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Year Seven Self-Evaluation Report

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Year Seven Self-Evaluation Report TABLE OF CONTENTS Institutional Overview ..................................................................................................... 1 Basic Institutional Data Form ........................................................................................... 3 Preface .......................................................................................................................... 11 Historical Overview ……………………………………………………………………………………………………………… .. 11 Brief update on institutional changes ...................................................................................... 13 Response to topics previously requested by the Commission .................................................. 16 RECOMMENDATION ONE — Spring 2014 Year Three Evaluation Report .................................... 16 RECOMMENDATION TWO — Spring 2014 Year Three Evaluation Report ................................... 17 Chapter One: Mission, Core Themes, and Expectations ................................................... 21 Executive Summary of Eligibility Requirements 2 and 3 ........................................................... 21 Standard 1.A — MISSION ........................................................................................................ 22 Standard 1.B — CORE THEMES ................................................................................................ 24 Core Theme One — Engage Indigenous Knowledge .................................................................... 24 Core Theme Two — Commitment to Student Success ................................................................ 27 Core Theme Three — Access to Higher Education Opportunities At All Levels for Tribal Communities ................................................................................................................................ 30 Core Theme Four — Advance Place-based Community Education and Outreach....................... 32 Chapter Two: Resources and Capacity ............................................................................ 36 Standard 2.A — GOVERNANCE................................................................................................ 40 GOVERNING BOARD ..................................................................................................................... 44 LEADERSHIP AND MANAGEMENT ................................................................................................ 48 POLICIES AND PROCEDURES ......................................................................................................... 50 Standard 2.B — HUMAN RESOURCES ...................................................................................... 60 Standard 2.C - EDUCATIONAL RESOURCES .............................................................................. 69 POLICY ON CREDIT HOURS ........................................................................................................... 88 Standard 2.D — STUDENT SUPPORT SERVICES ......................................................................... 90 Standard 2.E — LIBRARY AND INFORMATION RESOURCES ..................................................... 101 Standard 2.F — FINANCIAL RESOURCES ................................................................................ 104 Standard 2.G — PHYSICAL AND TECHNOLOGICAL INFRASTRUCTURE ...................................... 111 Chapter Three: Planning and Implementation ............................................................... 117 Standard 3.A — INSTITUTIONAL PLANNING .......................................................................... 117 Standard 3.B — CORE THEME PLANNING .............................................................................. 123 Executive Summary of Eligibility Requirements 22 and 23 ..................................................... 123 Overview for Standard 3.B ......................................................................................................... 123 Core Theme One — Engage Indigenous Knowledge .................................................................. 124 Core Theme Two — Commitment to Student Success .............................................................. 125 Core Theme Three — Access to Higher Education Opportunities at all Levels for Tribal Communities .............................................................................................................................. 126 Core Theme Four — Advance Placed-Based Community Education and Outreach .................. 127 Chapter Four: Effectiveness and Improvement .............................................................. 130 Overview ............................................................................................................................. 130 Core Theme One — Engage Indigenous Knowledge ............................................................... 135 Core Theme Two — Commitment to Student Success ............................................................ 146 Core Theme Three — Access to Higher Education Opportunities at All Levels for Tribal Communities ........................................................................................................................ 165 Core Theme Four — Advance Place-based Community Education and Outreach .................... 177 Summary and Recommendations ......................................................................................... 188 Chapter Five: Mission Fulfillment, Adaptation, and Sustainability .................................. 192 Executive Summary of Eligibility Requirement 24 .................................................................. 192 Standard 5.A — MISSION FULFILLMENT ................................................................................ 193 Standard 5.B — ADAPTATION AND SUSTAINABILITY ............................................................. 198 Conclusion .................................................................................................................... 205 Institutional Overview Northwest Indian College (NWIC) is a Tribal college chartered by the Lummi Nation in 1983. The purpose of the NWIC is to serve the higher education needs of Tribal communities. NWIC is a member of the American Indian Higher Education Consortium (AIHEC). In 2008, NWIC’s accreditation status as a two-year degree granting institution expanded with the approval to grant four-year degrees, the first of which was the Bachelor of Science in Native Environmental Science (BSNES) degree. The approval to offer the BSNES degree was followed by approvals to offer the Bachelor of Arts in Native Studies Leadership in 2012, the Bachelor of Arts in Tribal Governance and Business Management in 2013, and the Bachelor of Arts in Community Advocates and Responsive Education (CARE) in Human Services in 2015. NWIC received designation as a Land Grant College in 1994. USDA Land Grant funds support NWIC’s overarching goal to build and sustain collaborations with campus and community partners as it relates to research, teaching, and community outreach and education to better serve the diverse needs of its Tribal populations. Innovative and Tribally- relevant training and research is offered through the Salish Sea Research Center, Coast Salish Institute, NWIC Center for Health, and Cooperative Extension. Exciting transformations have taken place at NWIC over the past seven years. Along with the addition of three new four-year degrees, the academics and student services offered at NWIC have been enhanced to support student success at the four-year level and for entry into graduate programs. A $50 million capital campaign has funded the construction of several beautiful new facilities to support the growth of NWIC. Student Profile The majority of NWIC students are first generation (neither parent has a four-year degree). Native students generally come from a culturally rich environment and have many strength-based resources from which to draw. However, the majority of students have an annual income at or below poverty level. The First-Year Experience and Indigenous Service Learning co-curricular programs are provided to support success of the typical Native student. The table below shows NWIC student demographics for AY2016. Full student enrollment details are available in the Annual Enrollment Report 2015-2016. Student Statistics 2015-2016 Annualized Enrollment Report Ethnicity Native American: 82%; White/Caucasian: 7%; Other Ethnicities: 11% Gender Female 70%; Male 30% Age 37% between age 16 and 29; 61% age 30 or above Degree Type Total headcount: 1,894 (list that follows is by degree type) Bachelor’s degree 345 (33.1%) Associate’s degree 664 (63.8%) Certificate: 32 (3.1%) 1 Year Seven Self-Evaluation | Northwest Indian College Faculty NWIC supports the development of its thirty one full-time faculty and sixty six part-time faculty with training and resources for teaching in a Tribal college, performing academic and program assessment, and developing program outcomes through the Teaching and Learning Institute and regular in-service training. A cultural orientation program is being developed to provides new faculty with information and resources about Indigenous knowledge and practices. Additional individual faculty support and training is available in the area of instructional technology for those looking to expand their use of technology for teaching online and in the classroom. Location and Teaching Modalities NWIC provides place-based instruction at seven Tribal locations,
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