- Full Time 45 American Indian Female 156 five miles of the Nation running along Part Time 203 American Indian Male 76 the United States/Mexico International Total 248 American Indian Total 232 Border. TOCC is situated in Sells, Arizona, Non-Indian Female 8 Non-Indian Male 8 Phoenix the capital of the Tohono O’odham Nation, just west of Tucson, Arizona. In addition Non-Indian Total 16 Total 248 10 to its Main Campus and West Campus in Sells, TOCC offers courses to the public at numerous other community sites. 8 Graduation 10 Associate 6

TOHONO O’ODHAM Certificates 3 INDIAN RESERVATION Apprenticeships 4 Total 13

86 T O’ C C 86 10 Faculty/Administrators/Staff Sells 19 Full Time 43 Part Time 19 NA Total 62 ZO RI A

Area Enlarged

TOCC Campus Photo Credit: SR

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles |  Tohono O’odham Community College

President’s Vision: Achievements, expands TOCC educational services 1994 Extension Program Highlights and Future Planning to Tohono O’odham veterans, eligible dependants, and their families. The Extension Program at TOCC has assisted in engaging the College with The Strategic Role and the community. For example, the Junior Community Impact of TOCC’s Rodeo Series was recently launched, which Land-Grant Mission brought elders and other community members together from across the entire TOCC’s land-grant programs support its reservation. Inquiries were received from strategic plan for curriculum development, O’odham communities more then 100 extension programming, and the miles away from the site location of the construction of new facilities. Regarding Junior Rodeo Series. This program acts as TOCC President Olivia Vanegas-Funcheon curriculum development, the College a mechanism for an expansion of TOCC Photo Credit: TOCC is developing a full range of courses for academic programs into the Gila River and Outstanding Accomplishments certificates, associate of applied science, Salt River Indian communities, which are Tohono O’odham Community College and associate of science degrees in Tohono related to the O’odham. (TOCC) achieved the following significant O’odham agriculture and natural resources. accomplishments during the academic year The College is also garnering community Additionally, the Extension Program (AY) 2005-06: support and input to develop extension is working with the Boys & Girls Club • A state-of-the-art science laboratory programs that meet specific community on a community garden project in was installed, dramatically increasing needs. TOCC is constructing facilities Sells, Arizona. This garden project is student enrollment in science classes, to house materials and supplies used in collaborating with other existing garden and spurring collaboration and interest extension and demonstration garden projects such as the Tohono O’odham from the three major universities in activities. Community Action (TOCA) garden and the Arizona. Studies had shown that the Natural Resources Conservation Service need of a science laboratory was critical Specific TOCC’s land-grant activities are as garden. The TOCA gardening program for adequate student preparation for follows: has received international and national transfer to four-year institutions. • The College has developed courses in recognition, and was the topic of the ABC • Mr. George Ackerman, a TOCC student, Wildlife Conservation, Hydrology, 20/20 television program. participated in the NASA Enrichment Plant Science, Plant Ecology, Range Program at the Goddard Space Flight Conservation, Renewable/Alternative Extension Program staff recently Center. With the assistance of a TOCC Energies, Computer Technologies, Farm conducted a needs assessment with faculty member and a NASA research Management, and Soils. community elders, district councils, and scientist, Mr. Ackerman studied the • TOCC works with tribal community other representatives of the Tohono annual monsoon rain cycle occurring members to integrate Tohono O’odham O’odham Nation. The assessment in the Sonoran Desert. Mr. Ackerman culture, viewpoints, and knowledge into was designed to learn more about the created research questions, designed the above-mentioned courses. community’s interests for extension the research, collected and analyzed • The College has developed a series of activities. data, and developed conclusions and “Youth Outreach-Horse Camps” weekend interpretations from a cultural and programs to teach youth about the scientific perspective. His presentation responsibility of caring for horses. was selected for posting on NASA’s • TOCC has developed a “Wild Ride Youth website. Development Program,” which is a • Five faculty and staff were selected month-long program that teaches youth to present at the Higher Learning about horses, livestock, and other natural Commission Annual Convention in 2006. resources found on the Tohono O’odham The presentation, “Assessment: Culture Nation. in/Culture of/Culture with,” addressed • The College is currently developing an three different perspectives of culture “Ag-Discovery Program” partnership with in the development of student outcome University of Arizona, which is a summer learning within the College. residential program for teenagers to learn TOCC website • The Office of Veterans’ Education within about plant and agricultural science. The the Arizona Department of Veterans program encourages students to continue Services has authorized TOCC to offer their education at a two-year or four-year GI-Bill financial aid, and therefore, institution.

 Kansas

Haskell Indian Nations University

Haskell Indian Nations University askell Indian Nations University Institution Profile AY 2005-06 H(Haskell) is one of only two American Indian/Alaska Native-serving, Year Founded 1884 postsecondary institutions to admit Chartering Tribe Federally Chartered students from all federally recognized Academic Term Semester tribal nations; it is the only baccalaureate- Highest Degree Bachelor’s granting institution. Haskell aspires Offered Accrediting Hgher Learning Comission of to develop into the nation’s premier Agency the North Central Association of intertribal university: a place of intellectual Colleges and Schools growth and research by, for, and about Land Grant Yes American Indians/Alaska Natives. While Operational Snyder Act of 1921 Haskell first opened as an Industrial Funding Source Location Off Reservation Training School 120 years ago, its identity Institution 155 Indian Ave. as a bachelor degree-granting institution Address Lawrence, KS 66046 is relatively new, having awarded its Institution www.haskell.edu first bachelor’s degrees in 1997. Haskell Website currently enrolls more than 1,000 students each semester in four bachelor’s degree Haskell programs and a variety of associate degree Institution Enrollment Fall Snapshot programs . • by Major Group American Indian 62 Human Services 29 Indian Located on a 320-acre campus in an area Studies Art 20 Liberal Arts/ 358 rich in American Indian history and General Studies culture, Haskell offers students a holistic Business 234 Natural Science 43 Nations educational experience in a diverse setting Computer Science 0 English 0 that brings Native America together. Education- 25 Undeclared/Not 23 Haskell integrates American Indian and Paraprofessional Declared Education- 16 Not Reported 108 University Alaska Native culture into all its curricula. Professional The University’s intertribal constituency Env. Sci./Natural 70 and federal support through the Bureau of Resources Health Careers 37 Total 1,025 Indian Affairs help make Haskell a unique educational institution. • Demographics Full Time 809 American Indian Female 493 Four institution-wide goals will help Part Time 216 American Indian Male 532 Haskell become the nation’s premier Total 1,025 American Indian Total 1025 intertribal university in the coming years: Non-Indian Female 0 Area Enlarged • Technology will be used to plan and S SA Non-Indian Male 0 AN conduct assessments, and provide K Non-Indian Total 0 comprehensive annual reports to Total 1,025 Congress and other constituents. • Haskell’s Endowment Association will Kansas City become self-supporting, bringing much- 70 needed funds from foundations, alumni Graduation 35 and other donors into its endowment. Bachelor’s 70 Lawrence • Educational offerings will be strengthened Associate 99 H I N U through new and creative faculty and staff Total 169 professional development. • Technology investments will significantly improve student and alumni information Faculty/Administrators/Staff and tracking. Full Time 200 Part Time 8 Total 208

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles |  Haskell Indian Nations University

President’s Vision: Achievements, The Strategic Role and and the Prairie Band Potawatomi Nation. Highlights and Future Planning Community Impact of Haskell’s Several studies have estimated that a Land-Grant Mission majority of sediment in northeastern Kansas rivers and reservoirs is coming Haskell’s land-grant programs have from unstable stream banks. These stream enabled it to successfully implement its banks are often unstable due to native strategic plan’s fifth initiative: “Haskell will vegetation removal, increasing storm flow capitalize on opportunities to maintain and channelization. The research project state of the art information technology quantifies the sediment loss and erosion that enhances communication and meets rates from several stream banks within the Haskell’s educational needs.” Land-grant Prairie Band Potawatomi Reservation. programs support distance education HINU President Linda Sue Warner that reaches students beyond Haskell’s Online and Distance Education physical campus. Land-grant funding and Instructional Technology Outstanding Accomplishments supports essential staff positions, software Haskell Indian Nations University achieved licenses, student workers, and technology Haskell currently offers four video- the following significant accomplishments development. teleconferenced classes (VTC) to the Prairie during the 2005-06 academic year (AY): Band Potawatomi reservation: three in • To better utilize information technology, In AY 2005-06, Haskell’s website was mathematics and one in American Indian the Office of the Chief Information Officer enhanced, and the infrastructure was Studies. VTC is fully interactive, real-time was created, the number of student developed for both Internet and intranet audio and video over the Internet. Haskell computer labs more than doubled from six use. A complete video-teleconferencing can bridge to up to four locations at one to 13, and the entire campus is now wired classroom was built, maintained by a time. The University uses classrooms and connected to the university network. distance education coordinator. The that are fully equipped with a Tandberg™ coordinator plays a primary role in education system (three TVs, two cameras, recruiting and supporting at-distance a main computer system, smartboard students and remote tribal community display, PC, document camera, and a locations. To date, Haskell has conducted digital projector). The classroom also has at-distance classes in several reservation an 11-unit wireless laptop lab, slated for communities, and has also served as the expansion to 24 computers. bridge for classes being taught by other

Haskell Computer Lab educational institutions. Blackboard™ is used by nearly half of Haskell’s faculty • The research of junior Jason A. Koontz, to supplement their courses. Training “Physiological studies on a New Isolate involves 12 faculty members each year of the Gut Fungus, Smittium culisetae, receiving two days of intensive training, from Wetland Mosquito Larvae, Aedes constructing a Blackboard™ course the Vexans,” was published in Transactions following semester, and then teaching the Video-teleconferencing Classroom of the Kansas Academy of Science. It distance course in subsequent semesters. is extraordinary for an undergraduate Over the past three years, Haskell has student to have a single-author Haskell’s Tribal Student Technology (TST) broadcast classes to numerous locations publication. program is in its fourth year of existence. and had instructors teach from places • The Little Nations Academic Center, the Modeled on University of Wisconsin- other than Haskell. In Spring 2006, Creek campus child care facility, completed Milwaukee’s program, Haskell’s TST language was taught from Oklahoma State its first year of operation. Seven center program employs a dozen student workers University to students on Haskell’s campus staff members provided child care and who are involved in technology support for and at the Creek Nation in Oklahoma. learning activities to 25 children of Haskell the University. They primarily operate the Haskell is expanding its distance education students. first-level help desk. Constant training and emphasis to include Blackboard™-only and mentoring of student workers anticipates stand-alone, self-paced, Web-based courses. and overcomes issues associated with student turnover.

Haskell also conducts land-grant research projects such as the collaborative partnership with Kansas State University Stream bank research in Land-Grant Mission Photo Credit: HINU 10 Michigan Bay Mills Community College Keweenaw Bay Ojibwa Community College

Saginaw Chippewa Tribal College

Bay Mills Community College ocated on a beautiful site overlooking Institution Profile AY 2005-06 L Lake Superior, Bay Mills Community College (BMCC) offers accredited associate Year Founded 1984 degree programs, technical training Chartering Tribe Bay Mills Indian Community and cultural opportunities to the Tribes Academic Term Semester of Michigan and their neighboring Highest Degree Associate Offered communities. Chartered in 1984 by Accrediting Higher Learning Commission of the Bay Mills Indian Community, the Agency the North Central Association of College’s mission is linked directly to the Colleges and Schools economic development needs of Michigan Land Grant Yes tribes. The College offers classes to every Operational Title I C Funding Source OM GE reservation in the state and in many of MU LLE Location On Reservation UNITY COL their surrounding communities. BMCC Institution 12214 W. Lakeshore Drive is accredited by the Higher Learning Address Brimley, MI 49715 Commission of the North Central Institution www.bmcc.edu Association of Colleges and Schools to offer Website associate degree, certificate, and specialized vocational programs. Institution Enrollment Fall Snapshot Bay Mills • by Major Group The main campus building was recently American Indian 45 Env. Sci./Natural 6 expanded to include highly integrated Languages Resources computer systems networks, a new American Indian 13 Health Careers 12 Studies bookstore, laboratories, offices, and Community Automotive 0 Human Services 0 classrooms. The College will soon complete Technology construction of the new Building Trades Building Trades 20 Liberal Arts/General 30 Studies Center that will house a classroom and Business 44 Office Admin./ 28 computer-aided drafting classroom for the Technology College program. Computer Technology 23 Social Science 18 Corrections/Law 11 Undeclared/Not 156 BMCC participates in the Michigan Enforcement Declared Education- 113 Total 519 Association of Collegiate Registrars Paraprofessional Area Enlarged and Admissions Officers Articulation Agreement between public and private • Demographics community colleges and universities in Full Time 180 American Indian Female 221 Michigan. This agreement provides BMCC Part Time 339 American Indian Male 76 students assurance of having completed AN Total 519 American Indian Total 297 HIG IC their general education requirements when M Non-Indian Female 172 they transfer to a participating four-year Non-Indian Male 50 college or university. Non-Indian Total 222 IOR S UPER Total 519 KE L A

Graduation Associate 22 B M C C Certificates 9 Total 31 BAY MILLS RESERVATION Brimley Faculty/Administrators/Staff 77 Sault Ste. Marie 75 Full Time 58 Part Time 24 Photo Credit: SR Total 82

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 13 Bay Mills Community College

President’s Vision: Achievements, • National Science Foundation TCUP BMCC is also becoming the hub of Highlights and Future Planning Planning Grant renewable energy development in • Institute of Museum and Library Science Michigan’s Eastern Upper Peninsula. Basic Library Support Grant. Students are experimenting with oil seed crops to study the feasibility of bio-diesel Current Academic or Research processing. BMCC Extension has hosted Partnerships/Collaborations community workshops on renewable energy sources and is partnering with BMCC is involved in a partnership with the National Renewable Energy Lab on Michigan State University which focuses on educational outreach to local students the College becoming the hub of renewable and teachers regarding the benefits of energy development in Michigan’s Eastern renewable energy. A wind resource study BMCC President Michael Parrish Upper Peninsula. Activities have included has also been initiated by the College cooperative research on agricultural to assess the potential for wind energy Outstanding Accomplishments experiment plots for oil seed crops and generation for the region. During the 2005-06 academic year (AY), partnering with the National Renewable Bay Mills Community College (BMCC) Energy Lab on educational outreach to Important research is also being conducted accomplished the following: local students and teachers regarding at BMCC under its land-grant mission. • Received accreditation for on-line courses renewable energy. Dr. Michael Doyle, a Ph.D. botanist and in Early Childhood Development and in the College’s Director of Research, is Business Administration. BMCC Land-Grant Project 2006 conducting research on the Emerald Ash • Installed an elevator in the BMCC Bore, an exotic beetle that has killed more Library/Heritage Center to provide full BMCC is part of the nation’s land-grant than 20 million ash trees in Michigan, access to all three levels of the facility. system of higher education that provides Ohio and Indiana. Dr. Doyle is also • Completed the second phase of the community outreach (extension) and busy developing curriculum about the Building Trades Center, containing two research in the agricultural, environmental, indigenous plants of the Bay Mills Indian classrooms, a computer lab and office human, and related sciences. In AY 2005- community. space for faculty. 06, BMCC’s Extension program partnered • Construction of BMCC’s new Culture with the College’s Health and Fitness New Buildings and Major Facilities and Language Learning Center, with degree program and the Bay Mills Indian completion scheduled for December Community Health Program to promote Culture and Language Learning Center 2006. This new facility constitutes the healthful living through a variety of health BMCC received two grants in academic year centerpiece for the College’s expanding promotion programs. For example, an 2005-06 which were combined to build the West Campus. elders’ exercise program and a medical new Culture and Language Learning Center referral procedure that links patients to on the West Campus. A US Department Significant New Grants health promotion services has resulted in of Education Title III construction grant and External Funding reduced obesity rates and healthier lifestyle and a US Housing and Urban Development choices among Bay Mills community TCUP grant together totaled $2 million In AY 2005-06, BMCC received an members. in construction funding. This new facility anonymous donation of $100,000 and will have five classrooms, a computer lab, eight acres of lakefront property. In four dorm rooms with seven beds each, addition, BMCC was awarded grants from and a kitchen. The five classrooms will have the following agencies and programs: sound-proof curtains dividing them, which • US Department of Agriculture (USDA) can be opened to create a large meeting/ Rural Development Agency ceremony room. • US Department of Education Title III Construction and Development Grants program • Indian Community Development Block Grant program • USDA Tribal College Extension Services Grant program • USDA Special Projects Alterative Energy Education program Culture and Language Learning Center Wind Study Project Photo Credit: BMCC 14 Keweenaw Bay Ojibwa Community College he Keweenaw Bay Tribal Council Institution Profile AY 2005-06 Tchartered Keweenaw Bay Ojibwa Community College (KBOCC) in 1975 with Year Founded 1975 the mission to provide post-secondary Chartering Tribe Keweenaw Bay Indian Community ENAW Academic Term Semester EWE BA education that is rich in Ojibwa culture, K Y tradition and beliefs and that supports Highest Degree Associate life-long learning. The College is based Offered Accrediting Seeking Accreditation upon the ideal that American Indian Agency O

J E students deserve an educational system Land Grant No I B G E that is responsive to their needs and Operational Keweenaw Bay Indian Community W L A L concerns. KBOCC strives to create an Funding Source C CO Location On Reservation OM Y academic environment in which students MUNIT Institution 111 Beartown Road are inspired to succeed in their educational Address Baraga, MI 49908 journey. Institution www.kbocc.org Website Located on the L’Anse Indian Reservation on the southern shore of Lake Superior in Michigan’s Upper Peninsula, KBOCC Institution Enrollment Fall Snapshot Keweenaw incorporates traditional Ojibwa knowledge • by Major Group and culture into its curriculum in order to Business 17 Liberal Arts/General 23 foster understanding of Native American Studies Bay Ojibwa beliefs and to promote and preserve the Education- 10 Office Admin./ 0 Paraprofessional Technology customs of the Ojibwa people. Elders and Env. Sci./Natural 3 Undeclared/Not 29 traditional advisors offer their wisdom and Resources Declared Community guidance to assist KBOCC in integrating Total 82 the teachings of the Four Directions, which • Demographics include the mental, emotional, physical, Full Time 9 American Indian Female 50 College and spiritual elements. Part Time 73 American Indian Male 14 Total 82 American Indian Total 64 KBOCC is a two-year degree-granting Non-Indian Female 13 institution that offers Associate of Arts Non-Indian Male 5 degrees in Liberal Studies and American Non-Indian Total 18 Indian Studies; Associate of Applied Total 82 Area Enlarged Science degrees in Business and Early Childhood Education; and an Associate of Science degree in Environmental AN Graduation HIG IC Science. The College hosts the Ojibwa M Community Library, offering over 4,000 Associate 7 Total 7 R books, magazines, and newspapers, as well RIO PE as a special collection of Native American S U E resources. The College’s Niiwin-akeaa (Four K A Faculty/Administrators/Staff L Directions) Center serves as its technology 41 center and as the community’s recreational Full Time 13 Part Time 17 AW B AY facility, housing a full gymnasium and EEN Total 30 EW 26 K fitness center, computer labs, classrooms, and administrative and faculty offices. K B O C C

L‘ANSE INDIAN RESERVATION 38 Baraga

Marquette

KBOCC New Building Photo Credit: KBOCC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 15 Keweenaw Bay Ojibwa Community College

President’s Vision: Achievements, pretend play area, arts and crafts area, Highlights and Future Planning movie theatre, wigwam for storytelling, infant/toddler area, hand manipulation zone with building blocks, puppet theatre, and large muscle zone that features a Tibetan bridge and two-story playhouse. The Center is also being used for respite care, literacy education, and special events. Other sources of funding that support the Center include a $50,000 grant from the Enoch Moore Charitable Trust for children KBOCC Graduation literacy. A $50,000 grant was received from KBOCC President Debra Parrish the US Department of of Agriculture Rural Development for childcare supplies and Outstanding Accomplishments equipment. Keweenaw Bay Ojibwa Community College (KBOCC) achieved the following significant accomplishments during the 2005-06 academic year (AY): • KBOCC Indoor Play Center — The KBOCC Indoor Play Center was opened in AY 2005-06, providing a unique environment for families to engage in learning and play. The Center is universally accessible for people of all abilities, providing Children’s center interaction between young and old alike. The Center also serves as a learning site for students in the College’s Early Childhood Education program where they perform their practicum while being guided by the college faculty. In addition, childcare is now available for KBOCC students from Miss KBIC Monday though Friday. Childcare funding is available for Native American college students from the Lumina Foundation’s Angel Fund. KBOCC has been awarded a $50,000 challenge grant from the “Boundless • Regional Skills Alliance — The Regional Playgrounds for the Able to Play” project Skills Alliance was established in supported by the W.K. Kellogg Foundation. AY 2005-06 to bring together local The grant supports the development of businesses, K–12 schools, post-secondary KBOCC’s Indoor Play Center to serve educational institutions, and other children of all abilities. The Center includes agencies to identify the skills needed for a sensory room, computer lab, and the workforce of the future. The College several play spaces such as a music area, offered a work skills training program in Machine Tool Technology, which provided training in soft skills, math, and computers. On-the-job training was made available at local manufacturing businesses to provide job skills to those in the manufacturing field.

Summer Science Program Photo Credit: KBOCC 16 Saginaw Chippewa Tribal College aginaw Chippewa Tribal College (SCTC) Institution Profile AY 2005-06 Sis a two-year college located in Mount Pleasant, Michigan. In 1998, the Saginaw Year Founded 1998 Chippewa Tribal Council adopted a Chartering Tribe Saginaw Chippewa Indian Tribe resolution establishing a tribally controlled Academic Term Semester college. The establishment of SCTC was the Highest Degree Associate first step in an educational empowerment Offered Accrediting Higher Learning Commission of process that is aimed at preserving and Agency the North Central Association of maintaining the Saginaw Chippewa tribal Colleges and Schools culture. While the focus was to build Land Grant Yes a bridge to higher education for tribal Operational Title I members, the College was chartered as Funding Source Location On Reservation a public institution for all people of the Institution 2274 Enterprise Drive community. SCTC strives to increase Address Mt. Pleasant, MI 48858 access to higher education and to expand Institution www.sagchip.org/tribalcollege educational and career opportunities for Website tribal and non-tribal communities.

The primary service area of SCTC is the Institution Enrollment Fall Snapshot • by Major Group Saginaw Isabella Reservation and the greater American Indian 14 Undeclared/Not 33 Mount Pleasant area, which is the principal Studies Declared region of the Saginaw Chippewa Indian Business 24 Tribe. A secondary service area is the Liberal Arts/General 28 Total 99 Chippewa Saganing Reservation, which is a subsidiary Studies reservation of the tribe. SCTC is also • Demographics developing plans to serve other student Full Time 40 American Indian Female 65 Tribal College populations throughout the state of Part Time 59 American Indian Male 23 Michigan. Total 99 American Indian Total 88 Non-Indian Female 8 As a two-year tribal college, SCTC offers Non-Indian Male 3 associate of arts degrees in general studies, Non-Indian Total 11 Native American studies, and business. Total 99 Each of these three degree programs is 75 intended for transfer to baccalaureate degree programs at local colleges and Graduation universities. Associate 7 127 Total 7

10 Faculty/Administrators/Staff

ISABELLA INDIAN 10 Full Time 9 RESERVATION Part Time 15 Total 24 Mt. Pleasant S C 46 T C

127

Lansing

Area Enlarged

AN HIG IC SCTC Graduating Class of 2006 Photo Credit: SCTC M

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 17 Saginaw Chippewa Tribal College

President’s Vision: Achievements, The Strategic Role and Land-grant extension resources supported Highlights and Future Planning Community Impact of SCTC’s the College’s “Zaagiinoong Leadership Land-Grant Mission Development Project.” Through this program, the Learning Resource Center SCTC is a land-grant institution that (LRC) director worked with students and provides instruction and community the SCTC Student Council to develop outreach and extension services in the leadership skills that led to student environmental, human, and related involvement in various community sciences. The College receives funds from events, including the College’s graduation the US Department of Agriculture to commencement and Open House provide environmental science education Day. These activities offered students courses and to deliver community opportunities to interact with community SCTC President Karen Radell extension and outreach services. All of members, raise community awareness SCTC’s land-grant programs have been of the College, and build leadership Outstanding Accomplishments designed to support the College’s strategic competencies. Saginaw Chippewa Tribal College (SCTC) plan, which seeks to serve the Saginaw achieved the following significant Chippewa tribal community that has Academic Partnerships accomplishments during academic year historically been without access to practical and Collaborations (AY) 2005-06: and liberal education. • In 2005, US Department of Agriculture The Institute of Museum and Library land-grant funds allowed SCTC to Land-grant educational resources have Services recognized SCTC’s library as a supply a classroom with 24 computers helped build the College’s environmental branch of the Tribal library, which has and other accessories necessary for a science curriculum. The College is currently allowed the purchase of nine computers college computer laboratory. Before this developing biology laboratory exercises that support the College’s LRC. The technological enhancement SCTC had that meet university academic standards partnership has allowed the purchase of only one laboratory with 12 computers. while integrating Native issues, practices furniture and shelving for a new library With the addition of the second computer and knowledge. Laboratory equipment area, as well as the acquisition of books, laboratory the College now has the and science reference materials have also reference materials, periodicals and capacity to enroll more students per been acquired. The College’s curriculum newspapers. semester in science and technology goals include completing its science courses. In addition, several classrooms laboratory and adding its first full-time The American Indian Higher Education were enlarged to accommodate increased science faculty member. Objectives also Consortium program, “Honoring Our student enrollment. This capacity building include developing a network of scholars Health: Tribal Colleges and Communities support is crucial because student and students designed to engage Native Working Together to Prevent Diabetes,” enrollment continues to grow. environmental perspectives and Western supported SCTC in conducting a needs • The “Zaagiinoong Leadership science discourse. assessment and review of best practices Development Project” strengthened on diabetes prevention programming. the service capabilities of the College’s Land-grant support received in 2005 Diabetes prevention curriculum and Learning Resource Center (LRC) through allowed SCTC to open another computer extra-curricular activities for children, the appointment of a LRC director and laboratory for course instruction, which college students, and the community were the addition of reference materials. several disciplines utilize. The updated then developed in collaboration with the Involvement by the SCTC Student Council technology and additional computers help Saginaw Chippewa Academy K–6 program also increased as LRC capabilities were insure that Native American and other and the Nimkee Public Health Center. improved. traditionally underprivileged students • Sustained land-grant support provided have access to modern approaches to resources to strengthen the College’s learning that supports the land-grant environmental science program, which mission of practical and liberal education included the renovation of a teaching for underrepresented groups of Americans. laboratory, development of culturally Specifically, the endowment funds benefit relevant laboratory exercises, and instruction delivery systems, student collaboration with K–12 education and experiential learning, equipment and cultural groups. instrumentation for teaching, and student recruitment and retention. SCTC Student Art Show

Photo Credit: SCTC 18 Minnesota

White Earth Tribal and Community College Leech Lake Tribal College

Fond du Lac Tribal and Community College

Fond du Lac Tribal and Community College Institution Profile AY 2005-06 n 1979, the Fond du Lac Reservation IBusiness Committee (FDLRBC) voiced Year Founded 1987 a need for a community college as part of Chartering Tribe Fond du Lac Band of Lake Superior a comprehensive education plan. Eight Chippewa Academic Term Semester years later in 1987, the tribal college Highest Degree Associate was chartered and partnered with the Offered Minnesota State Higher Education System Accrediting Higher Learning Commission of the (now known as Minnesota State Colleges Agency North Central Association of and Universities—MnSCU) to offer classes Colleges and Schools in the Cloquet area. Fond du Lac Tribal and Land Grant Yes Community College (FDLTCC) is unique Operational Title I and State of Minnesota Funding Source as the only co-governed (both federal tribe Location Off Reservation and the state of Minnesota) institution Institution 2101 14th Street in the country, remaining committed Address Cloquet, MN 55270 to meeting the educational needs of the Institution www.fdltcc.edu community—both tribal and non—as Website a “union of cultures.” The institution Fond du Lac has served as a model for partnerships Institution Enrollment Fall Snapshot throughout the country. • by Major Group American Indian 1 Liberal Arts/General 462 Tribal and Accredited by the Higher Learning Studies Studies Business 58 Office Admin./Tech. 5 Commission of the North Central Computer Science 13 Electric Utility Tech. 12 Association of Colleges and Schools, Corrections/Law 208 Undeclared/Not 25 Community FDLTCC offers 15 degrees at the associate Enforcement Declared level. In May 2005, the College awarded Education- 30 Not Reported 878 191 associate degrees; liberal arts and Paraprofessional College security and protective services were the Env. Sci./Natural 23 Resources two most popular programs of study. Geography 7 Recently, FDLTCC expanded its offerings Health Careers 10 through the MnSCU system to begin to Human Services 87 Total 1,819 offer bachelor’s of science in elementary • Demographics education. In doing so, the College was able to enroll 30 American Indian Full Time 730 American Indian Female 185 students as juniors in January 2004. An Part Time 1,089 American Indian Male 107 Total 1,819 American Indian Total 292 Area Enlarged expansion of the nursing program through

OTA ES IN Non-Indian Female 924 NN NS I CO M IS a partnership with Lake Superior College W in Duluth was also initiated. Both of these Non-Indian Male 603 programs address the critical shortage of Non-Indian Total 1,527 53 well-prepared and qualified professionals Total 1,819 in teaching and health care careers, 2

53 particularly among the American Indian Graduation Duluth population. 2 FOND DU LAC INDIAN Associate 173 RESERVATION Certificates 112 F D L T Cloquet FDLTCC is active in community events,  C C Total 285 hosting many functions for off-campus 210

35 groups each year. Through its status as Faculty/Administrators/Staff

ISCONSIN a 1994 Land-Grant Institution, FDLTCC INNESOTA W M has launched several initiatives, such as Full Time 79 Part Time 28 the Environmental Institute and a Center Total 107 of Excellence in soil science and map compilation.

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 21 Fond du Lac Tribal and Community College

FDLTCC President Donald R. Day FDL Students documenting plant species within the The Strategic Role and GPS location points. Community Impact of FDLTCC’s Land-Grant Mission

FDLTCC’s Land Grant programs supports its mission by serving the community and providing research opportunities for students. Wild rice is central to the Anisihnaabe people and the research conducted in collaboration with the Fond du Lac Tribe and the University of Minnesota (an 1862 Land Grant Institution) Natural Resources Research FDL student taking sediment samples within the Institute has furthered the knowledge plotted areas. of the wild rice in lakes located on the Reservation.

Another project supported by our land grant funding is the GIS program. Here students are shown on the campus using their GIS. Perch Lake before restoration practices implemented.

Perch Lake following restoration practices. Photo Credit: FDLTCC 22 Leech Lake Tribal College ounded in 1990 to serve the Institution Profile AY 2005-06 FAnishinaabe Ojibwe people of the Leech Lake Indian Reservation, Leech Lake Year Founded 1990 Tribal College (LLTC) is an institution of Chartering Tribe Leech Lake Band of Ojibwe higher education grounded in Anishinaabe Academic Term Semester knowledge and culture, and is responsive Highest Degree Associate to the changing academic, vocational, and Offered Accrediting Higher Learning Commission of personal enrichment goals of its diverse Agency the North Central Association of community. The College plays a critical Colleges and Schools role in teaching the Ojibwe language, an Land Grant Yes endangered language, and Anishinaabe Operational Title I cultural arts. The LLTC library archives Funding Source Location On Reservation include valuable document collections on Institution P.O. Box 180 the Leech Lake Band of Ojibwe, and the Address Cass Lake, MN 56633 Chippewa National Forest. Institution www.lltc.edu Website Leech Lake Tribal College’s educational offerings include Associate degrees in Liberal Education, Anishinabe Studies, Institution Enrollment Fall Snapshot Leech Early Childhood Education, Business • by Major Group American Indian 2 Education- 22 Management, Law Enforcement, and Studies Paraprofessional Nutrition, in addition to diploma programs Building Trades 30 Health Careers 3 in both Carpentry and Electrical Trades. Business 22 Liberal Arts/General 84 Lake Tribal LLTC achieved accreditation for its Studies Corrections/Law 11 Undeclared/Not 15 vocational programs in 1992, and the Enforcement Declared College was granted initial accreditation Total 189 from the Higher Learning Commission • Demographics College of the North Central Association of Colleges and Schools in 2006 for the Full Time 137 American Indian Female 106 College’s associate degree programs. Initial Part Time 52 American Indian Male 65 accreditation was granted for five years Total 189 American Indian Total 171 with no focused visits required. Non-Indian Female 8 Non-Indian Male 10 LLTC has articulation agreements with Non-Indian Total 18 Bemidji State University, Metropolitan Total 189 Area Enlarged State University, University of North Dakota, and Hibbing Community College. Graduation SOTA NE IN M Diploma 1 Associate 9 Total 10

71 Lake Bemidji 2 LEECH LAKE INDIAN RESERVATION Faculty/Administrators/Staff Bemidji 12

71 8 Full Time 50 Cass Lake Part Time 28 L L T C Total 78 2 Cass Lake 71 2 Pike Bay

Photo Credit: M. Lewer/LLTC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 23 Leech Lake Tribal College

President’s Vision: Achievements, development office, to develop a donor • The Seeds of Spring, Cass Lake/Bena High Highlights and Future Planning base, and to develop promotional School, April 2006 — This garden seminar materials. featured several speakers. Vegetable and flower seeds and seedlings were distributed. The Strategic Role and Community Impact of LLTC’s Land-Grant Mission The “Building Community One Garden at a Time” program is a land-grant LLTC’s land-grant mission provides program that supports the maintenance support for faculty development, of community gardens on the Leech Lake curriculum and instructional development, Reservation. Community gardens were and community services. Its environmental tilled and planted at six sites by program LLTC President Leah Carpenter science programs fund the College’s science staff and volunteers. Over 30 students program, support the purchasing of from Bemidji State University’s Upward Outstanding Accomplishments equipment for science classrooms and labs, Bound Program volunteered at the Cass Leech Lake Tribal College (LLTC) achieved and sponsor professional development Lake community garden and helped the following significant accomplishments activities for the science faculty. An weed, plant, mulch, and water the garden. during academic year (AY) 2005-06: entrepreneurship program supports Program staff hosted activities with the • New Campus Construction— community-based business training. Two local Boys & Girls Club including a rock LLTC is building a new campus with additional programs promote sustainable painting art project, and the Club helped to federal, tribal, foundation and private living and youth development. maintain the gardens. support. Built in the shape of a thunderbird, the new campus will house LLTC’s Sustainable Living program is a The project has created a special classrooms, administrative offices, land-grant extension initiative that offers opportunity to improve early childhood/ bookstore, gymnasium, library, and a community education classes, and an Head Start teacher preparation in science. community gathering space. Construction annual traditional gathering. The program Gardening offers many possibilities for of the first wing of the new campus, a supports a seed bank and community teachers to promote science education, 17,000 square-foot classroom building, gardening projects and also promotes from teaching about how plants grow, to was completed in 2005. Construction of healthy lifestyles. During the 2005-06 insect identification, to understanding the second wing—another 17,000 square- academic year, program activities included soils and the weather. LLTC was invited foot facility that will house classrooms the following: to an elementary school to participate and administrative offices—started in • Annual Traditional Gathering, at the in their environmental day by setting up 2006. Bug-O-Nay-Ge-Shig School, March 2006 a “One Garden at a Time” site. Another • Indigenous Science Curriculum and — This well-attended event emphasized activity involved a first-grade teacher who Community Learning Centers— traditional teachings, games, stories, and presented ways in which Native peoples A four-year, $2.5 million National Science foods. lived in harmony with nature. Students Foundation program was initiated • 9th Annual Bike/Walk/Run in Cass Lake, were given peat pots with soil and seeds to develop the College’s indigenous September 2005 — The event promoted to plant. Students have explored starting science curriculum and to disseminate health through exercise and proper a gardening club and a junior Master the curriculum to remote communities nutrition. Blood sugar levels and blood Gardener program. through the implementation of pressure checks were available, as well as community learning centers. information booths from health services, • Enterprise Resource Planning— the fitness center, and other local A five-year, $2 million Department of organizations. Education grant was awarded to help • Garden Harvest Feasts, community develop an Enterprise Resource Plan gardens of Cass Lake, September 2005 (ERP) that will facilitate interconnectivity and S. Lake, October 2005 — Gardens throughout all technology systems on were gleaned by anyone wanting produce, campus. The ERP allows LLTC to collect a meal featuring garden produce was baseline data on its internal processes and enjoyed, and seeds were exchanged. to identify a system that will integrate • Closing the Health Gap Health Fair, its activities across departments, Northern Lights Casino, November 2005 streamlining internal processes and — This health fair introduced participants minimizing duplication. The grant also to regular health exams through Community Garden Project allows LLTC to create and support its presentations and information booths. Photo Credit: LLTC 24 White Earth Tribal and Community College

he White Earth Reservation Tribal Institution Profile AY 2005-06 TCouncil established White Earth Tribal and Community College in 1997. Year Founded 1997 The College is dedicated to educational Chartering Tribe White Earth Reservation Tribal excellence through provision of a culturally Council Academic Term Semester relevant curriculum in partnership with Highest Degree Associate students, staff, community, and industry. Offered In pursuing this mission, the College Accrediting Higher Learning Commission of the promotes critical pedagogy, a creative Agency North Central Association of approach to education, which seeks Colleges and Schools through discourse a fuller understanding of Land Grant Yes Ojibwe epistemology. Operational White Earth Reservation Funding Source Location On Reservation Today White Earth Tribal and Community Institution P.O. Box 478 College serves 60 students each semester Address Mahnomen, MN 56557 in five associate of arts degree programs Institution www.wetcc.org and four associate of applied science Website degree programs in addition to several White Earth occupational programs and certificate Institution Enrollment Fall Snapshot options in a wide range of career fields. • by Major Group American Indian 10 Business 2 Tribal and In addition to science and technology Studies programs, WETCC is a member institution Computer Technology 1 Env. Sci./Natural 1 Resources of the Woodlands Wisdom Confederation Education- 14 Undeclared/ Not 29 Community and has recently partnered with US Paraprofessional Declared Department of Agriculture’s Foreign Health Careers 0 Agricultural Service to assist the citizens Liberal Arts/General 3 Total 60 College of the Republic of the Congo in the Studies development of self-sustaining gardening • Demographics and nutrition. Both project goals are Full Time 11 American Indian Female 32 surprisingly similar and are directed Part Time 49 American Indian Male 11 toward building and strengthening a Total 60 American Indian Total 43 community’s capacity for wellness and Non-Indian Female 15 health through the use of traditional foods Non-Indian Male 2 and medicine. Non-Indian Total 17 Area Enlarged Total 60 SOTA NE IN M As a new college, White Earth is constantly searching for new and innovative ways to develop curriculum grounded in Graduation W E T A Ojibwemowin. The College is fully aware Associate 4 C C Certificates 0 that it is a prime player in the post- Total 4 Mahnomen secondary education of the greater White Earth community. In this role, the College desires to not only provide an education Faculty/Administrators/Staff in the arts and sciences, but to also bring Full Time 25 WHITE EARTH INDIAN RESERVATION 29 forth the teaching of the people and place Part Time 3 Total 28 59 the wisdom of the elders into the hands of Fargo the youth, the Seventh Generation. 94 94 Detroit Lakes

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Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 25 White Earth Tribal and Community College

www.wetcc.org

Photo Credit: WETCC 26 Montana

Blackfeet Community College Stone Child College Fort Belknap College Salish Kootenai Fort Peck College Community College

Little Big Horn College Chief Dull Knife College

Blackfeet Community College lackfeet Community College (BCC) Institution Profile AY 2005-06 Bis located in Browning, Montana, on the Blackfeet Indian Reservation on the Year Founded 1974 eastern side of the Rocky Mountains. Chartering Tribe Blackfeet Tribal Business Council The reservation occupies an area of Academic Term Semester approximately 1.5 million acres adjacent Highest Degree Associate to Glacier National Park, Lewis and Clark Offered Accrediting Northwest Commission on Colleges National Forest, and the province of Agency and Universities Alberta, Canada. The terrain flows from Land Grant Yes rugged mountaintops to rolling hills of Operational Title I, Tribal College Act grasslands, to farmland plains. Browning is Funding Source the largest community on the reservation Location On Reservation and is the trade and service center for the Institution P.O. Box 819 Address Browning, MT 59417 region. Institution www.bfcc.org Website In 1974, the Blackfeet Tribal Business Council chartered BCC to provide higher education services to the residents Institution Enrollment Fall Snapshot of the reservation and surrounding • by Major Group Blackfeet communities. The impetus for this action Am. Indian Studies 18 Science 32 grew from early tribal efforts to provide Business 42 Social Science 66 educational opportunities to physically Computer Sci. and 24 Voc./Career 73 Tech. Programs Community and culturally isolated communities. In Education 46 Undeclared/Not 9 1985, BCC received full accreditation from declared the Northwest Association on Schools Liberal Arts 134 Not Reported 0 and Colleges, which was reaffirmed in Nursing and Health 43 Total 487 College 2000 after an extensive self-study review • Demographics process. Full Time 420 American Indian Female 281 Part Time 67 American Indian Male 190 BCC has developed objectives and goals Total 487 American Indian Total 471 based on tribal needs that include Non-Indian Female 10 promoting educational opportunities, Non-Indian Male 6 A TAN ON increasing educational levels, advancing M Non-Indian Total 16 knowledge and pride in Blackfeet heritage, Total 487 improving tribal management, providing 89 community facilities for education and Babb tribal activities, and providing cultural and Graduation BLACKFEET INDIAN recreational opportunities for community RESERVATION Associate 76 St. Mary Lake members. Certificates 16 Total 92 89 B C C Browning East Glacier Park Faculty/Administrators/Staff 2 Full Time • Part Time • Visiting • Total • • Data missing

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89 BCC Campus Photo Credit: BCC Babb

BLACKFEET INDIAN RESERVATION St. Mary Lake Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 29

89 B C C Browning East Glacier Park

2 Blackfeet Community College

propagation, community gardening, healthful foods, and community outreach. A land-grant research project is examining the service berry, a native plant, as a control agent for diabetes. The Land- Grant Endowment program supports the above-mentioned programs by providing for salaries, training, equipment, services, community input, and a variety of other needs required to accomplish BCC’s land- BCC President John E. Salois grant mission. Green House The Strategic Role and Community BCC’s land-grant programs have had Impact of BCC’s Land-Grant Mission a positive impact in the community. Graduates from the natural resources BCC is a land-grant institution that management Associate of Applied provides instruction and community Sciences program are now professionals outreach and extension services in the working within the Blackfeet Tribe and agricultural, environmental, and food the Bureau of Indian Affairs–Blackfeet sciences. The College receives funds from Agency. Some BCC graduates, upon the US Department of Agriculture (USDA) completion of undergraduate and graduate to provide agricultural and natural resource degrees, become BCC teaching faculty. The management education courses, deliver Extension program is building community community extension and outreach gardens throughout the reservation and services, and conduct applied research. is working on native plant propagation In the academic year 2005-06, BCC with plants of cultural importance to the initiated a new strategic planning process Blackfeet people. The Extension program by gathering key stakeholder input and also collaborates with state land-grant re-prioritizing its land-grant goals and institutions on youth development objectives. projects, and training opportunities for local agriculture producers. All faculty USDA land-grant programs support and staff involved in land-grant programs Beaver Painted Lodge the College’s land-grant mission in are required to serve on at least one local many critical areas identified through community-based advisory committee each the stakeholder input process and a year. land- grant advisory committee. The advisory committee comprises college staff, faculty, and students, as well as elders and community members. The advisory committee recognizes the tribal need for research, education, outreach, and Blackfeet cultural promotion and preservation, which are all stated in the BCC land-grant mission. The only way that this can be accomplished is to develop On-site AKIS Workshop Participants a plan where all land-grant programs combine resources, human and financial, to effectively meet community needs.

The Educational Equity program provides the resources for curriculum development and instruction in natural resources management, agricultural studies, and environmental sciences. The Extension program is involved in native plant Photo Credit: SR 30 Chief Dull Knife College Institution Profile AY 2005-06 hief Dull Knife College (CDKC) was Coriginally chartered in 1975 by the Year Founded 1975 Northern Cheyenne Tribal Council with Chartering Tribe Northern Cheyenne Tribal Council a mission aimed at training students for Academic Term Semester jobs in the developing mining enterprises Highest Degree Associate in communities near the Northern Offered Accrediting Northwest Commission on Colleges Cheyenne Indian Reservation. CDKC Agency and Universities quickly evolved in response to a need for Land Grant Yes expanded vocational programs and new Operational Title I, Tribal College Act academic curricula, and consequently Funding Source grew from a limited vocational training Location On Reservation school to a broader vocational and post- Institution P.O. Box 98 Address Lame Deer, MT 59043 secondary educational institution. The first Institution www.cdkc.edu academic courses were offered in 1978, and Website since that time, CDKC has expanded its curricular offerings to provide Associate of Arts degrees in academic disciplines, Institution Enrollment Fall Snapshot Associate of Applied Science degrees in • by Major Group Chief Dull vocational areas, and vocational certificates Liberal Arts 554 in various skill areas. Total 554 • Demographics Knife CDKC is located on the Northern Cheyenne Full Time 123 American Indian Female 271 Indian Reservation in southeastern Part Time 431 American Indian Male 189 Montana. The reservation is approximately Total 554 American Indian Total 460 44 miles long and 23 miles wide, Non-Indian Female 61 College encompassing 450,000 acres. Located Non-Indian Male 33 in a remote rural area, the reservation is Non-Indian Total 94 predominantly surrounded by ranching Total 554 and coal mining activity. The majority of the reservation population lives within the five distinct community areas of Ashland, Graduation Birney, Busby, Lame Deer, and Muddy Associate 27 Certificates 0 Creek. The largest population center is Total 27 Lame Deer with approximately 2,900

12 people. Faculty/Administrators/Staff The CDKC campus is located in Lame Deer, Full Time 55 94 47 Part Time 25 along with the Bureau of Indian Affairs Visiting 2 offices, Indian Health Service facilities, Total 82 90 tribal government offices, and public Billings Lame Deer C D K C K–12 schools. The College’s main building 212 Busby houses the administration, faculty offices,

90 cafeteria facilities, a bookstore, a student lounge, a learning center, and sufficient classroom space to serve 300 students. Specialized laboratory facilities include a science laboratory, a secretarial skills lab, A TAN ON M a computing and technical graphics lab, Area Enlarged and a distance learning center. Separate facilities house the library, information technology center, the cultural center, the early childhood learning center, and the CDCK Campus Photo Credit: CDCK adult education literacy center.

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 31 Chief Dull Knife College

President’s Vision: Achievements, courses, deliver community extension and Annual CDKC Extension programming Highlights and Future Planning outreach services, and conduct applied has resulted in many short-term outcomes research. that give participants new knowledge, skills, awareness, and motivation. The CDKC’s Cooperative Extension Service uses program has recently moved to a four-year strategic partnerships to accomplish its funding cycle and will be able to recognize goals and has collaborated on numerous long-term outcomes that will impact projects that increase knowledge and communities socially and economically. improve well-being in Northern Cheyenne Extension program outcomes in AY 2005- reservation communities. The following 06 included the following: collaborative efforts have had significant • Community members were aware of the community impact: full spectrum of services that the CDKC CDKC President Dr. Richard Littlebear • CDKC Extension has partnered with Extension program provides. Little Big Horn College, a tribal college • Youth participated in summer Outstanding Accomplishments on the neighboring Crow Indian enrichment activities and have learned Chief Dull Knife College (CDKC) achieved Reservation, in creating the Montana leadership skills from extension the following significant accomplishments Tribal Tourism Alliance. The alliance programs. during academic year (AY) 2005-06: is a viable not-for-profit state-wide • Financial education and service projects • The College began construction on organization that promotes culturally such as the Internal Revenue Service an expansion of its Early Childhood appropriate economic development Volunteer Income Tax Assistance (VITA) Learning Center. The center was funded through tourism. program provided community members in part by the US Department of • The College has designed and delivered with free tax preparation services. This Housing and Urban Development, the “Nx Level–Indianpreneurship” classes to CDKC Extension program has helped US Department of Agriculture (USDA), assist local entrepreneurs in developing keep dollars circulating within the local and various private donations and their business plans. Several of economy and prevented the flow of partnerships. The construction project, Montana’s tribal colleges have partnered dollars to off-reservation tax preparers. which expanded and modernized the with US Department of Commerce to • CDKC has helped communities through existing college childcare center, will provide these classes. the formation of local and state-wide allow CDKC to offer daycare services • CDKC’s Cooperative Extension Service non-profit community development for up to 40 children. When completed has collaborated with all seven Montana organizations. in 2007, CDKC will have a clean, well- tribal colleges to provide train-the- • Financial education provided by the equipped, and well-staffed facility to help trainers sessions on how to teach basic College has helped community members build an educational foundation for the financial education to community understand the importance of personal children of college students, faculty, staff, members. financial management, good credit, and and the community. • CDKC has collaborated with two other credit repair. • CDKC renovated existing classroom space tribal colleges, Southwestern Indian to create a new state-of-the-art learning Polytechnic Institute and Lac Courte center. The center is now equipped with Oreilles Ojibwa Community College, to 25 computers and is used primarily by develop a financial education curriculum students in mathematics and science and resource tool kit. courses. This center is also used for tutoring students in mathematics and science.

The Strategic Role and Community Impact of CDKC’s Land-Grant Mission Native American Week

CDKC is a land-grant institution that provides instruction and community outreach services in the agricultural, environmental, human, consumer, and related sciences. The College receives funds from USDA to provide agricultural and CDKC Library natural resource management education Photo Credit: CDKC 32 Fort Belknap College ocated on the Fort Belknap Indian Institution Profile AY 2005-06 LReservation in north-central Montana, Fort Belknap College (FBC) was started as Year Founded 1984 a tool to fight the effects of generations of Chartering Tribe Gros Ventre and Assiniboine Tribes economic depression and environmental Academic Term Semester damage. A mountain of gold on the Highest Degree Associate southern edge of the reservation began Offered Accrediting Northwest Commission on Colleges to be harvested in 1895, producing Agency and Universities approximately $80 million annually, with Land Grant Yes virtually no local economic benefits. The Operational Title I gold mines’ open cyanide leech pits have Funding Source recently closed, leaving environmental Location On Reservation damage that threatens human and Institution P.O. Box 159 Address Harlem, MT 59526 animal existence. Thus, the Fort Belknap Institution www.fbcc.edu Community Council’s priority is that the Website natural resources of the reservation be preserved and that the local economy is

developed. Institution Enrollment Fall Snapshot Fort • by Major Group The education philosophy of the FBC American Indian 4 Human Services 6 Board, administration, staff and students Studies reflects the abiding relevance of Gros Business 9 Liberal Arts/General 10 Studies Belknap Ventre and Assiniboine cultures. The Computer Technology 23 Social Science 1 College’s goals include enhancing Gros Education- 18 Undeclared/Not 44 Ventre and Assiniboine culture and Paraprofessional Declared providing quality post-secondary education Env. Sci./Natural 34 Resources for residents of the Fort Belknap Indian Health Careers 26 Total 175 College Reservation and surrounding communities. FBC strives to promote equality among • Demographics all people, and values diversity within the Full Time 116 American Indian Female 79 college campus and the tribal community. Part Time 59 American Indian Male 79 Total 175 American Indian Total 158 FBC has seen steady growth in many Non-Indian Female 10 areas since it was first chartered in 1984. Non-Indian Male 7 Academic programs and faculty have Non-Indian Total 17 Great Falls increased, endowments have grown, Total 175 and financial stability has been realized. 2 F B Harlem CC The College has built new facilities and infrastructure. It has developed programs Fort Belknap Agency Graduation 2 to revitalize native languages. Through Dodson Associate 25 66 these transformations, FBC has remained Total 25 191 focused on its commitment to fulfilling FORT BELKNAP its purpose to meet the educational and INDIAN RESERVATION cultural needs of its communities. Faculty/Administrators/Staff Full Time 50 Part Time 10 Total 60

Area Enlarged

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EKIB-TSAH-AH-TSIK AH-AH-NEE-NIN/Nakoda Cultural Center Photo Credit: SR

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 33 Fort Belknap College

President’s Vision: Achievements, • FBC and the Fort Belknap Indian collection also includes historical copies Highlights and Future Planning Community Council entered into a lease of tribal newspapers, National Archives agreement allowing FBC to establish microfilm of census rolls, documents an agricultural-horticultural education related to the negotiation of ratified and and research center on 7.5 acres of land un-ratified treaties, and superintendents’ adjacent to the current campus. annual narrative and statistical reports from the Bureau of Indian Affairs. The Strategic Role and Community Impact of FBC’s Land-Grant Mission The American Indian Studies Program is located in the Sitting High Cultural FBC’s land-grant programs support the Center. The program relies heavily on institution’s strategic plan by addressing Native knowledge bases and Native ways of FBC President Carole Falcon Chandler specific objectives related to its goal knowing and learning, while incorporating of “providing high quality educational non-Native ways of learning to offer Outstanding Accomplishments opportunities.” The College’s Equity students the best of both worlds and to During the 2005-06 academic year (AY), project supports professional development help them become positive and successful Fort Belknap College (FBC) achieved the activities for three members of the individuals. following significant accomplishments: College’s natural resources faculty, while • FBC’s Ah-AH-Nee-Nin (Gros Ventre) Endowment funds are used to support The most effective communication tool the Language Immersion School completed its instructional and technical staff in the community has is the public radio station first year in 2006, with 12 third and fourth College’s natural resources and computer funded by the Corporation for Public grade students successfully completing technology programs. Broadcasting, local underwriters and the the school year. Their success helps college, KGVA 88.1 FM. This 90 kilowatt confirm the effectiveness of the language The FBC’s land-grant research projects radio station is housed in a state-of-the- immersion school model for American are directly tied to local needs and art facility and reaches an audience of Indian children. The school received a community interests. One project involves approximately 25,233 people living in the grant from W.K. Kellogg Foundation students studying the environmental 9,491 square miles that make up North and Administration for Native Americans impacts of mining activities adjacent to Central Montana. Over the years KGVA (ANA) to expand the programs and the reservation’s southern boundary. has greatly expanded and diversified its offerings over the next four years. The results of this study have significant programming and has become an integral implications for water quality and part of daily life for most community environmental health issues on the residents. reservation. Another project assists students as they study the potential of Fort Belknap College is a partner in a various alternative crops and cropping pilot program with MSU-Bozeman for systems for increasing forage production Head Start Teachers to get their bachelor’s and specialty crop development on the degrees and teaching certificates in reservation. Results of this research Elementary Education. Under the Language Immersion School benefit local producers and improve the articulation agreement, FBC provided profitability of their operations, thereby financial support, the classroom and the • FBC celebrated its 20th anniversary with improving the reservation’s overall courses online through Vision Net. There a grand opening and naming ceremony for agricultural economy. were four graduates the first round. FBC the Sitting High Cultural Learning Center. also partners with MSU Northern-Havre The facility houses the college’s American for the teacher training project and uses Indian Studies Department. Successful Community the Vision Net for cohort classes. • FBC had six employees earn their Education Programs Bachelor of Science degree from Rocky The extension project, “Growing Mountain College in May 2005. FBC’s Sitting High Cultural Center, “Ekib- Community Well-Being through Health • FBC added two new full-time faculty Tsah-ah-Tsik,” serves as an information and Education,” maintains a demonstration positions resulting in a 100% increase in resource center for the entire Fort Belknap farm and greenhouse, and offers a variety full-time faculty positions. Community. The Center holds a large of program that promotes wellness through • FBC was awarded over $5 million in new collection of photocopied print materials healthy lifestyles, food production and safe grant funds and received a fifth consecutive covering topics such as tribal legends, food preparation practices. unqualified opinion on its external audit community records and affairs, education, sustaining our fiscal stability. and interviews with tribal elders. The Photo Credit: FBC 34 Fort Peck Community College ort Peck Community College (FPCC) Institution Profile AY 2005-06 Fis located in northeastern Montana on the Fort Peck Indian Reservation, Year Founded 1978 which encompasses over two million acres. Chartering Tribe Assiniboine and Sioux Tribes Chartered by the Fort Peck Assiniboine Academic Term Semester and Sioux Tribes in 1978, FPCC’s mission Highest Degree Associate is to serve the people of the reservation by Offered Accrediting Northwest Commission on Colleges providing educational opportunities and Agency and Universities community service. FPCC’s philosophy is Land Grant Yes based on the belief that the opportunity for Operational Title I higher education must be provided locally. Funding Source Many of the reservation’s residents cannot Location On Reservation leave their home communities; thus it is Institution P.O. Box 398 Address Poplar, MT 59255 essential that post-secondary educational Institution www.fpcc.edu opportunities are made readily accessible Website to them.

FPCC provides a variety of programs to Institution Enrollment Fall Snapshot Fort Peck meet the career goals of its students and • by Major Group the training needs of the reservation. As Accounting 16 Human Services 3 a two-year degree-granting community American Indian 21 Liberal Arts/General 69 college, FPCC offers associate degrees and Studies Studies certificates in over 30 fields of study such Art 4 Nursing 22 Community as automotive technology, building trades, Automotive 20 Science 2 Technology hazardous materials waste technology, Building Trades 22 Social Science 15 business administration, teacher Business 44 Vocational/Career 38 education, American Indian studies, and Programs College biomedical science. Moreover, FPCC has Computer Technology 27 Undeclared/Not 51 Declared several agreements with four-year degree- Education- 53 granting institutions that allow students to Paraprofessional earn bachelor’s degrees in selected studies. Health Careers 4 Total 411

FPCC has a strong and innovative • Demographics community focus that has established Full Time 264 American Indian Female 186 the College as an economic and social Part Time 147 American Indian Male 135 community development center for Total 411 American Indian Total 321 Area Enlarged the Fort Peck Indian Reservation and Non-Indian Female 61 ANA NT O Non-Indian Male 29 M northeastern Montana. One of the primary community goals of FPCC is to preserve the Non-Indian Total 90 Assiniboine and Sioux cultures, histories, Total 411 and beliefs, and to promote that cultural FORT PECK INDIAN RESERVATION 16 information among its students and Graduation 13 Poplar community members. Associate 36 F P 2 Brockton Wolf Point C C Certificates 14 2 16 Total 50 13

Billings

Faculty/Administrators/Staff Full Time 40 Part Time 17 Total 40

Wolf Point Campus Photo Credit: FPCC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 35 Fort Peck Community College

President’s Vision: Achievements, development. Workshops and seminars target population is 40 families that meet Highlights and Future Planning are held on numerous topics in farm and the eligibility requirements of low income ranch operations, such as hoof care, horse and low educational attainment. Various message therapy, cow/calf management, educational components address the needs and livestock management. The FPCC of both children and parents participating Agriculture/Extension staff periodically in the program. GED instruction and surveys area farmers and ranchers to testing is one of many activities included in determine what types of information, the program. training, and services are needed to sustain and improve their operations. • Wellness Centers Wellness Centers in the towns of FPCC conducts research on local Poplar and Wolf Point are funded by FPCC President James E. Shanley management practices that have memberships, grants and donations. The economic impact, such as reforestation, Poplar Wellness Center’s activities include Outstanding Accomplishments commodities marketing education, value- personal training, health cooking classes, Fort Peck Community College (FPCC) added entrepreneurship, sustainable career fairs, health presentations, aerobics, achieved the following significant agriculture, livestock identification weightlifting, boot camps, boxing club, and accomplishments during the 2005-06 systems, pesticide use, crop production, weight- and inch-loss clubs. The Center academic year (AY): and risk management. The College partners with the American Indian Relief • With 36 graduates receiving associates maintains collaborative research projects Fund, AmeriCorps, and the Journey to a degrees, the class of 2006 was the second with Montana State University-Bozeman, Healthy Community program. The Wolf largest graduation class in the past six North Dakota State University-Williston, Point Wellness Center’s activities include years at FPCC. The number of FPCC and the US Department of Agriculture’s diabetes fitness, running classes, youth graduates at Montana State University- research station at Sidney, Montana. fitness, biggest loser contest, elderly Northern receiving bachelor’s degrees FPCC was the lead institution in several fitness, walking club, boot camps, and doubled from four in 2005 to eight in research projects involving barley crops, weightlifting. 2006. Two FPCC graduates also received pulse crops, biomass fuel production, and bachelor’s degrees from Rocky Mountain irrigation development. Research data • Adult Basic Education College in 2006. is systematically recorded and analyzed The Adult Basic Education program • FPCC, in collaboration with the Montana by FPCC before it is reported to farmers, provides instruction and GED testing Department of Transportation, recently ranchers and other researchers. in both Poplar and Wolf Point. About instituted a Truck Driving certificate 100–125 adults participate per year. program to prepare students to earn a commercial driver’s license. This one- Successful Community year program is designed to provide Education Programs students with an overview of the trucking industry, laws, regulations, qualifications, At FPCC, community education is a primary preventive maintenance, controls, function of the Community Services and basic operational experiences and Division. Community Services includes skills. Through a combination of driving land-grant programs, two Wellness Centers, simulation and on-the-road practice, and various cultural and educational 16 students have acquired the skills activities. necessary to pass the state examination.

• Diabetes Education FPCC Building Trades students working on the dormitory The diabetes education project has several The Strategic Role and goals, but the primary purpose is to Community Impact of FPCC’s develop and implement a school-based Land-Grant Mission curriculum that supports the integration of American Indian culture and community Land-grant programs cover a wide knowledge with diabetes-related science. range of activities that support the The program has provided public tribal FPCC strategic plan and land-grant schools with instructional information and mission. Activities include educational materials on diabetes prevention. programs that promote health, nutrition, • Family Success Even Start environmental stewardship, and economic The Family Success Even Start program’s Photo Credit: FPCC 36 Little Big Horn College ittle Big Horn College (LBHC) is a Institution Profile AY 2005-06 Lpublic two-year community college chartered by the Crow Tribe in 1980. The Year Founded 1980 college campus is located in the town of Chartering Tribe Crow Tribal Council Crow Agency on the banks of the Little Big Academic Term Semester Horn River, in the heart of the Crow Indian Highest Degree Associate Offered Reservation in south-central Montana. Accrediting Northwest Commission on Colleges The campus is situated on two acres in a Agency and Universities beautiful wooded river valley. Land Grant Yes Operational Title I LBHC has an open admissions policy Funding Source Location On Reservation and, as a public institution, welcomes Institution P.O. Box 370 enrollment from any adult at least 18 years Address Crow Agency, MT 59022 of age with a high school diploma or GED. Institution www.lbhc.cc.mt.us The College’s student body is comprised of Website over 90 percent Crow Tribal members, and many courses of study are directed to the economic and employment opportunities Institution Enrollment Fall Snapshot in the local area. All LBHC students • by Major Group Little commute to campus and they must American Indian 8 Human Services 15 Studies balance their academic lives with family Biology 19 Liberal Arts/General 81 responsibilities, especially the parents. Studies Three-fourths of LBHC’s students speak Business 24 Life Sciences 28 Big Horn the Crow language as their first language. Computer Science 17 Mathematics 5 As a result, the college student services Computer Technology 3 Pre-Engineering 0 and business office functions are primarily Education- 32 Undeclared/Not 12 conducted in the Crow language. Paraprofesional Declared College Env. Sci./Natural 11 Not Reported 6 Resources LBHC offers 13 associate of arts Health Careers 1 Total 262 degree majors, including Crow Studies, • Demographics Native American Studies, Business Full Time 187 American Indian Female 169 Administration, Education, Human Part Time 75 American Indian Male 83 Services, Liberal Arts, and Mathematics. Total 262 American Indian Total 252 It also offers nine associate of science Non-Indian Female 9 degree majors in fields such as Pre- Non-Indian Male 1 Medical Science, Pre-Engineering Science, Non-Indian Total 10 Environmental Health Science, Computer Total 262 94 and Information Systems, and Natural

90 Resources and Environmental Sciences. Billings Crow Agency LBHC also has a certificate program for Graduation information technology assistants. LL BB HH CC Associate 48 CROW INDIAN RESERVATION Certificates 1 Total 49

Faculty/Administrators/Staff Full Time 65 Part Time 0 TANA ON Learning Lodge Cultural Center Photo Credit: LBHC M Area Enlarged Total 65

Seven Stars Learning Facility Photo Credit: LBHC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 37 Little Big Horn College

President’s Vision: Achievements, economic opportunities and social needs opportunity to come together and identify Highlights and Future Planning of the Crow Indian Reservation and its socio-economic needs–data that is vital surrounding communities. The College’s to the successful development of the Crow land-grant programs focus primarily on economy. community workshops and seminars that address high priority needs. These workshops and seminars have been well-received and well-attended. One successful land-grant program provides direct outreach to socially disadvantaged farmers and ranchers by working with local agricultural producers to determine LBHC President Dr. David Yarlott, Jr. their education needs and then providing Photo Credit: LBHC training through workshops, conferences, Outstanding Accomplishments and field demonstrations. Since the Crow Little Big Horn College (LBHC) achieved Reservation is primarily an agricultural the following significant accomplishments area, this special outreach program is vital during academic year (AY) 2005-06: to the tribe’s economy. • LBHC received a ten-year accreditation from the Northwest Commission LBHC’s Extension program is promoting on Colleges and Universities. The economic development on the Crow Indian Evaluation Team Chair commented that Reservation through two important LBHC received the highest number of community assets: agriculture and commendations that they have ever tourism. Agriculture is a major industry awarded. in Montana and the Crow Reservation, • LBHC’s 2006 graduating class was the and tourism is one of the state’s fastest- largest in the history of the College. growing sectors. LBHC Extension An increasing number of students are spearheaded the development of the enrolling at LBHC directly out of local Crow Chamber of Commerce, which has high schools. brought local agri-businesses together • For the first time, the Crow Tribe has to create a comprehensive economic allocated up to $1 million per annum to development plan for the reservation. A the College for discretionary funding. The member of the Montana Tourism Alliance, funds have been used for construction, LBHC Extension also enhances tourism professional development, equipment, opportunities by training local artisans student aid, and a variety of other in marketing, e-commerce, and small activities. business management. The tourism project • LBCH received a US Department of generates summer jobs for students and Education Title III Strengthening draws participants to performing arts Institutions Grant of $400,000 for workshops. Local artisans learn how to five years. The grant’s purpose is to showcase their products via the Web support student retention, professional to a global marketplace, while tourists Photo Credit: SR development, and library resources. experienced the richness of Crow culture. • The College was awarded a $1.5 million US Department of Education Title III LBHC also collaborates with Montana Construction Grant for a new library. State University-Bozeman on the Horizons Program, an 18-month community The Strategic Role and development program that seeks to reduce Community Impact of LBHC’s poverty through leadership training and Land-Grant Mission coaching. The Horizons program is based on the premise that communities will LBHC’s mission statement recognizes be able to address their economic needs that the College is “a 1994 Land Grant more successfully if they have strong Institution,” and that its educational leadership. This program has given the LBHC Writing Lab Photo Credit: SR offerings must reflect the developing Crow tribal community and its leaders the

38 Salish Kootenai College alish Kootenai College (SKC) is a Institution Profile AY 2005-06 Stribally controlled college chartered in 1977 under the sovereign governmental Year Founded 1977 authority of the Confederated Salish and Chartering Tribe Confederated Salish and Kootenai Kootenai Tribes. Under the leadership Tribes Academic Term Quarter of founding President Dr. Joseph F. Highest Degree Bachelor’s McDonald, the College is a four-year Offered land-grant institution accredited by the Accrediting Northwest Commission on Colleges Northwest Commission on Colleges and Agency and Universities Universities. Land Grant Yes Operational Title I Funding Source SKC started in 1977 in an abandoned Location On Reservation public school building, and was moved Institution 52000 Hwy. 93 North several times prior to locating to its Address Pablo, MT 59855 present site east of Pablo, Montana, ten Institution www.skc.edu miles south of Flathead Lake. Today, Website SKC is blessed with 25 major modern buildings occupying nearly 160,000 Institution Enrollment Fall Snapshot square feet, situated on 128 contiguous • by Major Group Salish acres. The College’s building trades American Indian 24 Nursing 179 students contributed substantially to the Studies construction of many of these beautiful, Business 103 Office Admin./Tech. 35 environmentally harmonious buildings, Computer Science 66 Vocational/Career 272 Kootenai earning course and certificate credits while Programs Env. Sci./Natural 76 Education- 87 gaining practical work experience. Resources Paraprofessional Health Careers 23 Undeclared/Not 43 The mission of SKC is to provide quality Declared Human Services 51 College postsecondary educational opportunities Liberal Arts/General 128 Total 1,087 for Native Americans, locally and from Studies throughout the United States. The College • Demographics strives to provide opportunities for Full Time 749 American Indian Female 529 individual self-improvement to promote Area Enlarged Part Time 338 American Indian Male 343 ANA NT and help maintain the cultures of the O Total 1,087 American Indian Total 872 M Confederated Tribes of the Flathead Indian Non-Indian Female 155 Nation. The College’s vision is to foster Flath Non-Indian Male 60 ead La curricula and vocational certification, and k Non-Indian Total 215 e associate and bachelor degree programs Total 1,087 FLATHEAD INDIAN RESERVATION that meet the unique needs of the Native Polson American population. While the College

S K C Pablo encourages diversity, its primary purpose Ronan is to serve the needs of Native American Graduation 93 people. Bachelor’s 32 Associate 116 Certificates 46 Total 194

Dixon Ravalli Faculty/Administrators/Staff Arlee Full Time 198 Part Time 115 Total 313

90 Missoula

SKC Eagle Spirit Photo Credit: SR

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 39 Salish Kootenai College

President’s Vision: Achievements, further support the College’s strategic Faculty use hybrid online/on-campus Highlights and Future Planning direction in the environmental sciences courses, case studies on Tribal forestry through teaching and student programs issues, and extensive hands-on field work. in ecological restoration, native plant They are continuously developing and horticulture, water quality, and sustainable testing culturally appropriate instructional management of forest and range resources. materials and strategies for courses. Native American natural resource specialists are brought to SKC to share their perspectives about the role of traditional ecological knowledge in forest management. The program has generated interest from throughout the West, and forestry SKC President Dr. Joseph McDonald technicians from reservations in Idaho and Arizona, as well as students from Montana tribal colleges, have begun coursework Outstanding Accomplishments Botany students practice field identification Salish Kootenai College (SKC) achieved Photo Credit: SKC toward their B.S. Forestry degree. the following significant accomplishments during academic year (AY) 2005-06: Student Participation in • SKC graduated its largest class since its Natural Resources Land-Grant Programs inception in 1977—a total of 194 degrees Educational Program were awarded to graduates in 2006, SKC provides student opportunities in bringing the total number of bachelor SKC offers two degree programs within its community outreach (extension) and and associate degrees and certificates Natural Resources educational program: research in the agricultural and related conferred to 2,536. Environmental Science and Forestry. sciences. Native ecosystems on the • The National League for Nursing SKC’s land-grant mission has enabled Flathead Reservation have been severely Accrediting Commission (NLNAC) it to continue to refine and update its impacted by human development and accredited the SKC Nursing Department’s curriculum with the latest scholarly invasive species, and SKC’s Extension bachelor’s of science program (BSN) and work. It has helped develop instructional program has undertaken steps to restore re-accredited its associate of science materials including case studies, field the environment. For example, students program (ASN). experiences, audiovisual enhancements conducted research on restoring degraded • The Federal Highway Administration’s and inquiry-based laboratories in reservation grasslands and developed Office of Civil Rights awarded the SKC environmental science courses as well as a seeding system that has led to the Highway Construction Training Program related biology, geology and general science reintroduction of native grass species the prestigious national “Minority courses. on several hundred acres of grasslands. Institution of Higher Education Another project involves the fight against Achievement Award.” SKC has graduated 71 students yellow iris, a serious wetland invasive plant. • The College established the SKC Molecular with bachelor of science degrees in Yellow iris is degrading wildlife habitats, Biology and Biochemistry Research environmental science over the past 12 affecting irrigation water delivery, and Laboratory. years. A total of 13 have continued on to modifying streams across the reservation. graduate school, and 31 are working in SKC Extension students are leading the fight The Strategic Role and Community resource-related careers. by inventorying the species, implementing Impact of SKC’s Land-Grant Mission demonstration restoration and control A new baccalaureate degree in Tribal efforts, and informing downstream private, SKC’s land-grant programs support Forestry has been developed as an governmental, and tribal interests of the the institution’s strategic plan by extension of the associate of science threat. providing technical assistance to tribal forestry degree program. This program is departments by identifying program needs, the only B.S. Forestry curriculum in the opportunities, and beneficial activities nation that emphasizes tribal perspectives related to the environment and agriculture. in forest management. The curriculum Land-grant programs address a broad range gives students an in-depth examination of community needs, including ecological of current issues that are both a national restoration, agricultural economic scientific priority and that are also shaping development, noxious weed management, management on Salish and Kootenai Tribal community health and development, forest land. and teaching. Land-grant programs SKC Campus Photo Credit: SR

40 Stone Child College tone Child College (SCC) is a tribally Institution Profile AY 2005-06 Scontrolled community college of the Chippewa Cree Tribe. Chartered in 1984 by Year Founded 1984 the Chippewa Cree Business Committee, SCC Chartering Tribe Chippewa Cree Business Council was established to preserve and maintain the Academic Term Semester Chippewa Cree culture and to better educate Highest Degree Associate its tribal members. SCC coordinates and Offered Accrediting Northwest Commission on Colleges regulates all higher education on the Rocky Agency and Universities Boy’s Indian Reservation to maintain high Land Grant Yes standards for staff, faculty, administration Operational Title I and students, to maintain open enrollment, Funding Source and to be accessible to potential students. Location On Reservation Institution R R 1 Box 1082 Address Box Elder, MT 59521 The College is authorized to develop and Institution www.stonechild.edu operate programs granting degrees and Website certificates, and to enter into agreements with public or private agencies to offer post-secondary education on the Rocky Boy’s Indian Reservation. Emphasis is placed Institution Enrollment Fall Snapshot Stone on programs leading to degrees. SCC’s • by Major Group American Indian 7 Science 14 commitment to quality education includes Studies providing students with the following: Business 25 Natural Science 7 Child • An opportunity for personal development Computer Science 19 Accounting 0 through educational, cultural and Human Services 15 Undeclared/Not 159 community activities Declared Liberal Arts/General 41 • Qualified student-centered staff, faculty, Studies College and administration that provide an Office Admin./Tech. 6 aesthetic, intellectual, cultural, and safe Education- 51 Total 344 environment Paraprofessional • Encouragement to seek financial • Demographics opportunities to enhance self-reliance and Full Time 145 American Indian Female 204 become financially independent Part Time 199 American Indian Male 89 Total 344 American Indian Total 293 SCC’s community goals include assisting in Non-Indian Female 33 determining the developmental needs of the Non-Indian Male 18 Area Enlarged Rocky Boy’s Indian Reservation, supporting Non-Indian Total 51

NA TA reservation communities in furthering their Total 344 ON M economic goals, providing continuing and community education, and providing the community with students that understand Graduation 2 learning is a life-long process. SCC also 2 Havre offers community outreach programs, Associate 23 Certificates 1 which include cooking for diabetics, food Total 24 223 Box Elder S C C safety, community gardening, animal and range management, youth development, 87 home-based enterprises, and agricultural ROCKY BOY’S INDIAN RESERVATION Faculty/Administrators/Staff marketing. Loma Full Time 51 Part Time 7 Total 58

SCC Campus Photo Credit: AIHEC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 41 Stone Child College

President’s Vision: Achievements, community extension and outreach with the Temporary Assistance for Needy Highlights and Future Planning services. The College’s strategic land-grant Families (TANF) program. The College plan is tied to it’s mission statement provided three workshops for TANF clients President: Melody Henry which states that the College will “provide that taught them the skills to work in the continuing and community education.” community. The College has also provided Outstanding Accomplishments training to workers at the tribe’s new Stone Child Collegee (SCC) achieved the SCC’s land-grant programs have been casino operations. following significant accomplishments beneficial to the community in many areas. during the academic year (AY) 2005-06: In 2006, the College assisted with the • The Jon Morsette Vocational Center planting of over 50 gardens on the Rocky opened its doors in 2006, housing two Boy’s Indian Reservation, and ended the large workshops, a large community growing season by organizing a farmers gathering area, two classrooms, and market to sell the community produce. office space. The College’s construction SCC’s Extension Services program also technology, pre-engineering, and fine- provides cultural craft activities for youth, arts programs will be located in the such as hand drumming, bead work, center. sewing, and equestrian events. These • The College developed academic and are welcome activities in reservation vocational programs in customer communities where there are limited relations certification, construction cultural and educational opportunities for technology certification, pre-engineering youth. certification, and an associate of arts degree in fine arts with optional SCC’s Extension Services program emphasis tracks. works with the Chippewa Cree Business • SCC was involved in the History Research Committee, tribal program directors, Project about the Chippewa Cree on community members, reservation youth, the Rocky Boy’s Indian Reservation, local agricultural producers, the USDA and has compiled a large collection of Farm Service Agency, and county extension historical information on the tribe. programs to provide a broad spectrum Several instructors are involved in the of community education and outreach project, which is a major undertaking. services. For example, local farmers and Community members are involved ranchers attend workshops on ways and elders are invited to the meetings to improve their operations. Elderly where many volunteer to provide old community members benefit from healthy documents and pictures. food workshops. The College’s Extension • SCC received several important grants, Services program provides a popular including a Housing and Urban series of mid-winter workshops, called Chief Stone Child Development grant to renovate the Tee Pee Fever, that covers topics such as Vocational Center with new equipment, agriculture, small business, health and a Department of Agriculture Rural food, economic development, and career Development grant for campus awareness. improvements, and a Department of Defense grant for instructional Successful Community equipment. Education Programs

The Strategic Role and Community SCC has had success in several community Impact of SCC’s Land-Grant Mission education programs. The College co-hosted a summer program with the Rocky Boy SCC is a land-grant institution that GED program, where students who were provides instruction, community outreach, unable to complete high school were and extension services in the agricultural, given the opportunity to complete their environmental, human, and related high school studies and pursue further sciences. The College receives funds from education or employment. SCC has also Graduation Procession the US Department of Agriculture (USDA) provided other community education to provide education courses and deliver programs, working in close cooperation Photo Credit: AIHEC 42 Nebraska

Little Priest Tribal College Nebraska Indian Community College

Little Priest Tribal College or many years, the goal of the Institution Profile AY 2005-06 FWinnebago Tribe of Nebraska has been to provide quality education for Year Founded 1996 its members. Little Priest Tribal College Chartering Tribe Winnebago Tribe (LPTC) was chartered by the Winnebago Academic Term Semester Tribal Council in 1996 as the education Highest Degree Associate arm of the tribe with a primary mission Offered Accrediting Higher Learning Commission of the to provide two-year associate degrees, Agency North Central Association of assuring that the majority of credits will Colleges and Schools prepare students to successfully graduate Land Grant Yes at a four-year institution. Another equally Operational Title I important purpose of the College is to Funding Source Location On Reservation provide language and culture classes and Institution P.O. Box 270 training opportunities for tribal employees. Address Winnebago, NE 68071 LPTC is named after Little Priest, the Institution www.lptc.bia.edu last true war chief of the Ho-Chunk Website (Winnebago) people.

Institution Enrollment Fall Snapshot LPTC’s mission is to implement two-year • by Major Group Little Priest associate degree programs, certificate American Indian 0 Liberal Arts/General 23 programs, and community education Studies Studies programs, which provide students with: Business 15 Mathematics 0 Tribal • the opportunity to learn about Computer Technology 11 Science 8 Winnebago language and culture so that Education- 15 Undeclared/Not 8 they are grounded in self-esteem Paraprofessional Declared English 1 • an academic plan of learning so that Human Services 2 Total 83 students can succeed at four-year College institutions • Demographics • competency in interpersonal skills such Full Time 53 American Indian Female 49 as self-discipline, communication, goal Part Time 30 American Indian Male 26 setting, problem solving, and critical Total 83 American Indian Total 75 thinking Non-Indian Female 6 • the ability to integrate culture, Non-Indian Male 2 academics, physical, psychological, and Non-Indian Total 8 Sioux City spiritual behavior so that students can Total 83

29 interface within a diverse world. 75

Homer LPTC recognizes that the quest for Graduation knowledge is ongoing, and attempts to L P T C Associate 15 achieve a balance between educational Diploma 0 INNEBAGO NDIAN Total 15 W I Winnebago advancement and cultural preservation. RESERVATION Walthill Faculty/Administrators/Staff Full Time • Rosalie Part Time • Total na 77

• Data missing

SKA RA EB Area Enlarged N

Photo Credit: SR

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 45 Little Priest Tribal College

President’s Vision: Achievements, programs are an increase in the number, and laboratory reference texts, as well as Highlights and Future Planning variety, and quality of services offered at materials and supplies to collect, identify, LPTC. The impacts include an increase in and preserve plants. Students experienced the perception of value the community has scientific field learning in ethnobotany, towards the college. including Native American uses and scientific methods of collecting, identifying, LTPC Extension program’s mission is to and preserving plants. Students also help communities experience positive used GIS/GPS (geographical information growth and development through a variety systems/geographical positioning systems) of educational outreach programs and skill- to map the plant life on the reservation. building opportunities. One of the ways that Student satisfaction with this type of LTPC Extension is serving the community culturally relevant course and training LPTC President Tom Davis is to strengthen cultural understanding by has the potential to improve recruitment providing hands-on learning experiences. and retention efforts in both the science Outstanding Accomplishments For example, the “Cultural Sharing” in- and cultural history programs at LPTC. Little Priest Tribal College (LPTC) achieved service training takes place at elementary The project encouraged collaboration the following significant accomplishments and high schools on the reservation, between the county Extension offices, during the academic year (AY) 2005-06: exposing teachers to the culture of the local universities, tribal departments and • A Higher Learning Commission Finance Winnebago Tribe, and helping them to community elders. Another outcome is that and Student Assessment accreditation develop an understanding and appreciation the project has been the catalyst for the team visited LPTC and recommended of their students’ cultural identity and revision of the entire science department continued accreditation. Overall, the traditions. The in-service training session curriculum, with the inclusion of “Native report from the accreditation team was begins with tribal youth and adults Ways of Being” methodologies into every excellent for LPTC. dressed in Pow-wow regalia entering the course offering. • The LPTC library was designated as a gymnasium, while the significance of each government depository library, and the specific dance (e.g., grass, traditional, fancy, library also became an associate member jingle) and the regalia are explained. of the National Network of Libraries of Medicine. • In partnership with the Winnebago Tribe of Nebraska, the College is now hosting the Renaissance Program within the College’s Cultural Learning Center. The tribal program offers language and culture education services to the local school Ethno-botany Field Study district and Head Start centers, as well as at the College. This partnership has LPTC began conducting research that allowed closer coordination between the addresses three important issues to College and the tribe, and has resulted in a the Winnebago Tribe of Nebraska: number of key partnerships that will lead natural resources, land use, and cultural to new joint projects in the future. preservation. The “Winnebago Ethnobotany and Botanical Resource Propagation The Strategic Role and Project” involves student researchers who Community Impact of LPTC’s assist in preserving cultural knowledge by Land-Grant Mission interviewing tribal elders in the community. By including the community in its research LPTC’s land-grant vision “supports the programs, LPTC is preserving cultural Pow-wow Ceremony quest for knowledge and attempts to knowledge while increasing goodwill and achieve a balance between educational general support for the College. LPTC is advancement and cultural preservation LPTC’s Equity Education program is partnering with the University of Kansas through learning, discovery, and enhancing the College’s science and and Kansas State University on the project, engagement.” LPTC’s three land-grant American Indian studies programs by and through these partnerships, is able programs work together to accomplish developing a new course in ethnobotany to increase the quality of research and this vision while supporting the College’s and contributing to the Reservation Plant education offered to its students. overall mission. The outcomes from these Collection. The program acquired library Photo Credit: LPTC 46 Nebraska Indian Community College he mission of Nebraska Indian Institution Profile AY 2005-06 TCommunity College (NICC) is to provide quality higher education and Year Founded 1972 opportunities for life-long learning to Chartering Tribe Omaha Tribal Council and Santee Umon’ hon (Omaha) and I’santi (Santee Sioux Tribe Academic Term Semester Sioux) people and other students. NICC Highest Degree Associate serves the Omaha and Santee Sioux Tribes Offered of Nebraska at the Macy (Omaha) and Accrediting Higher Learning Commission of the Santee campuses, and also maintains a Agency North Central Association of campus in South Sioux City, Nebraska. Colleges and Schools The multi-campus structure of the Land Grant Yes college presents unique opportunities Operational Title I Funding Source for individualized attention, even when Location On Reservation students are separated from instructors by Institution College Hill, Macy, NE 68039 hundreds of miles. In serving its clientele, Address NICC has had a substantial impact by Institution http://www.thenicc.edu/ Website making a variety of cultural, educational, and social resources available in isolated Nebraska and economically underdeveloped Institution Enrollment Fall Snapshot • by Major Group communities. Business 20 Env. Sci./Natural 2 Resources Indian NICC is committed to the following core Building Trades 8 American Indian 6 values: Studies Computer Technology 6 Liberal Arts/General 24 • Cultural preservation and continuity Studies Community consistent with the Omaha and Santee Corrections/Law 0 Science 7 Sioux tribes’ needs. Enforcement Education- 14 Undeclared/Not 9 • Preservation and continuity of the Paraprofessional Reported College Omaha and Dakota languages. Human Services 6 • Preservation and transmission of tribal Office Admin./Tech. 0 Total 102 knowledge. • Transmission of values historically rooted • Demographics in traditional nature spiritual systems. Full Time 53 American Indian Female 51 • The belief that learning is a life-long Part Time 49 American Indian Male 33 Area Enlarged Area Enlarged process. Total 102 American Indian Total 84 SKA SKA • Providing a safe and healthy working and RA RA Non-Indian Female 15 B EB E N N learning environment. Non-Indian Male 3 • Providing an environment that promotes Non-Indian Total 18 Sioux City free expression and exchange of ideas. Total 102 Sioux City • Providing an environment that challenges 77 students to think holistically, and to Homer77 live responsibly and productively in a Graduation Winnebago changing global society. Homer Associate 21 N I Total 21 C CWinnebago Macy NICC’s vision of the future includes

77 increased space on each of its three N I Faculty/Administrators/Staff C C 75 campuses for academics and learning, an Macy increase in academic and programmatic Full Time 13 Part Time 14 EBRASKA

77 OWA I N initiatives to meet community and tribal Total 27 75 needs, and an increase in community economic development programs. • Data missing EBRASKA OWA I N

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 47 Nebraska Indian Community College

President’s Vision: Achievements, The Strategic Role and US Department of Education Title III Highlights and Future Planning Community Impact of NICC’s program, the Shakopee Mdewakanton Land-Grant Mission Tribe, and the US Department of Agriculture’s Rural Development agency. NICC’s land-grant programs have been instrumental in enabling the College to develop and implement a strategic plan for community-based service. Tribal programs and communities will benefit from the impact from the College’s land grant program planning and capacity building efforts. NICC’s Extension NICC President Michael Oltrogge program allows the College to build its institutional capacity to offer educational Outstanding Accomplishments workshops to its communities. The Nebraska Indian Community College College’s short community education (NICC) achieved the following significant sessions have included topics such as accomplishments during academic year leadership development, team building, (AY) 2005-06: and community and household gardening. • The construction of a new campus for One of NICC’s community learners the Macy (Omaha) location is proceeding was successful in gaining a horticulture with impressive progress certificate, and has since been building • NICC’s first science laboratory was gardens throughout reservation constructed, providing critical space communities. and equipment for the College’s science programs Land-grant funding is also supporting • An accrual-based system has been the development of a new nutrition implemented at the College to more program, which seeks to raise knowledge efficiently track institutional finances; and awareness of the diet-related illnesses • The College has instituted a strategic plan prevalent among tribal communities, and with an emphasis on student recruitment the preventative measures necessary for and retention, facilities and construction, improved health. Land-grant endowment and the expansion of academics into four- funds have also assisted in facilities repair year degree programs and maintenance at the College, and • NICC has initiated important work they currently support a natural resource into the allied health and science faculty member. fields through the Lance Armstrong Foundation program and a National Science Foundation planning grant. Both New Buildings and Major Facilities NICC New Campus Under Construction of these partners will assist the College in determining its capacity and priorities in The largest and newest NICC facility the allied health and science areas is the Student Services building at the • The Administration for Native Americans Macy, Nebraska campus. The new building funded the College to complete a survey will house all of NICC’s operations, with and preliminary work on identifying the exception of the Vocational and strategies to preserve the Omaha Educational Laboratory. The facility language and culture. The planning grant will contain classrooms, laboratory provides support for tribal elders in space, office space, a library, and a small the community to assist the College in auditorium. The building was a critical preserving cultural knowledge. need for the College, replacing the current facility that is outdated and that requires extensive work to upgrade it to acceptable standards. The new Macy campus has Student Senate been constructed with funding from the American Indian College Fund, the Photo Credit: NICC 48 New Mexico

Navajo Technical College Institute of American Indian Arts

Southwestern Indian Polytechnic Institute

Institute of American Indian Arts he Institute of American Indian Arts Institution Profile AY 2005-06 T(IAIA) is an accredited college granting four-year bachelor degree, two-year Year Founded 1962 associate degree and one year certificates. Chartering Tribe Federally Chartered IAIA attracts a multi-tribal student body Academic Term Semester whose creative abilities are at the forefront Highest Degree Bachelor’s of contemporary American Indian art. Offered Accrediting • Higher Learning Commission of Many IAIA graduates make an easy Agency the North Central Association of transition into full-time careers as self- Colleges and Schools supporting artists, while others continue • National Association of Schools of their education at top universities and art Arts and Design schools nationwide. Land Grant Yes Operational Culture and Art Development Act Funding Source The mission of IAIA is unique—to provide of 1986 Location Off Reservation a quality education for all Native and Institution 83 Avan Nu Po Road non-Native students in the area of Native Address Santa Fe, NM 87508 arts and culture. This mission inevitably Institution www.iaia.edu drives the type of students the Institute Website attracts, the programs it offers and the Institute of reputation it pursues. IAIA students are talented learners who seek a quality Institution Enrollment Fall Snapshot • by Major Group education embedded with indigenous ways Art 116 Liberal Arts/General 22 of knowing, teaching and learning. American Studies English 35 Undeclared/Not 11 The primary goal of IAIA is to enhance Declared Total 184 knowledge and understanding of the Indian Arts cultural traditions of American Indians • Demographics and Alaska Natives with a special focus Full Time 170 American Indian Female 88 on traditional and contemporary Native Part Time 14 American Indian Male 89 art. To this end, the Institute provides a Total 184 American Indian Total 177 curriculum that embeds professional skills Non-Indian Female 5 development within an integrated liberal Non-Indian Male 2 arts education. IAIA courses are designed Non-Indian Total 7 to meet the mission and goal of cultivating Total 184 Taos students who are creative critical scholars in the area of Native traditional and contemporary art and culture. This includes Graduation 285 areas of study in Studio Arts, Museum Bachelor’s 22 Studies, Creative Writing, New Media Arts Associate 14 Santa Fe Total 36 Las Vegas and Indigenous Liberal Studies.

I  A I A Faculty/Administrators/Staff 25 Full Time 110 Part Time 26 Total 136 Albuquerque

Area Enlarged

XICO ME EW N

IAIA Campus Photo Credit: SR

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 51 Institute of American Indian Arts

Achievements, Highlights issues and concerns. The conference The Strategic Role and Community and Future Planning helped develop approaches to enhance Impact of IAIA’s Land-Grant Mission community mobilization, promote school-based prevention and intervention The IAIA land-grant mission is both local strategies, and share promising practices and national in its service to the 22 Pueblo, and models in suicide prevention and Navajo, and Apache communities of New intervention. The event combined Mexico, and the 562 federally recognized educational dialogue with prevention tribes in the US. In its role as a multi-tribal models that specifically address the Tribal College and University (TCU), it is unique cultural, community, and critical that IAIA carry out its mandate educational needs of Native American under Congressional charter to educate youth. Native American and Alaska Native IAIA President Dr. Robert Martin • Strengthening Tribes Through Education students from a diversity of backgrounds Photo Credit: IAIA & Preparation: Tribal Leaders Conference in Native arts and culture and to continue Outstanding Accomplishments on Homeland Security — This two- the educational foundations provided The following four community outreach day conference created awareness of from the nation’s other two-year TCUs programs conducted in academic year emergency response needs and issues; by matriculating those students into the (AY) 2005-06 are examples of the tribal provided technical assistance to tribal Institute’s four-year degree programs. outreach and community building activities planners; discussed sovereignty concerns conducted by the Institute of American and issues and how it relates to federal IAIA’s land-grant programs directly align Indian Arts’ (IAIA) Center for Lifelong regulations and implementations; and with its mission, particularly as the Education (CLE), which is the only reviewed legal and legislative challenges mission is carried out by the Institute’s indigenous center of its kind in the US. uniquely faced by tribal entities in tribal community outreach component, • Annual Summer Television and Film working with the Department of the CLE. In 2006, IAIA was awarded a Workshop — In partnership with Homeland Security. Experts assisted U. S. Department of Agriculture (USDA) Disney-ABC Television Group and the participants from southwestern tribal grant to conduct health and wellness Walt Disney Studios, CLE offered its nations to develop emergency response programming that benefits local northern third annual Summer Television and plans for disasters in rural tribal Pueblo communities. The Institute has Film Workshop. Programming focused communities. also used USDA research grants to host on directing, screenwriting, production, • Annual Native American Elder Conference regional conferences incorporating native and acting techniques through a series — IAIA provided workshops to nearly foods and their uses. Land-grant support of workshops and panel discussions with 300 New Mexico Native American elders has also enabled IAIA to establish a science top decision-makers and industry experts. addressing issues such as basic computer curriculum under the new Indigenous/ Students were selected through a highly literacy, oral history technology, cross- Liberal Studies program. competitive process to participate in the generational linguistic training, Native eight-week workshop. Innovative short American art history, and fitness. The films and documentaries about Native Elder Conference also generated ideas for issues were produced by the 23 students future collaborations on topics such as in the workshop. oral history and language preservation, • Healing Our Communities: Collaborative and programs that include elders-in- Community-Based Approaches to residence as teachers in artistic and Prevent Youth Suicide — CLE sponsored cultural training. a two-day conference on collaborative community-based team approaches to

provide training in suicide awareness, IAIA Museum, Santa Fe Photo Credit: John Gritts

2006 Elder Conference in Campus Photo Credit: Cougar Vigil Summer Movie Project Photo Credit: Bryan Parker

52 Navajo Technical College avajo Technical College (formerly Institution Profile AY 2005-06 NCrownpoint Institute of Technology) is chartered by the Navajo Nation with Year Founded 1979 a mission of preparing Navajo and other Chartering Tribe Navajo Nation students with a quality technical and Academic Term Semester vocational education, associate degree Highest Degree Associate Offered programs, or community education in a Accrediting Higher Learning Commission of higher learning setting. Navajo Technical Agency the North Central Association of College’s (NTC) vision includes enhancing Colleges and Schools the desirable traits of integrity, self- Land Grant Yes discipline, loyalty, and respect, which give Operational Carl D. Perkins Vocational and the Navajo people hope, courage, and Funding Source Technical Education Act Location On Reservation the resiliency essential to their survival Institution P.O. Box 849 as a people. The College is dedicated to Address Crownpoint, NM 87313 providing a student-oriented learning Institution www.navajotech.edu environment based on the Diné philosophy Website of education: nitsahakees (thinking), nahat’a (planning), iina (implementation), and sihasin (thoughtful critique and analysis). Navajo Institution Enrollment Fall Snapshot Since its inception in 1979, NTC has • by Major Group Accounting 21 Office Admin./ Tech 22 developed into a respected technical- Automotive 21 Paralegal 4 vocational tribal college that addresses Technical Technology the continually changing requirements of Building Trades 66 Vocational/Career 18 its students. The tribal technical college Programs Business 5 Nursing 28 has a long-standing commitment to Computer Technology 62 Social Science 17 academic excellence and provides a variety College of support services including student Education- 15 Individualized 8 Paraprofessional Program and faculty housing, a childcare center, Env. Sci. / Natural 10 Undecided/Not 29 advanced computer technologies, and Resources Declared comprehensive library services. The College Hospitality Industry 13 Total 339 offers a broad selection of certificate and degree programs, each designed to prepare • Demographics students for entry into careers and further Full Time 322 American Indian Female 164

Area Enlarged education. NTC’s goals include offering a Part Time 17 American Indian Male 170 XICO ME EW quality education, providing students a N Total 339 American Indian Total 334 nondiscriminatory learning environment, Non-Indian Female 3 serving as a catalyst for academic progress Non-Indian Male 2 on the Navajo Nation, and establishing 9 Non-Indian Total 5 relationships with other higher education Total 339 institutions.

9 Crownpoint N T C Gallup 371 Graduation Associate 42 Certificates 123

40 Total 165

Grants Albuquerque Faculty/Administrators/Staff Full Time • Part Time • Total • NTC Building Photo Credit: NTC • Data missing

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 53 Navajo Technical College

President’s Vision: Achievements, provide connectivity that will provide and director who has produced stories Highlights and Future Planning communication, education, and business for PBS and the United Negro College opportunities. Special Program Corporation. In 2006, Boudart produced two educational film documentaries on renewable energy. NTC students were the main characters, demonstrating how to correctly use photovoltaic modules, inverters, water pumps, charge controllers, and wind generators.

The Internet to the Hogans Friends and Family NTC President Elmer Guy Land-Grant Programs Outstanding Accomplishments Navajo Extension Workforce Project Navajo Technical College (NTC) achieved the following significant accomplishments Since 1995, the NTC Navajo Extension during the academic year (AY) 2005-06: Workforce Project has successfully • NCA/HLC Accreditation developed and implemented educational Bo Boudart Production film students; Students prepare On October 17, 2005, the Higher outreach programs in areas of high photovoltaic trainer (donated from Sandia Labs) for film Learning Commission (HLC) notified priority to the community. For example, NTC of its initial accreditation status livestock management workshops are Alternative Renewable Energy as a new member of the North Central held throughout the year on topics such Workshops Association. This accreditation process as cattle artificial insemination and herd NTC’s Alternative Energy program took approximately two years since NTC health. Hands-on demonstrations on participated in the Navajo Nation was awarded candidacy status by the HLC livestock handling are also included. The Environmental Protection Agency in October of 2003. NTC Extension Service hosts workshops at “Environmental Conference” in 2006. NTC • Astronomy Course Recognition the College’s animal hospital during major demonstrated how photovoltaic energy In 2006, NTC began offering a recognized events such as the Navajo Nation Eastern can be used for water pumping, and also for-credit astronomy course designed to Livestock Days. NTC extension personnel showed how to charge the batteries with survey the subject at the introductory also travel to remote communities to bicycles. The “E-bikes” were a hit—50 level for non-science majors. It examines provide assistance with herd health percent of the audience inquired about astronomy from both the Western and to conduct seminars. In AY 2005- information on how to purchase one. scientific and Diné cultural points of view, 06, Extension programs also included covering current topics in astronomy such a Llama/Alpaca adoption program, 4-H as the search for extra solar planets, the youth groups, and summer youth activities. possibility of life elsewhere in the solar An alpaca fiber-weaving project and an system, and new earth- and space-based organic gardening project were recently astronomical instruments. implemented. • Internet to the Hogan In 2006, NTC initiated the “Internet to the Hogan “project,” designed to Darrick Begay, Alternative Energy student, explains end the digital divide on the Navajo functions of a photovoltaic trainer; Students prepare renewable energy components Nation, a territory slightly larger than the state of West Virginia and one of the poorest places in the United Adult Basic Education States where mountain ranges, high NTC’s Adult Basic Education (ABE) deserts, and canyon lands make access Seminar being taught through the Extension Office program is a community-based program to communities difficult. The project that provides diplomas to individuals who provides a model for educational delivery Successful Community were not able to graduate from high school, and economic development based upon Education Programs and prepares them for careers. The ABE the idea that only communities that can program integrates cultural teaching and keep pace with the world’s technology PowerPaths TV learning, and serves local communities can hope to improve economically. Some PowerPaths TV is a video film production throughout the Navajo Nation Reservation. 35 partners are working with NTC to endeavor by Bo Boudart, a producer Photo Credit: NTC 54 Southwestern Indian Polytechnic Institute ocated in one of the nation’s fastest Institution Profile AY 2005-06 Lgrowing high-tech and agricultural corridors, Southwestern Indian Polytechnic Year Founded 1971 Institute (SIPI) in Albuquerque, New Chartering Tribe Federally Chartered Mexico, is a federally operated community Academic Term Trimester college preparing American Indian Highest Degree Associate students for the competitive workforce Offered Accrediting Higher Learning Commission of the of the 21st century. Funded through the Agency North Central Association of US Bureau of Indian Affairs (BIA), SIPI is Colleges and Schools governed by a nationally representative, Land Grant Yes tribally appointed Board of Regents. SIPI Operational Snyder Act of 1921 was established in 1971 to provide general Funding Source Location Off Reservation education, early childhood education, Institution 9169 Coors Boulevard NW business, vocational and technical Address Albuquerque, NM 87184 instruction at the associate degree and Institution www.sipi.bia.edu certificate levels for members of federally Website recognized tribes.

Southwestern Today, more than 120 different Indian Institution Enrollment Fall Snapshot tribes are represented in SIPI’s student • by Major Group body. On average, more than 700 Accounting 25 Hospitality Industry 34 Indian residential, commuter and distance- Agriculture and 16 Liberal Arts/General 93 Farming Studies learning students are enrolled during Business 37 Office Admin./Tech. 7 the fall trimester. Located on a 165-acre Computer Science 11 Pre-Engineering 16 Polytechnic campus in northwest Albuquerque, SIPI Computer Technology 35 Vocational/Career 49 boasts a new state-of the-art Science Programs and Technology Center, which opened Education- 80 Undeclared/Not 180 Paraprofessional Declared Institute in fall 2003. The 72,540 square-foot Env. Sci./Natural 16 facility includes 12 research and teaching Resources laboratories, 10 classrooms, two distance Geography 15 Total 614 learning rooms, a 500-seat auditorium, • Demographics and several faculty offices and conference Full Time 466 American Indian Female 346 rooms. As a 1994 land-grant institution, Part Time 148 American Indian Male 268 SIPI has extensive research and extension Total 614 American Indian Total 614 programs designed to meet the growing Non-Indian Female 0 needs of tribal nations. SIPI is accredited Non-Indian Male 0 by the Higher Learning Commission of the Santa Fe 25 Non-Indian Total 0 North Central Association of Colleges and Total 614 Schools (NCA). S I P I

40 40 Graduation Albuquerque Associate 69 Certificates 11 Total 80 25

Faculty/Administrators/Staff Full Time 100 Part Time 13 Area Enlarged XICO Total 113 ME EW N

New Science and Technology Building Photo Credit: SR

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 55 Southwestern Indian Polytechnic Institute

SIPI Campus Photo Credit: SR

Electronics Class Photo Credit: SIPI

Robot Lab Photo Credit: SR

Student Research Presentation Photo Credit: SR

56 North Dakota

Turtle Mountain Community College

Fort Berthold Community College Cankdeska Cikana Community College

United Tribes Technical College

Sitting Bull College

Cankdeska Cikana Community College ankdeska Cikana Community College Institution Profile AY 2005-06 C (CCCC) was named in honor of a fallen warrior, Paul Yankton, Sr., recipient of two Year Founded 1974 Purple Hearts, who died while serving as a Chartering Tribe Spirit Lake Dakota Tribal Council rifleman with the United States Army’s 11th Academic Term Semester Infantry in Lorraine, France. Cankdeska Highest Degree Associate Cikana, meaning Little Hoop, was a proud Offered Accrediting Higher Learning Commission of Dakota warrior who believed in self- Agency the North Central Association of responsibility and the need for educational Colleges and Schools opportunity for Native people. Land Grant Yes Operational Title I CCCC serves primarily Native American Funding Source Location On Reservation students and is chartered by a tribal Institution P.O. Box 269 government, Spirit Lake Dakota Nation. Address Fort Totten, ND 58335 Institution www.littlehoop.edu Mission Website To provide higher education opportunities, at the community college level, including Cankdeska vocational and technical training. The Institution Enrollment Fall Snapshot tribal college emphasizes the teaching • by Major Group and learning of Dakota culture and Accounting 8 Nursing 11 Cikana language toward the preservation of the Agriculture and 8 Offce Admin./ 5 Tribe. The goal is student self-sufficiency Farming Technology and independence through academic American Indian 3 Vocational/Career 0 Studies Programs Community achievement. Building Trades 6 Business 25 Computer Technology 14 Automotive 1 Vision Technology College A Dakota community that enjoys physical, Education- 14 Undeclared/Not 28 Paraprofessional Declared mental, emotional and spiritual wellness Liberal Arts/General 70 Total 193 and growth through education and training. Studies • Demographics Key Values at CCCC include: Full Time 119 American Indian Female 132 Shared Responsibility Part Time 74 American Indian Male 56 Being respectful of each other, belief in the Total 193 American Indian Total 188 value of education, and working together— Non-Indian Female 4 Area Enlarged student, College, family and the community. Non-Indian Male 1

Area Enlarged Non-Indian Total 5 TA KO DA Commitment to Quality Total 193 . OTA N AK . D N • Striving toward being the best tribal community college • Striving to provide appropriate courses

281 Graduation 281 and academic programs 2 Associate 21 2 • Employing fully qualified faculty and Certificates 0 Devils Lake staff in all positions Total 21 2 CDevils Lake C C C • Structuring the institution to optimize Fort Totten 2 C CSPIRIT C LAKE INDIAN RESERVATION C the skills and contributions of staff, Fort Totten faculty, students and Board of Regents 281 Faculty/Administrators/Staff SPIRIT LAKE INDIAN RESERVATION Full Time 53

281 Part Time 3 Total 56

Adapted from www.littlehoop.edu Photo Credit: CCCC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 59 Cankdeska Cikana Community College

President’s Vision: Achievements, Stimulate Competitive Research) Program • CCCC collaborates with the University Highlights and Future Planning is an educational initiative of CCCC and of North Dakota on NIH INBRE (Idea the surrounding area high schools. The Networks of Biomedical Research National Science Foundation (NSF) Excellence) and RISE (Research Initiative program is designed to encourage and for Scientific Enhancement) grant support Native American students to programs. The partnership supports the enter science, technology, engineering and acquisition of equipment for various mathematics (STEM) careers by creating chemistry and biology classes and pathways for success. labs. Recent acquisitions include state- • The Tribal Colleges and Universities of-the-art microscopes, a complete Program (TCUP) is a NSF-funded program electrophoresis kit for DNA analysis, that assesses the STEM offerings at anatomical models, large DNA models, CCCC President Cynthia Lindquist CCCC and helps develop a strategic plan charts and image libraries for anatomy specific to STEM courses and programs. and physiology, and general lab supplies. Outstanding Accomplishments Improvement is anticipated in three areas: The INBRE program provided resources During the 2005-06 academic year (AY), STEM course completion rates; graduation for the installation of an additional Cankdeska Cikana Community College rates; and transfer rates to four-year Interactive Video Network classroom in (CCCC) accomplished the following: institutions. the science lab at CCCC. • Gained ten-year accreditation by the Higher Learning Commission of the Current Academic or Research CCCC Land-Grant Project 2006 North Central Association of Colleges and Partnerships/Collaborations Schools. CCCC is a land-grant institution that • Added a new science classroom and CCCC was involved in several partnerships provides instruction, community outreach laboratory with interactive video network in the 2005-2006 academic year with high and extension services in the agricultural, (IVN) capabilities, plus an additional impact: environmental, human, and related three classrooms. • The Diabetes Education in Tribal Schools sciences. CCCC’s land-grant mission seeks • Added a new computer lab. (DETS) program, funded through the to meet the needs of agricultural operators • Achieved steady increases in student National Institutes of Health, is an and producers within the Spirit Lake enrollment and FTE. example of a partnership between CCCC Nation. The College receives funds from and local schools. CCCC and seven the U.S. Department of Agriculture to other tribal colleges and universities provide agricultural and natural resource are developing a K–12 curriculum that management education courses, deliver addresses the serious threat diabetes community extension and outreach poses to the Native American population. services, and conduct applied research. CCCC and two tribal colleges are charged with writing the grades 9–12 curriculum. In AY 2005-06, the land-grant program The curriculum will be pilot-tested in the at CCCC is primarily focused on New Computer Lab, Fall 2005 fall of 2006, and once the beta and field providing hands-on experiential learning testing is completed, the K–12 curriculum opportunities for its agriculture and natural Significant New Grants will be disseminated to all tribal schools resource management students. The and External Funding by the National Institutes of Health College’s newly constructed greenhouse (NIH). gives students the opportunity to germinate In AY 2005-06, CCCC initiated several and propagate native plants that are programs as a result of new grants and then placed in the campus’ vegetable and external funding: botanical garden. The development of the • The CCCC Health and Nutrition Program gardens and maintenance of the greenhouse provides nutrition and disease-specific all enhance the opportunities for students dietary information. It also screens to experience first-hand, small-farm participants and offers a supportive operations. Furthermore, students learn exercise program. The program expects about their tribe’s cultural and historical to lower the rate of diabetes and heart uses of plants indigenous to the region. disease on the Spirit Lake Reservation by A portion of the instructional time takes Students from the Diabetes Education in Tribal Schools providing direct services to the community (DETS) Program place off campus, exposing students to that encourages healthy lifestyles. professionals in the agricultural, ranching, • The EPSCoR (Experimental Program To and natural resource management fields. Photo Credit: CCCC 60 Fort Berthold Community College ort Berthold Community College Institution Profile AY 2005-06 F(FBCC) was founded in 1973 as a locally based higher education institution Year Founded 1973 to educate tribal members and help Chartering Tribe Three Affiliated Tribes of Mandan, retain tribal culture. Located in west Hidatsa and Arikara Academic Term Semester central North Dakota, the Fort Berthold Highest Degree Associate Reservation is the home of the Mandan, Offered Hidatsa and Arikara Tribes, under the Accrediting Higher Learning Commission of tribal government structure known as the Agency the North Central Association of Three Affiliated Tribes. College and Schools Land Grant Yes Ft. Berthold Community College has Operational Title I, Tribal College Act Funding Source been accredited by the Higher Learning Location On Reservation Commission of the North Central Institution 220 8th Ave N Association of Colleges and Schools at Address New Town, ND 58763 the associate level since 1988. FBCC Institution www.fbcc.bia.edu offers 19 degrees at the associate level Website and 9 certificate programs. The College

Fort has a successful elementary education Institution Enrollment Fall Snapshot collaboration with the University of North • by Major Group Dakota and four-year business degree Am. Indian Studies • Nursing and Health • Berthold collaboration with University of Mary Business • Science • in Bismarck, North Dakota. In academic Computer Sci. and • Social Science • year 2003-04, Ft. Berthold awarded 35 Tech. Community associate degrees: 23% were in liberal Education • Voc./Career • Programs arts; 23% in education; and 18% business Liberal Arts • • College administration. Mathematics • Total • A new picture-Tel system allows the College • Demographics to teach classes to three sites located 100 Full Time • American Indian Female • to 300 miles from campus. Part Time • American Indian Male • Total • American Indian Total • Non-Indian Female • Non-Indian Male • Non-Indian Total • TA Total • AKO Area Enlarged H D RT O N

Graduation

8 Associate • Certificates • Stanley Total • Main Building Photo Credit: SR

Faculty/Administrators/Staff F B C C 23 23 Full Time • Parshall Hawkeye New Town Part Time • Total • FORT BERTHOLD INDIAN RESERVATION

• Data missing

FBCC President Russell Mason Photo Credit: SR

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 61 Fort Berthold Community College

Student Lounge

Student Gathering

Distance Learning

Studying in Library

Photo Credit: SR 62 Sitting Bull College he Standing Rock Sioux Tribal Council Institution Profile AY 2005-06 Tchartered Sitting Bull College (SBC) in 1973, creating one of the first six tribal Year Founded 1973 colleges in the nation. SBC is an academic Chartering Tribe Standing Rock Sioux Tribe and technical institution committed to Academic Term Semester improving the levels of education and Highest Degree Associate training, as well the social and economic Offered Accrediting Higher Learning Commission of the development, of the people of the Standing Agency North Central Association of Rock Indian Reservation. This commitment Colleges and Schools includes promoting responsible behavior Land Grant Yes consistent with Lakota/Dakota culture and Operational Title I language. Funding Source Location On Reservation Institution 1341 92nd Street SBC is an undergraduate degree and Address Fort Yates, ND 58538 certificate granting institution serving Institution www.sittingbull.edu the Standing Rock Indian Reservation, Website which consists of a land base of 2.8 million acres in North Dakota and South Dakota. The College offers academic degrees and Institution Enrollment Fall Snapshot Sitting vocational certificates in areas of study • by Major Group Agriculture and 1 Env. Sci./Natural 8 that include building trades, peace officer Farming Resources training, agri-business, criminal justice, American Indian 5 Human Services 13 business administration, Native American Studies Bull Building Trades 6 Liberal Arts/General 35 studies, teacher and early childhood Studies education, human services, and nursing. Business 51 Nursing 24 Computer Science 20 Office Admin./Tech. 13 In recent years, SBC has focused its Corrections/Law 12 Undeclared/Not 41 College attention on the severe economic Enforcement Declared conditions on the reservation. The Education- 41 Energy Technology 9 Paraprofessional College is determined to address the Education- 9 Total 288 lack of business development and Professional entrepreneurship in local communities. • Demographics SBC established its own construction Full Time 198 American Indian Female 173 and information technology companies Part Time 90 American Indian Male 70 NORTH DAKOTA which have created jobs in the community. Total 288 American Indian Total 243 It has also developed a business Area Enlarged Non-Indian Female 31 information center that assists in the Non-Indian Male 14 creation, development, and expansion of Non-Indian Total 45 Bismarck small businesses. SBC operates a public Total 288 transportation system that allows students

1806 and community members to attend classes and community events on campus. 24 Graduation

83 Bachelor’s 4

24 Associate 38 Certificates 2 STANDING ROCK 13 Total 44 INDIAN RESERVATION

Faculty/Administrators/Staff Fort Yates Full Time 71 S B C Part Time 26 Total 97

SBC New Campus 2005 Photo Credit: SBC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 63 Sitting Bull College

President’s Vision: Achievements, For many of the participants, this was a educates the community and students Highlights and Future Planning family activity with children and parents about the traditional uses of native plants working together. These culturally relevant and safe practices for controlling weeds. workshops have been well-received by the community. SBC was a member of the land-grant collaborative, “Tribal College Community The Equine program directly addresses Natural Resources Education Project.” This another important aspect of Lakota program linked four tribal colleges with culture, and the program is beginning four state land-grant universities to jointly to introduce young people to horses. A work on natural resource education. The curriculum for a certificate program was program helped develop a local radio talk developed and students have begun to show on agriculture and natural resources, SBC President Dr. Laurel Vermillion enroll in the program. Workshops and and a water quality testing program for clinics have been held in most of the surface water on the reservation. Outstanding Accomplishments reservation districts and, as more horses Sitting Bull College (SBC) achieved the become available, more community following significant accomplishments members will start participating in the during academic year (AY) 2005-06: program’s activities. • The College opened its new state-of-the- art Science and Technology Center, and The Summer and Sunday Academy classes were first held in the facility programs are designed to increase high in 2006. The center houses the school student interest and knowledge science, information technology, in math and science by providing hands- office technology, mathematics, nursing, on, inquiry-based activities. Last year, Native American studies, English, and 58 students participated in the Sunday human services programs. Academy, and 44 students participated •  Construction was completed on a 16,000 in the two-week Summer Academy. square-foot Family Support Center that Evaluations indicated improved math and houses the elementary education, special science skills, and improved self-confidence education, and early childhood programs, in students’ math and science abilities. as well as a daycare facility. The College About 40 percent of the students who took possession of the building in 2006 attend this program enrolled at SBC. and classes began soon thereafter. • The SBC Transportation Program has The Summer Work Study program has been recognized as an Interliner Service been successful in eradicating leafy Provider, providing feeder service spurge on the Standing Rock Indian between Rapid City, South Dakota, and Reservation. Leafy spurge is an aggressive Bismarck, North Dakota, filling a need and persistent noxious weed that degrades for both states and SBC’s service area. economically valuable rangeland. Data SBC Students and Elder indicate that leafy spurge has been reduced The Strategic Role and Community by 80–90 percent since the program began Impact of SBC’s Land-Grant Mission six years ago. Almost all of the 35 students who have worked in the program have SBC’s land-grant programs relate to its gone on to successful college careers or strategic goal, “to have developed services employment. Two students are currently and outreach efforts that meet the social, employed by SBC, and one is a faculty cultural and economic needs of the member who teaches an ethnobotany class. community while surfacing and cultivating community resources.” For example, SBC’s Agriculture and Natural Resources SBC’s Extension Bison Management departments hire college students to program combines economic development mentor high school students in a Summer and the education of youth and adults Resource Project. The students work in the bison culture. The program held together on natural resource projects such Pre-service Institute two bison tanning workshops, where a as controlling leafy spurge and assisting total of 47 participants tanned 26 hides. with community gardens. This project Photo Credit: SBC 64 Turtle Mountain Community College urtle Mountain Community College Institution Profile AY 2005-06 T(TMCC) is located ten miles from the Canadian border in north-central North Year Founded 1972 Dakota in the wooded and hilly area known Chartering Tribe Turtle Mountain Band of Chippewa as the Turtle Mountains. The main campus Academic Term Semester is located just north of the city of Belcourt, Highest Degree Bachelor’s the principal reservation community Offered Accrediting Higher Learning Commission of the which serves as the center of government, Agency North Central Association of commerce and education for the 26,000 Colleges and Schools enrolled members of the Turtle Mountain Land Grant Yes Band of Chippewa. Operational Title I Funding Source Location On Reservation TMCC was chartered in 1972 to provide Institution BIA Hwy 7 comprehensive, quality higher education Address Belcourt, ND 58316 services to the Turtle Mountain Chippewa Institution www.tm.edu Reservation. Since its beginning, the Website College has grown from a fledgling institution serving less than 60 students Institution Enrollment Fall Snapshot Turtle per year to its current status of serving • by Major Group more than 1,300 students annually. Its Agriculture and 0 Mathematics 1 main campus houses a 145,000 square-foot Farming Art 5 Nursing 54 Mountain building located on an approximately 123- Automotive 1 Office Admin./ 29 acre site. The facility includes state-of-the- Technology Technology art technology, classrooms, laboratories, Building Trades 41 Paralegal 33 Community faculty offices, student services areas, and a Business 26 Pre-Veterinary 1 gymnasium. Science Computer Technology 32 Remedial/ 143 Development College On the Turtle Mountain Chippewa Education- 64 Social Science 3 Reservation, TMCC continues to take the Paraprofessional lead in four areas that are important to Education- 23 Vocational/Career 0 Professional Programs tribal stability. First, the College plays a English 2 Undeclared/Not 345 leadership role in preserving the Chippewa Declared language, culture, and traditions. Second, Env. Sci./Natural 4 Engineering 77 Resources the College provides a positive impact Health Careers 18 Basic Science 4 in the local economy as a tribally owned Human Services 9 Total 915 and operated institution. Third, TMCC contributes toward reservation-based • Demographics sustainable economic development Full Time 476 American Indian Female 533 Part Time 439 American Indian Male 304 5 through its vocational training programs. 10 Fourth, the College helps develop tribal Total 915 American Indian Total 837 TURTLE MOUNTAIN INDIAN RESERVATION 281 leaders with the appropriate academic Non-Indian Female 51 Belcourt T M C C 5 Non-Indian Male 27 Dunseith credentials. Non-Indian Total 78 Total 915 281 3

Graduation

Area Enlarged Bachelor’s 11 Associate 94 TA AKO Certificates 39 H D RT O Total 144 N

Faculty/Administrators/Staff Full Time 92 TMCC Campus Photo Credit: TMCC Part Time 46 Total 138

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 65 Turtle Mountain Community College

President’s Vision: Achievements, one director for the Secondary Science Sports Program, hosted the Wellness Highlights and Future Planning program, which is a joint venture with Conference’s two-day Youth track, Fort Berthold Community College. distributed health and wellness letters • Three TMCC faculty members received a throughout the community, conducted grant to support service learning projects cultural workshops, developed and on diabetes and obesity prevention. designed a first annual diabetes memorial Throughout the year, students conducted walk/run, and assisted in community community-based research on how diabetes gardening. and obesity affect community members.

The Strategic Role and Community Impact of TMCC’s TMCC President Dr. James Davis Land-Grant Mission

Outstanding Accomplishments The land grant programs at TMCC address Turtle Mountain Community College its strategic plan by providing community (TMCC) achieved the following significant outreach programs, research, and training Student working on Mosquito Research accomplishments during academic year (AY) in special topics of interest. These programs 2005-06: often lead individuals to academic and • A collaborative project with North Dakota • The Anishinabe Learning and Cultural vocational programs at the college, and they State University helped establish a nine- Wellness Center was constructed and also promote the cultural and social heritage month Equine Science curriculum. Five is being used for community outreach of the Turtle Mountain Band of Chippewa. students graduated in the first year of the and agricultural workshops. The center program. was established to promote cultural TMCC’s land-grant mission is centered awareness, community partnerships, at the Anishinabe Learning and Cultural community development, sustainability, Wellness Center. The center was established environmental stewardship, youth to provide leadership in education through leadership, and lifelong learning. the cultural traditions and practices of Turtle Mountain’s ancestors that restore health and improve Mother Earth. The vision of the center considers agriculture as a knowledge- based global enterprise sustained by the Equine Scinece innovation of scientists and educators. The center’s mission is to advance the knowledge • The land-grant department supported five of agriculture, the environment, human student research projects using agricultural health, careers and well-being throughout the plots at the Anishinabe Center. The projects community. yielded useful data and taught students the

Wellness Center Addition processes of research, project development, In AY 2005-06, the TMCC land-grant and proposal writing. • Three engineering students, Alex department was successful in many • TMCC land-grant program staff, with Frederick, Sheldon Martin, and Brady areas, including the following significant the help of students and community Azure, and engineering faculty advisor accomplishments: members, constructed a community Prakash Ranganathan had an opportunity • TMCC was awarded a National Institute of medicine wheel garden for ceremonial and to work with a team of North Dakota Health grant to conduct research on youth meditation purposes for mind, body, and college students who unveiled a new space obesity. spirit. Creating a sacred space for healing, suit at a rugged, North Dakota Badlands • The land-grant department received a celebration, and tranquility was a key test site. The multi-institution group was North Dakota Parks and Recreation trail concept for the community garden. comprised of students and faculty advisors grant for trail renovation at the Anishinabe • Land-grant educational workshops were from TMCC, the University of North Center’s park. conducted on topics including health, Dakota, the North Dakota State College • New partnerships were formed with local farrier science, traditional plants and of Science, North Dakota State University, high schools. A Youth Leadership program medicines, environmental science and Dickinson State University. worked with high school juniors and programming, Ojibwa language, forestry, • TMCC is pursuing accreditation for seniors who possess leadership skills in horseshoeing, range management, their second bachelor of science degree. community service. The program mentored acupuncture, and creating traditional TMCC hired two faculty members and students through the National Youth medicinal horse bundles. Photo Credit: TMCC 66 United Tribes Technical College nited Tribes Technical College Institution Profile AY 2005-06 U(UTTC) is a postsecondary vocational institution that was founded in 1969 by Year Founded 1969 the five tribes of North Dakota. It was Chartering Tribe North Dakota Development established as a residential employment Corporation Academic Term Semester training center and, in 1987, became Highest Degree Associate UTTC. In academic year (AY) 2005-06, Offered UTTC’s accredited certificate and degree- Accrediting Higher Learning Commission of the granting programs are still focused on Agency North Central Association of providing postsecondary education Colleges and Schools programs that will lead to relevant Land Grant Yes employment opportunities for American Operational Carl D. Perkins Vocational and Funding Source Technical Education Act Indians. Location Off Reservation Institution 3315 University Drive The first priority of UTTC remains focused Address Bismarck, ND 58504 on tribal economic development and Institution www.uttc.edu strengthening resident expertise for local Website tribal communities. However, with the 21st United century demographic shift of American Institution Enrollment Fall Snapshot Indian populations to off-reservation • by Major Group communities, educational programs have American Indian 32 Human Services 37 Studies Tribes had to become more diverse to reflect Art 26 Nursing 73 employment opportunities that may exist Automotive 36 Vocational/Career 172 in non-tribal workplace settings. Technology Programs Technical Building Trades 33 Hospitality Industry 34 Located in Bismarck, North Dakota, the Business 50 Office Admin./Tech. 73 brick buildings that house the College Computer Technology 35 Undeclared/Not 1 College were built in 1903 as a military base, Fort Declared Corrections/Law 49 Non-Degree Seeking 6 Lincoln. The fort was declared surplus Enforcement in 1966, remodeled and used as an Education- 76 employment training center in 1968 before Paraprofessional Health Careers 152 Total 885 UTTC obtained use of the property as its campus. UTTC now offers a variety of • Demographics vocational and academic degree programs Full Time 635 American Indian Female 437 for which UTTC received full accreditation Part Time 250 American Indian Male 224

H Total 885 American Indian Total 661 RT in 1982 as a vocational school, and in O A N OT AK D 2001, received full accreditation for all its Non-Indian Female 189 Area Enlarged programs. Non-Indian Male 35 Non-Indian Total 224

83 Total 885

94 Mandan Bismarck 94 U T T C Graduation Associate 90 Certificates 2 Total 92

Faculty/Administrators/Staff STANDING ROCK INDIAN RESERVATION Full Time 293 Part Time 34 Total 327

UTTC Wellness Center Photo Credit: UTTC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 67 United Tribes Technical College

President’s Vision: Achievements, The United Tribes Principal Leadership a day and to exercise five times a week. Highlights and Future Planning for American Indians in Native Schools The program also features short subject (UT-PLAINS) grant calls for recruiting 15 motivational speakers once a week, blood Native American educators into UND’s pressure and blood sugar testing, and Department of Educational Leadership personal progress journaling. graduate program. The two-year program • Scientists from four USDA Agricultural of study meets national and state Research Service (ARS) centers in the standards for administrative licensure Dakotas met with UTTC students of principals. A doctoral program track and recruited students for summer is also available to assist practicing internships. Three students were administrators who are looking to enrolled in UTTC’s Nutrition and Food enhance their knowledge base for Service Program and three in the Tribal UTTC President Dr. David M. Gipp different administrative roles, such as Environmental Science program. The four superintendent. ARS centers and laboratories hosted the Outstanding Accomplishments students for a summer-long experience, United Tribes Technical College (UTTC) The Strategic Role and where each student is matched with an achieved the following significant Community Impact of UTTC’s ARS mentor in his or her area of research accomplishments during academic year Land-Grant Mission interest. Each student received a salary (AY) 2005-06: as a federal employee, housing, travel • UTTC received qualification to receive UTTC is a land-grant institution that assistance, and a wealth of experience in rental subsidy assistance through the provides instruction and community scientific research. North Dakota Low Income Housing Tax outreach and extension services in the Credit program. This status was leveraged agricultural, environmental, human, and with additional funding to construct related sciences. The College receives a 24-unit apartment complex on the funds from the US Department of UTTC campus to serve its ever-growing Agriculture (USDA) to provide diet and student population. The 26,400 square- nutrition education courses, deliver foot complex is being constructed in part community extension and outreach by the UTTC Construction Technology services, and conduct applied research. Department. The groundbreaking for Some of the highlights of UTTC land-grant the unit was in June 2006, and the programming in AY 2005-06 included the expected completion date is early 2007. following activities: The family apartment complex is part • The UTTC Land-Grant Extension of the College’s long-range expansion Community Education office provided UTTC Eagle Sculpture and renovation plan to serve more the services of a Volunteer Income Tax students. When completed, the $2.7 Assistance (VITA) site on campus. Free million project will provide two-bedroom tax preparation services were offered apartments for 24 families. to individuals with incomes of $36,000 • The College initiated the “Opportunities or less. The services were made possible in the Making” Scholarship Campaign. through a collaborative effort between In 2006, UTTC employees contributed UTTC and the US Internal Revenue nearly $9,000 to the campaign through Service. a payroll deduction program. UTTC also • Staff members from the Strengthening received a $50,000 donation from an Lifestyles program in the Wellness area business leader, which is the highest Services Department and Land-Grant donation made by an individual tribal Extension program introduced the member. Since the launching of the Zan Ni Yan (Good Health) program. A scholarship campaign, almost a half a Walking Circle group meets daily at UTTC Painted Ponies million dollars has been committed from noon and at 4:30 in the afternoon for the Bismarck and Mandan communities. 30 minutes of walking and fellowship. • A partnership of UTTC and the The effort is part of the ongoing University of North Dakota (UND) Wellness Circle activities and the 5+5 was awarded a $1 million grant to Communities Programs, a statewide increase the number of American program that encourages individuals Indian school principals in the state. to eat fruits and vegetables five times Photo Credit: UTTC 68 Oklahoma

Comanche Nation College

Comanche Nation College

he Comanche Nation Business Institution Profile AY 2005-06 TCommittee chartered the Comanche Nation College (CNC) in August 2002, Year Founded 2002 and the College opened its doors that Chartering Tribe Comanche Nation fall. Since then, the College has been Academic Term Semester developing its curriculum, and educational Highest Degree Associate and institutional plans. Located in Offered Accrediting Seeking Accreditation Lawton, Oklahoma, the College serves the Agency Comanche Nation and its surrounding Land Grant No communities. The Comanche Nation Operational Comanche Nation has approximately 13,679 enrolled tribal Funding Source Location Off Reservation members, with about 6,000 members living Institution 1608 SW 9th Street in the Lawton-Fort Sill area of southwest Address Lawton, OK 73501 Oklahoma. Institution www.cnc.cc.ok.us Website CNC’s mission is to provide students with a high quality and relevant education that is Comanche-centered and based on tribal Institution Enrollment Fall Snapshot Comanche culture, language, history, and values. For • by Major Group example, the College offers courses such as Nursing 11 Not Reported 142 Comanche Language, Indigenous Art, and Corrections/Law 63 Total 216 Teaching Culturally Responsive Students. Enforcement Nation All courses taught at CNC are required • Demographics to incorporate Comanche tribal culture Full Time 108 American Indian Female 80 in the curriculum. The CNC Academic Part Time 108 American Indian Male 30 Department is developing Applied Science Total 216 American Indian Total 110 College degree programs in the areas of History, Non-Indian Female 59 Art, Science, Mathematics, and Comanche Non-Indian Male 47 Studies. Non-Indian Total 106 Total 216 On April 2, 2005, the American Indian Higher Education Consortium made history by admitting the first tribal college from Oklahoma. Although known as Indian Graduation Territory 150 years ago, Oklahoma has not Associate 1 Certificates 107 had a tribal college until now. Total 108 Area Enlarged

Oklahoma Faculty/Administrators/Staff Full Time 20 Part Time 16 40 Oklahoma City Total 36 Mustang 240 40

Norman 9

9 Chickasha 44

35

183 C N C 62 7 81 Lawton

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 71 Comanche Nation College

President’s Vision: Achievements, • Student Summer Youth: of 2005, the Comanche Nation Highlights and Future Planning Comanche Nation held a director’s in-service training CNC works in collaboration with the seminar for the tribal administration Comanche tribe that employs over and management. Led by the Tribal 200 young students each summer for Administrator, this seminar included eight weeks. All regulations, policies, information on the monitoring of and requirements are consistent with budgets, budget modifications, and new the State of Oklahoma’s Workforce policies. Investment Act. The College provided employment for students, who Online and Distance Education were trained in various functional and Instructional Technology areas, including accounting, student CNC President Kim Winkelman services, administration, maintenance, CNC has two Interactive Television (ITV) and nursing. Students were required classrooms, and offered two classes in the Outstanding Accomplishments to report to work for an eight-hour fall of 2005 and three classes in the spring Comanche Nation College (CNC) achieved day in a business atmosphere. Work of 2006. CNC’s ITV classroom consists of the following significant accomplishments responsibilities included assisting faculty a Tandberg© system with instructor and during academic year (AY) 2005-06: and staff in administrative duties, and student cameras, a document viewer, a • The College gained membership in the communicating with the public. DVD/VCR, and a PC. The College provides American Indian Higher Education laptops in each classroom and has a total of Consortium and developed a • Total Lifestyle Challenge for Juvenile 144 laptops available for use. Memorandum of Understanding with Diabetes a state university and a vocational This CNC program works in collaboration CNC has implemented a Moodle course institution. with the University of Oklahoma Health management system. The College is • CNC developed a strategic plan and Sciences Center for American Indian currently using the system to support its established a policies and procedures Health Research to raise awareness committees as a forum to communicate manual, a foundation endowment, and a about diabetes and its prevention. The with each other. The CNC faculty is human resources mission. program had over 30 young participants currently developing curriculum for use on • The College increased funding, including involved, who met on the CNC campus the Moodle system. five major grant awards in the fiscal year. every Friday during the summer, fall and • CNC strengthened its information spring semesters. technology infrastructure, expanded its faculty and staff, and increased student • Comanche Nation College Film enrollment. Festival • Academically, the College expanded The CNC Art Department administered its Comanche language and Cultural this educational project for the courses, and established certification community in the field of art and film training in nursing and advanced security making. The project was funded by services. the Comanche tribe to educate the community in directing films, making Successful Community films, and acting. This enthusiastic Education Programs venture was implemented by a CNC faculty member and her associates, and CNC provides education and outreach involved American Indian students services to its communities in areas throughout the region. Students such as workforce development, youth produced a film and presented it to the development, health and wellness, the community in a theatre setting. arts, and tribal administration and management. These programs help build • Comanche Nation In-Service the capacity of tribal communities to Directors’ Seminar provide social, economic and cultural well- CNC is considered one of the Comanche being for its residents. tribe’s official training sites, and the College often works with the Comanche tribe to organize large meetings and educational sessions. In the summer Photo Credit: CNC 72 South Dakota

Sisseton Wahpeton College

Oglala Lakota College Sinte Gleska University

Oglala Lakota College glala Lakota College (OLC) is chartered Institution Profile AY 2005-06 Oby the Oglala Sioux Tribal Council and is governed by a 13-member Board Year Founded 1971 of Trustees. The College is unique in its Chartering Tribe Oglala Sioux Tribal Council decentralized campus system, which Academic Term Semester features college centers in each of the nine Highest Degree Bachelor’s reservation districts throughout the Pine Offered Accrediting Higher Learning Commission of Ridge Reservation in South Dakota. Piya Agency the North Central Association of Wiconi, the College’s administrative center, Colleges and Schools is the most visible symbol of the College, Land Grant Yes but the nine district centers are where Operational Title I classes are held and the mission of OLC is Funding Source Location On Reservation being fulfilled. Institution Piya Wiconi - Three Mile Creek Rd. Address Kyle, SD 57752 Institution www.olc.edu Website

Institution Enrollment Fall Snapshot • by Major Group Oglala Accounting 9 Health Careers 0 Agriculture & 12 Human Services 126 Farming American Indian 0 Liberal Arts/ 550 pejuta haka college center Photo Credit: OLC Languages General Studies Lakota American Indian 33 Life Sciences 4 Studies OLC is accredited to offer degrees at the Art 1 Nursing 59 associate, bachelor, and master level. Building Trades 23 Office Admin./ 15 Education graduates are certified by the Tech. College South Dakota Division of Education. OLC Business 85 Science 14 nursing graduates are certified by the Computer Science 21 Master Degree 1 Programs South Dakota State Board of Nursing and Computer 12 Vocational/Career 52 are eligible to sit for the Registered Nurse Technology Programs examination. Education- 67 Hospitality 5 Paraprofessional Industry Education- 83 Undeclared/ Not 0 The mission of OLC is to provide educational Professional Declared opportunities that enhance Lakota life. These Env. Sci. /Natural 3 total 1,229 Resources opportunities include community service, TH U A • Demographics SO OT AK certificates, GED, and associate, bachelor, Area Enlarged D and graduate degrees. The College provides a Full Time 616 American Indian Female 808 framework of excellence for building student Part Time 613 American Indian Male 323 knowledge, skills, and values toward Piya Total 1,229 American Indian Total 1,131 Wiconi—a new beginning for harmony in Non-Indian Female 68 90 fulfillment of aspirations and dreams. OLC is Non-Indian Male 30 90 Rapid City committed to continuous improvement and Non-Indian Total 98 44 Wall 14 is working to create Oglala Lakota University Total 1,229 through outstanding teaching, research, community services, and assessment. Graduation 79 O L C Master’s 8

Bia-27 Kyle Bachelor’s 44 Associate 101 Certificate 28 PINE RIDGE INDIAN RESERVATION Total 181

Faculty/Administrators/Staff Full Time 290 Part Time 128 Total 418 OLC Administration Building Photo Credit: SR

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 75 Oglala Lakota College

President’s Vision: Achievements, The Strategic Role and Community Highlights and Future Planning Impact of OLC’s Land-Grant Mission

OLC is a land-grant institution that provides instruction and community outreach and extension services in the agricultural, environmental, human, and related sciences. The College receives funds from the US Department of Agriculture (USDA) to provide agricultural and natural resource management education courses, Students and Faculty in GIS Mapping Lab deliver community extension and outreach OLC President Dr. Thomas Shortbull services, and conduct applied research. maintains a strong environmental ethic. It is also critical for land and natural resource Outstanding Accomplishments OLC was proud to collaborate with South management strategies that cover the Pine Academic year (AY) 2005-06 at Oglala Dakota State University in the delivery Ridge Reservation, an area of two million Lakota College (OLC) was marked by of the national Administrative Officers acres. several achievements that reflected its Conference of the USDA Cooperative State The land-grant’s socially disadvantaged dedication to academic excellence: Research Education and Extension Service. farmers’ and ranchers’ program, “Makoce • In establishing its strategic plan for OLC’s Enterprise Zone Model Institutions Un” (to use the land), allows OLC to 2006–2011, OLC placed academic of Excellence, Agricultural Extension, and provide outreach, technical assistance excellence as its top institutional goal. Bison Research programs were the focus and educational programs to enhance the OLC is currently a very good institution of several breakout meetings held at the potential for farmers and ranchers on the in terms of academic excellence, but the conference site in Rapid City, and at the Pine Ridge Indian Reservation. Over 130 College intends to concentrate its efforts OLC campus and buffalo pasture. Bus agricultural producers have been served, in this area. OLC seeks to become one tours of local reservation businesses, and and all landowners on the reservation of the premier and recognizable higher historical and nature sites were arranged have gained from the outreach program. educational institutions in the country. for many of the 500 administrative officers. Bison, cattle, and horse ranchers have been • OLC’s teacher education program was assisted with workshops, land mapping, re-certified by the State of South Dakota Land-grant resources support the college’s and other services. Department of Education. The program is Agriculture and Natural Resources pursuing accreditation from the National Department. It allows the Department to Council for Accreditation of Teacher offer the bachelor’s General Agriculture Education (NCATE), and has successfully degree program, which consists of studies completed the first review. OLC’s teacher in animal science, natural resources and education program will be the first tribal agri-business management. The degree college program accredited by NCATE. program was developed to seamlessly • OLC had two major alumni success stories incorporate several associate degrees that in its education programs. Connie Rous, were currently offered, so students in those an OLC elementary education graduate, programs have the opportunity to continue received the prestigious Milken Family their education to a four-year degree in the Foundation National Educator Award. A agricultural area. OLC students receive award from America Indian Milken award winner receives a $25,000 Business Leaders cash prize and a trip to the annual OLC’s land-grant research program, Milken Conference where honorees from “Tatanka Waste” (Good Bison), seeks throughout the nation are recognized. to identify the optimal relationship of Robert Cook, OLC school administration human, animal, plant, soil, and water graduate, was a recipient of the Milken resources that create a balanced system for Award last year. He was also recently the Great Plains ecosystem. Using global selected by the National Indian Education positioning systems (GPS), the research Association (NIEA) as its Teacher of supported the development of soil and the Year. At the NIEA conference, Mr. water resources maps, baseline data, and Cook was elected to the NIEA Board of environmental assessments. This research Directors. is especially important from the Lakota OLC New Nursing Building social and cultural perspective, which Photo Credit: OLC 76 Sinte Gleska University inte Gleska University (SGU) is a Institution Profile AY 2005-06 Stribally chartered institution of higher education located in south-central South Year Founded 1971 Dakota on the Rosebud Sioux Indian Chartering Tribe Rosebud Sioux Tribal Council Reservation. SGU was founded in 1971 to Academic Term Semester preserve and teach tribal culture, history, Highest Degree Bachelor’s & Master’s and language, and to seek innovative and Offered Accrediting Higher Learning Commission of effective strategies to address the social Agency the North Central Association of and economic concerns confronting the Colleges and Schools Sicangu (Burnt Thigh) Lakota Oyate Land Grant Yes (Nation). The founders of SGU sought Operational Tribally Controlled to establish a tribal higher education Funding Source Location On Reservation institution based on the philosophy of Institution 101 Antelope Lake Circle tribal control and tribal self-determination. Address Mission, SD 57555 An important premise of this philosophy Institution http://www.sintegleska.edu/ was to facilitate a process for tribal nation Website building. Institution Enrollment Fall Snapshot Sinte Today, SGU remains committed to its • by Major Group earliest purposes. In recent years, the Accounting 2 Education- 107 University has witnessed tremendous Professional Agriculture & Farming 0 Env. Sci./Natural 6 growth in terms of facilities, academic Resources programs, and projects that responded to American Indian 9 Human Services 123 Gleska the immediate and long-range needs of the Languages American Indian 8 Liberal Arts/General 179 Rosebud Sioux Tribe. SGU is confident that Studies Studies its institutional mission and vision will Art 12 Nursing 41 University continue to lead its efforts in the future. Building Trades 26 Office Admin./Tech. 38 Business 103 Master Degree 54 SGU offers 23 bachelor’s degree, 25 Programs Computer Technology 6 Undeclared/Not 56 associate degree, two master’s degree, Declared and 12 certificate programs, which are Corrections/Law 16 Not Reported 43 approved by the North Central Association Enforcement Education- 86 Total 915 of Colleges and Schools, Higher Learning Paraprofessional Commission. The accreditation at the • Demographics baccalaureate level in 1983 made SGU the Full Time 397 American Indian Female 462 first tribal college to receive accreditation H Part Time 518 American Indian Male 210 UT O A at the four-year level. SGU also offers S OT AK Total 915 American Indian Total 672 Area Enlarged D numerous vocational and educational Non-Indian Female 177 programs to serve the community and Non-Indian Male 66 90 90 enhance economic development. Murdo Non-Indian Total 243 Total 915 83

183 White River Graduation 18 Master’s 2 S G U Bachelor’s 18 Mission 18 Associate 75 83 Apprenticeships and Certificates 19 St. Francis Total 114

ROSEBUD INDIAN RESERVATION Faculty/Administrators/Staff Full Time 198 Part Time 55 Total 253 SGU Multipurpose Student Center Photo Credit: SR

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 77 Sinte Gleska University

President’s Vision: Achievements, manages one of the largest bison ranches part of a therapeutic program with local Highlights and Future Planning in the state of South Dakota. agencies. • SGU’s community programs such as the • The University’s greenhouse program Family Life Center, Reclaiming Futures, works with youth and families on GEAR UP, and Adult Basic Education/GED horticulture projects, community and connect the University to numerous campus landscaping, and economic tribal agencies. These programs focus on development ventures. serious tribal concerns such as violence • Land-grant support helps develop prevention, substance abuse recovery, academic programs that provide restorative justice, and education students with professional expertise readiness. They have had a major impact and credentials in program areas that on improving the quality of life for the correspond to tribal needs and priorities. SGU President Lionel Bordeaux Sicangu Oyate. • Research is an important component Photo Credit: SR of SGU’s land-grant mission. Research Outstanding Accomplishments The Strategic Role and Community projects have examined the beneficial Sinte Gleska University (SGU) achieved Impact of SGU’s Land-Grant Mission properties of a local sage plant, and the following significant accomplishments studied the relationship of prairie during the academic year (AY) 2005-06: Tribal nation building is one of SGU’s dog habitat on range management, • The number of SGU graduates continues critical issues in its strategic plan. Land- particularly as prairie dogs are cohabiters to increase—over 100 students received grant programs support the strategic plan with bison on the same range units. degrees and certificates in 2006. The by connecting SGU with key partners Future research is being planned to study Human Services-Community Counseling to find solutions to tribal needs. These the feasibility of cultivating switch grass, master’s degree program graduated its needs include the improvement of land a plant native to the Rosebud reservation, first cohort of nine students in August management, health and wellness, food as a fuel alternative. These efforts address 2005, and all graduates are working in production, and other quality of life issues. local needs, and include tribal and tribal or regional programs. An increase In AY 2005-06, SGU was active in the regional institutions in the planning and in graduates is partly a result of affiliation following land-grant projects: research. agreements with SGU sister campuses • SGU’s Bison Ranch represents the (Lower Brule and Ihanktonwan) and University’s commitment to the re- other tribal colleges (United Tribes establishment of the tribe’s relationship Technical College, Sitting Bull College, Old with the “Buffalo Nation,” which is vital as Sun Community College, and Red Crow a source of a healthful diet for the Sicangu Community College). people who are increasingly afflicted with diabetes and heart disease. SGU provides bison meat to tribal members and entities, and it works with the tribe to ensure a healthy stock and appropriate Physics Lab in the Technology Building management practices. • SGU completed a five-year project with three tribal colleges and four state land- grant universities. Iowa State University, SGU, Fort Berthold Community College, President Bordeaux confers an honorary doctorate on Sitting Bull College, Nebraska Indian Medicine Man Leonard Crow Dog Community College, South Dakota State, North Dakota State, and the University • SGU is involved in a joint venture with of Nebraska were involved in an effort to the Rosebud Sioux Tribe and Radiance improve tribal college natural resources Technologies, Inc. of Huntsville, Alabama, Students scrape a buffalo hide during a summer workshop education programs. This project helped that will support research and design SGU establish degree programs in natural efforts in technology, electronics, and • SGU’s Horse Ranch provides important resources and provided resources that mechanics. This initiative will provide the developmental activities to youth, such as promoted related land-grant activities. foundation for an engineering degree. after-school and summer programs that • SGU’s bison herd continues to flourish, provide training in horsemanship. Elders, providing traditional food for students youth, and adults with disabilities are and their families. The University afforded the opportunity to ride horses as Photo Credit: SGU 78 Sisseton Wahpeton College isseton Wahpeton College (SWC) was Institution Profile AY 2005-06 Schartered in 1979 by the tribal council of the Sisseton Wahpeton. The College Year Founded 1979 serves communities on and surrounding the Chartering Tribe Sisseton Wahpeton Tribal Council 105,000 acres of Lake Traverse Reservation Academic Term Semester in northeastern South Dakota, which is Highest Degree Associate home to the Sisseton and Wahpeton bands Offered Accrediting Higher Learning Commission of the of the Dakota people. Agency North Central Association of Colleges and Schools In 2003, SWC revised its mission Land Grant Yes statement to reflect an institution that Operational Title I looks forward to the future of its students Funding Source Location On Reservation and communities on the Lake Traverse Institution Old Agency Box 689 Reservation. “SWC commits to the constant Address Sisseton, SD 57262 process of providing an unsurpassed Institution www.swc.tc Wodakota-centered environment that Website will enable and empower learners and community to fully engage in a lifelong Sisseton ceremony of educational achievement, Institution Enrollment Fall Snapshot creativity, personal growth, and cultural • by Major Group renewal.” This mission statement, known as American Indian 13 Natural Science 4 the Statement of Becoming, communicates Studies Building Trades 17 Nursing 32 Wahpeton to all of the College’s constituents and Business 40 Office Admin./Tech. 2 stakeholders that SWC takes seriously the Computer Technology 28 Vocational/Careers 2 culture, history, language, and traditions of Programs the Sisseton Wahpeton people. Education- 16 Undeclared/Not 27 College Paraprofessional Declared Env. Sci./Natural 0 Unknown 2 The programs of study and degree offerings Resources of the College serve a two-fold function; Health Careers 1 Early Childhood 0 they prepare students for the workforce, Development and they prepare students to transfer to Hospitality Industry 13 mainstream colleges and universities. The Human Services 12 curriculum is structured where all students Liberal Arts/General 81 Total 290 are required to take at least two Dakota Studies SISSETON INDIAN RESERVATION Studies courses in order to matriculate. In • Demographics Fargo addition to offering a variety of academic 10 Sisseton Full Time 178 American Indian Female 159 SS programs, SWC provides the tribe and WW Part Time 112 American Indian Male 81 communities with support services such as Total 290 American Indian Total 240 SISSETON INDIAN RESERVATIONCC Fargo adult basic education, GED preparation and Non-Indian Female 42 Sisseton 10 SS Peever testing, career counseling, library services, W Non-Indian Male 8 C and tribal archives. SWC’s community Ton-Indian Total 50 Peever outreach programs emphasize diet and Total 290 nutrition education to children in the K–8

29 grade levels. Graduation 29 Associate 31 Certificates 13 Total 44

Area EnlargedArea Enlarged

TA KO TA Faculty/Administrators/Staff DA O H AK UT D O H S UT Full Time 56 O S Part Time 2 Total 58

SWC Vocational Educational Building Photo Credit: SWC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 79 Sisseton Wahpeton College

President’s Vision: Achievements, Most instructors use Moodle for placing Highlights and Future Planning For years, the Extension Outreach notes, presentations, quizzes and tests, or program has helped SWC reach out to the other materials to enhance their courses. community via the children at the local Moodle also provides a way to deliver tribal schools. Some children who were material to students who miss a class or part of the first year of the program are need to take a course through directed now adults who learned about gardening study. SWC is videotaping lectures and and the importance of a healthy lifestyle. placing them on a media server, which are The extension program supports SWC’s then linked to the appropriate online class. strategic plans to reach people of all SWC uses a polycom system to conduct ages, to be available as a community courses through video-conferencing. The resource, and to establish relationships College is also developing interactive SWC President Diana Canku with elementary schools. The program computer programs to enhance the emphasizes healthy lifestyles as it teaches learning experience. Currently the majority Outstanding Accomplishments gardening, food preservation, and food of these programs have targeted younger Sisseton Wahpeton College (SWC) achieved safety skills to local tribal youth. The students in learning the Dakotah language. the following significant accomplishments impact of the SWC’s land-grant efforts has However, several computer science and during the academic year (AY) 2005-06: been to increase the number of local tribal biology packages are now in development. • The College’s institutional self-study members who maintain their own gardens, documentation process was initiated and and to increase the knowledge base for completed. This represents the critical food preservation in both traditional first step in the periodic re- accreditation Dakota methods such as drying corn and process. making chokecherry patties, and in more • Faculty and staff members continued mainstream ways such as canning in a hot working toward earning their master’s water bath. and doctorate degrees in the fields of nursing, natural science, and Both land-grant programs help SWC educational leadership. Faculty and staff to become an integral part of the local development is an important capacity- community as an educational resource. As building strategy at SWC. the College moves forward, it has plans to • The 2nd Annual SWC Pow Wow was held become a knowledge resource for all of the in 2006. This cultural event is supported valuable native fruits, herbs, and plants by the SWC community and language that tribal members use for their food and revitalization initiatives. medicinal needs. • The College received authorization from the South Dakota State Nursing Board to start a registered nurses program, which Online and Distance Education is the third phase of the College’s ladder and Instructional Technology program in nursing. Alumni Rose Max Honored SWC has recently implemented Moodle as its primary e-Learning platform. Moodle The Strategic Role and Community is a free, open-source course management Impact of SWC’s Land-Grant Mission system for online learning communities. SWC uses its online technology in a The College’s two land-grant programs hybrid form to improve student success in support SWC’s strategic plan in a number the traditional classroom structure. The of important ways. The Education Equity number of hybrid courses has increased program is designed to support SWC’s to over 30, with an additional 53 courses strategic plan to be a community resource in development. The number of registered by educating students about the natural student users has likewise grown to 210; world and the traditional uses of plants. of these over 140 students use Moodle on The land-grant program contributes a regular basis (several times per week on to the College’s science program with average). Extension Program classes designed to teach about the local environment and indigenous plant life. Photo Credit: SWC 80 Washington

Northwest Indian College

Northwest Indian College ocated on the Lummi Indian Institution Profile AY 2005-06 LReservation in Washington State, Northwest Indian College (NWIC) is the Year Founded 1989 only accredited tribal college serving Chartering Tribe Lummi Nation Washington, Oregon and Idaho. NWIC Academic Term Quarter offers a unique curriculum that is a blend Highest Degree Associate of traditional Indian culture, college-level Offered Accrediting Northwest Commission on Colleges courses, basic skills enhancement, and Agency and Universities technology at its main campus and at its Land Grant Yes six extended campuses located at Colville, Operational Title I Muckleshoot, Nez Perce, Port Gamble, Funding Source Swinomish and Tulalip. Location On Reservation Institution 2522 Kwina Road Address Bellingham, WA 98226 NWIC is a tribally controlled institution Institution www.nwic.edu chartered by the Lummi Nation. Website Its mission focuses on promoting tribal self-determination through education Institution Enrollment Fall Snapshot and Indigenous knowledge. NWIC’s • by Major Group programs of study reflect that mission. Northwest American Indian 110 Human Services 56 Its primary academic program is the Studies Native American studies transfer degree Art 1 Individualized 3 which includes study of the history of Program Business 3 Liberal Arts/General 77 Indian Native Americans and Indian education. Studies All students are required to complete a Computer Technology 8 Life Sciences 7 core of Native American studies. Some Education- 22 Office Admin./Tech. 2 students participate in the First Year Paraprofessional Env. Sci./Natural 7 Undeclared/Not 199 College Experience program, a year-long integrated Resources Declared academic offering that builds the students’ Total 495 knowledge base in Indigenous science and philosophy. All NWIC academic programs • Demographics of study grow from a common Native Full Time 252 American Indian Female 264 American studies core to their specialty Part Time 243 American Indian Male 118 areas, which have been developed out of Total 495 American Indian Total 382 identified community and student needs, Non-Indian Female 67 and include chemical dependency studies, Non-Indian Male 46 computer maintenance and repair, early Non-Indian Total 113 N I C childhood education, and life sciences. Total 495

LUMMI INDIAN RESERVATION Bellingham Graduation HAM B AY ING 5 Associate 31 LL B E Certificates 3 Total 34

Faculty/Administrators/Staff Area Enlarged Full Time 130 Part Time 177 TON NG HI Total* 307 AS W * These numbers include temporary staff and student employees (i.e. work study and internship)

New Childcare and Student Residence–Lummi Campus Photo Credit: NWIC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 83 Northwest Indian College

President’s Vision: Achievements, The Strategic Role and of Trainers in Financial Literacy for Highlights and Future Planning Community Impact of NWIC’s Families, and a Native Art Market. The Land-Grant Mission Extension office brought together Lummi elders with tribal youth to work at an NWIC’s strategic plan mandates the after-school community program. A two- development of curriculum and programs year Department of Agriculture grant is that serve the unique natural resource supporting a “Diabetes Prevention through environment of the Coast Salish and Traditional Plants” class that brings Plateau people, particularly focused on together people from ten Northwest tribes marine sciences and Native ecosystems. and other urban Native organizations Land-grant programs are core to the to learn how to identify, grow and use institutional programming at the College, traditional plants. NWIC President Cheryl Crazy Bull and are especially compatible with its outstanding science education services. NWIC uses land-grant resources to Outstanding Accomplishments Land-grant resources were used to support the College’s National Indian Northwest Indian College (NWIC) achieved explore four-year degree programs in Center Marine Education and Research the following significant accomplishments environmental science, and extension (NICMERE) through maintenance during the 2005-06 academic year: education in aquaculture and marine and improvements of a water-quality • More institutional resources were focused science and research. NWIC staff and laboratory, student research programs, on student recruitment and retention students are very active in Native science staffing, and professional development. strategies that build the College’s capacity initiatives and research. Additional land-grant products include to serve students and to make decisions an upper-division web-based class based on reliable data. These strategies Land-grant resources supported research in Phycology (Algae), which includes included developing more organized on environmental science programming instruction in growing algal feedstocks for athletic programs, expanding the First throughout Indian country, and in aquaculture operations and for commercial Year Experience program, strengthening developing curriculum for a four-year and pharmaceutical product extraction. the College’s service learning component, native environmental science degree. Each Another product is an upper-division web- and achieving successful student of the 43 Northwest tribes has fisheries based renewable energy class that includes outcomes. and natural resources departments, and education in renewable energy in solar, • NWIC significantly improved its ability although tribally controlled, few Native wind, tidal, geothermal, and biomass. to serve its multi-campus framework Americans hold professional positions through implementation of a distance- within these departments. The College’s learning plan with major support from efforts include a coherent strategy for the Bill and Melinda Gates Foundation. future course development, eventual The College added a site in Colville and four-year accreditation for the only tribal expanded its services in the Port Gamble land-grant college in the Pacific Northwest, and Tulalip sites. and increased enrollment of tribal students • Groundbreaking took place for NWIC’s in science and land management related student housing, as well as other facilities, fields. Outcomes of four-year curriculum on the new Kwina Estate campus. This development include increasing the coincided with the kick-off of NWIC’s first number of Native Americans with four- capital campaign to raise funds in support year and graduate degrees in the natural of the new campus and the College’s resource sciences. NWIC Graduates satellite facilities. • The College expanded its high school NWIC’s Extension office is developing programming through a Washington programs in financial literacy, parenting State designation as a Running skills, youth development, and wellness Start institution, which authorizes through the use of traditional plants postsecondary academic credits for high and aquaculture. This past year, the school students. Additional support for office hosted the 10th Annual Native high school programs came from the American Women & Girls Conference, implementation of an Indian Education the 2nd Annual Men & Boys Retreat, the Demonstration grant directed at academic 3rd Annual Weavers Teaching Weavers achievement for Lummi and other Native (master-level basket weavers teaching NWIC ITV System children. apprentice-level basket weavers), Training Photo Credit: NWIC 84 Wisconsin

Lac Courte Oreilles Ojibwa Community College

College of Menominee Nation

College of Menominee Nation he Menominee Tribal Legislature Institution Profile AY 2005-06 Tchartered the College of Menominee Nation (CMN) in 1993 to serve Menominee Year Founded 1993 and surrounding residents in northeastern Chartering Tribe Menominee Nation Wisconsin. Accredited since 1998 at the Academic Term Semester associate level by the Higher Learning Highest Degree Associate Commission of the North Central Offered Accrediting Higher Learning Commission of Association, CMN’s mission is to provide Agency the North Central Association of opportunities in higher education infused Colleges and Schools with American Indian culture, preparing Land Grant Yes students for careers and advanced studies in Operational a multicultural world. Funding Source Location On Reservation Institution P.O. Box 1179 CMN’s campus is located in Keshena, Address Keshena, WI 54135 Wisconsin, on the southern border of Institution www.menominee.edu the Menominee Indian Reservation. The Website campus provides space for classrooms and administrative offices, and includes a state- College of of-the-art biology, chemistry, and computer Institution Enrollment Fall Snapshot laboratory. The College also maintains a • by Major Group satellite location in Green Bay, Wisconsin, Accounting 29 Env. Sci./Natural 20 which serves many students from the Resources Biology 6 Health Careers 3 Oneida Nation. Menominee Building Trades 13 Human Services 30 Business 109 Liberal Arts/General 45 The Omaeqnomenewak Pematesenewak Studies Center on the College’s campus is a Computer Science 12 Nursing 69 centralized training and meeting facility for Computer Technology 12 Office Admin./ 2 Nation community and outreach programs. It is Technology Corrections/Law 42 Undeclared/Not 77 a place of learning and teaching about the Enforcement Declared Menominee people. The culture building is Education- 69 Total 538 used to facilitate public and private sector Paraprofessional collaboration, community participation in • Demographics job-specific training and programs, career Full Time 241 American Indian Female 317

NSIN exploration programs/activities, language Part Time 297 American Indian Male 109 CO IS W and cultural activities/programming, and Total 538 American Indian Total 426 Area Enlarged youth programs. This cultural learning Non-Indian Female 89 center is the focal point of the College’s Non-Indian Male 23 mission to provide instruction and Non-Indian Total 112 Keshena MENOMINEE INDIAN RESERVATION information on the historical, cultural, Total 538 C  M  linguistic and contemporary ways of life of the Menominee Indian Tribe. Shawano Lake 141 Lake 29 Graduation Michigan Forestry is the primary economic activity Associate 50 Green Bay on the Menominee reservation. The tribe’s Certificates 6

Appleton 172 forest management policies and methods Total 56 43 have attracted attention from around the world. Through careful planning, sustainable forest practices and a respect Lake Winnebago Faculty/Administrators/Staff Oshkosh for the land, the Menominee Forest Full Time 74 remains a central part of Menominee life Part Time 35 and economy. Many visitors perceive Total 109 the Menominee Forest as pristine and untouched. In reality, it has been one of the most intensively managed tracts of forest in the Western Hemisphere.

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 87 College of Menominee Nation

President’s Vision: Achievements, “as a land grant institution, the College to the main classroom building, Shirley Highlights and Future Planning is committed to research, promoting, Daly Hall, was completed. This addition perpetuating and nurturing American provides five large general classrooms Indian Culture, and providing outreach as well as a suite of faculty offices. The workshops and community service.” new construction also includes a student CMN’s Extension program seeks to meeting space, lounge, and a lunch and strengthen the sustainable economic vending area. development potential of the Menominee, Stockbridge-Munsee, Oneida, and Potawatomi Reservations and surrounding communities. These goals are being pursued by increasing distance education CMN President Verna Fowler capacity, conducting needs assessment studies, providing non-credit workshops Outstanding Accomplishments and training sessions, and contracting with During the 2005-06 academic year (AY), the Menominee Indian Tribe of Wisconsin the College of Menominee Nation (CMN) to provide strategic planning training achieved the following outstanding sessions. CMN students enjoying the Shirley Daly Hall atrium accomplishments: • Completed the third and final addition to For-credit educational initiatives are CMN’s auxiliary site in Green Bay, Shirley Daly Hall, which consists of five also supported within the land-grant Wisconsin, was moved to a new location technologically smart classrooms, as well mission. In AY 2005-06, an Introduction during the 2005-06 academic year. The new as a suite of faculty offices; to Sustainable Development course was location has approximately four times the • Hired two curriculum specialists to modified to a hybrid course that blends space of the previous location and allows develop the College’s first four-year traditional classroom experiences with for expansion of course offerings as well degree program in Early Childhood and Web-enhanced instruction. Instructors as much needed student services such as Elementary Education; use the hybrid model to redesign selected financial aid, tutoring, and advising. It also • Established a Sponsored Programs lecture or lab content into new on-line has a computer lab and resource center Department; learning activities, such as Web-based case library. • Co-hosted a professional, well-planned studies, tutorials, self-testing exercises, and well-attended AIHEC Spring Student and online group collaborations. Online and Distance Education Conference. and Instructional Technology CMN’s “Monitoring the Microclimate Significant New Grants of the Menominee Forest” land-grant Every CMN classroom has a complement and External Funding research project seeks to make two positive of standardized instructional technology impacts. First, as meteorological data is including a networked PC with internet A U.S. Department of Education Title III collected from a variety of sites, CMN will access, projector, document camera, grant received in academic year 2005-06 be able to measure changes in atmospheric speakers and DVD/VCR player. Most allows for the development of a four- conditions to determine if different forest classrooms also utilize Smart Board® or year Education program, additions to the cover plays a role in climate change. StarBoard® interactive whiteboards. library, and support for the Institutional Secondly, the study will raise the expertise Research Department. and interest of students in the geospatial The College utilizes Interactive Television and atmospheric sciences, encouraging (ITV) for courses between the Keshena Current Academic or Research them to pursue academic careers in campus and the Green Bay site, using Partnerships/Collaborations STEM (science, technology, engineering, Tandberg 880 units, a video-conferencing mathematics) disciplines. This research will unit, which supported courses during the CMN’s most recent collaboration is with produce a rich inventory of meteorological Fall 2006 semester. The college is also the University of Minnesota-Minneapolis data that forest managers can utilize for a member of the Wisconsin statewide and involves the development of pre- future climate research and better forest BadgerNet IP video system. engineering and material science degree management and decision making. programs. In Summer 2006, a hybrid Sustainable New Buildings and Major Facilities Development course was piloted, combining CMN Land-Grant Project 2006 traditional classroom experiences with Web AY 2005-06, there was much construction and iPod© -based instruction. CMN’s mission statement reads that, activity on the CMN campus. An addition Photo Credit: CMN 88 Lac Courte Oreilles Ojibwa Community College ac Courte Oreilles Ojibwa Community Institution Profile AY 2005-06 LCollege (LCOOCC) is located 13 miles southwest of Hayward in the heart of Year Founded 1982 TE O the beautiful north woods of Wisconsin. Chartering Tribe Lac Courte Oreilles Band of Lake UR RE O IL Superior Chippewa Indians C L The main campus is nestled in the mixed C E A S Academic Term Semester L hardwood forests close to Grindstone Highest Degree Associate Lake on the Lac Courte Oreilles Ojibwa Offered Reservation. Situated among many popular Accrediting Higher Learning Commission of lakes and scenic forests, Lac Courte Oreilles Agency the North Central Association of O J E Colleges and Schools I G is in the center of year-round recreation B E Land Grant Yes W L and tourism. A L O Operational Title I CO C MMUNITY Funding Source LCOOCC is tribally chartered and is owned Location On Reservation and operated by the tribe through its Board Institution 13466 W. Trepania Rd. of Regents, all of whom are tribal members. Address Hawyard, WI 54843 In 1982, the Lac Courte Oreilles Ojibwa Institution www.lco.edu Tribe established the College and its first Website classes were held in two small rooms at the Lac Courte tribal office during the day and at the local high school at night. Since then, LCOOCC Institution Enrollment Fall Snapshot has grown to a 79,000 square-foot campus • by Major Group Agriculture & Farming 21 Hospitality Industry 3 Oreilles Ojibwa with outreach sites on the Bad River, Red American Indian 24 Human Services 45 Cliff, Lac du Flambeau and St. Croix Ojibwe Studies Reservations in northern Wisconsin. Building Trades 8 Liberal Arts/General 68 Community Ojibwa people may now acquire a higher Studies Business 80 Nursing 24 education without leaving home and a way Computer Science 5 Office Admin./ 11 of life. College Technology Computer Technology 7 Science 10 In carrying out its mission, LCOOCC Education- 43 Vocational/Career 2 develops curriculum that reflects Ojibwa Paraprofessional Programs Env. Sci./Natural 7 Undeclared/Not 111 culture and tribal self-determination while Resources Declared addressing the needs and interests of the Health Careers 25 Total 494 tribal community. The College’s philosophy is designed to incorporate the beauty of the • Demographics Ojibwa heritage with the knowledge and Full Time 294 American Indian Female 272 skills needed for modern society. Part Time 200 American Indian Male 113 Area Enlarged Total 494 American Indian Total 385 63 77 NSIN Non-Indian Female 82 CO IS W Hayward Non-Indian Male 27 Ton-Indian Total 109 27 L C O Total 494 O C C

LAC COURTE OREILLES 70 INDIAN RESERVATION

Graduation Associate 70

SAWYER COUNTY Certificates 13 Total 83

Faculty/Administrators/Staff Full Time 50 Part Time 75 Photo Credit: SR Total 125

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 89 Lac Courte Oreilles Ojibwa Community College

President’s Vision: Achievements, English and sociology instructor, and a Volunteer Income Tax Assistance site Highlights and Future Planning directed by Elizabeth “Buffy” Riley, that assisted community members with director of the pre-nursing program at the filing of 169 tax returns that resulted the College. Students, staff, and even the in approximately $190,000 in Federal college president, Dr. Danielle Hornett, tax refunds. A second Extension project appeared as characters in the drama. (funded under the US Department of These historical figures or composite Agriculture Integrated Water Quality characters of people spoke starkly and Program) involves research and education frankly about the events and opinions about aquatic invasive species on a large of the decision to submerge not only a reservoir adjoining public lands. This village, but also a way of life. research effort is coordinated with a variety of tribal, state and intertribal LCOOCC President Dr. Danielle Hornett agencies and seeks to develop partnerships Photo Credit: LCOOCC and plans to mitigate the deleterious Outstanding Accomplishments effects of these species. Lac Courte Oreilles Ojibwa Community College (LCOOCC) achieved the following Three of the newest Extension programs significant accomplishments during the center on nutrition education, family 2005–06 academic year (AY): living, and asset building in native • A new 10,000 square-foot library serving communities. The asset building program both the campus and the community is a research study that examines what was constructed. This $2.1 million effort Theater Production of “Post” Photo Credit: LCOOCC Native communities value as cultural, was funded by a combination of US social, environmental and economic assets Departments of Education, Agriculture, in their community. and Housing and Urban Development The Strategic Role and awards, as well as LCOOCC funds. The Community Impact of LCOOCC’s initiative provides a larger facility needed Land-Grant Mission to hold the growing collections and services of the library and to provide The needs of the reservation community additional study and meeting space are met through the wide-ranging scope needed by students. The new library is of LCOOCC’s extension programming. energy efficient, includes a fireplace and LCOOCC community education programs culturally themed wigwam reading circle, are designed to provide practical assistance and also presents a new entrance for the and training to community members. college campus. The most successful programs in terms • The LCOOCC graduating class of Spring of attendance are the workshops that 2006 was the largest ever, with 83 support workplace issues, such as students graduating with either an conflict management, personnel issues associates degree or certificate. and team building. Cultural workshops, • Interactive television studios were such as beading and regalia-making are established in two of LCOOCC’s outreach also popular with community members. sites: Bad River and Red Cliff Ojibwe Most LCOOCC Extension programs Reservations. LCOOCC courses are now involve collaborations that encompass Photo Credit: SR being delivered to students in those departments and offices within the College communities. as well as tribal offices, regional agencies, • One of the highlights of the year was the area school districts, and the State of theater production of “Post,” an original Wisconsin. Extension-sponsored activities play written by LCOOCC students and include day-long training, week-long instructors. The play depicts the demise summer events, and semester-long efforts. of Post, an Ojibwe village flooded by the construction of a hydroelectric dam in the LCOOCC has robust and dynamic 1920s. “Part historical documentary, part extension programming that evolves drama, part poetry, part myth,” stated the to support new services and needs local newspaper review of the play. “Post” whenever feasible. Among other recent was produced by Patrick Shields, LCOOCC accomplishments, Extension staff managed Photo Credit: LCOOCC

90 Wyoming

Wind River Tribal College

Wind River Tribal College ind River Tribal College (WRTC) is Institution Profile AY 2005-06 Wa tribally chartered college located in central Wyoming on the Wind River Year Founded 1997 Indian Reservation. WRTC’s core mission Chartering Tribe Northern Arapaho Tribe is to serve the higher education needs Academic Term Semester of the Northern Arapaho and Eastern Highest Degree Associate Shoshone tribes. WRTC was chartered by Offered Accrediting Higher Learning Commission of the the Northern Arapaho Business Council Agency North Central Association of in September 1997 to serve citizens of Colleges and Schools the Wind River Indian Reservation and Land Grant No surrounding communities. The president Operational Northern Arapaho Gaming of the tribal college, Marlin Spoonhunter, Funding Source Association is an enrolled member of the Northern Location On Reservation Arapaho Tribe. The College has articulation Institution 533 Ethete Road Address Ethete, WY 82520 agreements with the University of Institution www.wrtribalcollege.com Wyoming and the University of Wisconsin- Website Oshkosh.

Wind Degree programs offered through WRTC Institution Enrollment Fall Snapshot • by Major Group have been developed based on community AI Studies: Northern 5 General Studies 31 and tribal government needs. The Arapho Studies River programs have an emphasis on Northern Elementary Education 3 Total 39 Arapaho and Eastern Shoshone Language • Demographics requirements. Social Work, Business Full Time 11 American Indian Female 31 Tribal Administration, Elementary Education, Part Time 28 American Indian Male 7 and Criminal Justice degrees are the most Total 39 American Indian Total 38 commonly requested degree programs. Non-Indian Female 1 College Individuals with these degrees are in high Non-Indian Male 0 demand by tribal programs. Non-Indian Total 1 Total 39 The American Indian Higher Education Consortium (AIHEC) accepted WRTC as a member at its fall board meeting in October 2005. Graduation Area Enlarged Associate 0 Certificates 0

WYOMING Total 0

120 Faculty/Administrators/Staff 191 Full Time 20

WIND RIVER INDIAN RESERVATION Part Time 13 26 Total 33 20 WIND RIVER TRIBAL COLLEGE

789

Ethete

220

80 WRTC Building Photo Credit: WRTC

Sustaining Tribal Colleges and Universities and The Tribal College Movement: Profiles | 93 Wind River Tribal College

President’s Vision: Achievements, Successful Community wisdom, and preparing them mentally and Highlights and Future Planning Education Programs spiritually for the academic year.

WRTC provides education and outreach Faculty, Administrator, and Staff services to its communities in areas Activities and Accomplishments such as workforce development, youth development, health and wellness, the Eugene Ridgely, Jr. (Snowball) has arts, and tribal administration and been exceptional in promoting the management. These programs help build revitalization and preservation of the the capacity of tribal communities to Arapaho Language. Professor Ridgely provide social, economic and cultural well created the Northern Arapaho Council being for its residents. of Elders, which immediately became WRTC President Marlin Spoonhunter a strong support group for WRTC and GED Program the Wind River Reservation. He has College’s Vision and Mission The GED program is offered to Wind River promoted language revitalization efforts Wind River Tribal College’s (WRTC) vision students through an agreement with by hosting two language summits, as well is to prepare students and communities Central Wyoming College. Students meet as two language symposiums, with leading academically, vocationally, technically and for two hours a day, two days a week, in researchers that have been working with culturally to become self-sufficient while order to complete the program. Many the Northern Arapaho tribe for the last maintaining balance in the changing world. students have successfully completed quarter of a century. Professor Ridgely the program, finding that the classes are has encouraged various programs on the The WRTC Board of Regents is dedicated accessible and inviting because they are reservation to start language courses in to the preservation, continuation and close to home and class sizes are small. their departments, and he has directed protection of Tribal self-determination, and organized the Arapaho Language language and culture. WRTC exists to Arapaho Language Immersion Camps Immersion Camps for the past few years. provide education, innovative programs, The Council of Elders and WRTC sponsor Professor Ridgely has also been the services, and activities to create an two Arapaho Language Immersion Camps ESL/Bilingual Education Director for the environment of learning and success during the summer months. The Council of college’s Title III Grant, which has been an through the following efforts: Elders includes members from the Arapaho outstanding success for area teachers and • The College provides, maintains, and Language and Culture Commission students. operates a post-secondary institution on and any member of the Arapaho and the Wind River Indian Reservation that Shoshone tribes who is 55 years old or includes educational, vocational, cultural older and interested in the preservation and technical programs. and revitalization of the Native languages • The College provides expertise in skilled and cultures. The Arapaho Language and knowledgeable personnel. Immersion Camps include an adult camp • The College prepares students to be self- as well as a youth camp, with each lasting sufficient in a rapidly changing world. up to five days. The camps concentrate • The College provides an opportunity for on speaking in Arapaho, as well as people to become productive members culture, crafts, and inter-generational within families, communities, and tribes relationships. The Council of Elders through economic development on the and WRTC also sponsor free Arapaho Wind River Indian Reservation. Language classes daily at various locations • The college sustains the sovereignty around the Wind River Reservation to of Northern Arapaho and Eastern accommodate all types of learners. Shoshone tribes. • The College facilitates language and Talking Circles cultural revitalization. WRTC offers Talking Circles once or twice during the school year to CEDAR (Cross-cultural Education through Demonstration, Activity, and Recreation) program students. The Talking Circles provide students with an opportunity to interact with elders in a conversational setting, exchanging stories and words of Photo Credit: WRTC 94

American Indian Measures for Success in Higher Education Carrie Billy, Executive Director

121 Oronoco Street, Alexandria, VA 22314 703-838-0400 www.aihec.org

Systemic Research, Inc.

Jason J. Kim, President Linda M. Crasco, Executive Director

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August 2008

The materials contained within this report are the intellectual property of the American Indian Higher Education Consortium and Systemic Research, Inc. Any use or reproduction thereof must contain the following citation: “Used with permission of the American Indian Higher Education Consortium and Systemic Research, Inc.” All other rights are reserved. © 2008 Systemic Research, Inc.

ISBN 978-0-9761402-8-3 American Indian Measures for Success in Higher Education