DOCSLIB.ORG

National Center for Education Statistics

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
National Center for Education Statistics Image description. Cover Image End of image description. NATIONAL CENTER FOR EDUCATION STATISTICS What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from about 6,400 institutions that provide postsecondary education across the United States. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator (https://nces.ed.gov/collegenavigator/), an online tool to aid in the college search process. Additional information about IPEDS can be found on the website at https://nces.ed.gov/ipeds. What Is the Purpose of This Report? The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data. What Is in This Report? The figures in this report provide a selection of indicators for your institution to compare with a group of similar institutions. The figures draw from the data collected during the 2018-19 IPEDS collection cycle and are the most recent data available. The inside cover of this report lists the pre-selected comparison group of institutions and the criteria used for their selection. The Methodological Notes at the end of the report describe additional information about these indicators and the pre-selected comparison group. Where Can I Do More with IPEDS Data? Each institution can access previously released Data Feedback Reports from 2005 and customize this 2019 report by using a different comparison group and IPEDS variables of its choosing. To learn how to customize the 2019 report, visit this resource page https://nces.ed.gov/Ipeds/Help/View/2. To download archived reports or customize the current Data Feedback Report, visit the ‘Use the Data’ portal on the IPEDS website https://nces.ed.gov/ipeds and click on Data Feedback Report. Dine College Tsaile, AZ Dine College COMPARISON GROUP Comparison group data are included to provide a context for interpreting your institution’s statistics. If your institution did not define a custom comparison group for this report by July 13, 2019 NCES selected a comparison group for you. (In this case, the characteristics used to define the comparison group appears below.) The Customize Data Feedback Report functionality on the IPEDS Data Center at this provided link (https://nces.ed.gov/ipeds/datacenter/) can be used to reproduce the figures in this report using different peer groups. Using some of your institution's characteristics, a group of comparison institutions was selected for you. The characteristics include Carnegie Classification of Tribal Colleges. This comparison group includes the following 33 institutions: Aaniiih Nakoda College (Harlem, MT) Bay Mills Community College (Brimley, MI) Blackfeet Community College (Browning, MT) Cankdeska Cikana Community College (Fort Totten, ND) Chief Dull Knife College (Lame Deer, MT) College of Menominee Nation (Keshena, WI) College of the Muscogee Nation (Okmulgee, OK) Fond du Lac Tribal and Community College (Cloquet, MN) Fort Peck Community College (Poplar, MT) Haskell Indian Nations University (Lawrence, KS) Ilisagvik College (Barrow, AK) Institute of American Indian and Alaska Native Culture and Arts Development (Santa Fe, NM) Keweenaw Bay Ojibwa Community College (Baraga, MI) Lac Courte Oreilles Ojibwa Community College (Hayward, WI) Leech Lake Tribal College (Cass Lake, MN) Little Big Horn College (Crow Agency, MT) Little Priest Tribal College (Winnebago, NE) Navajo Technical University (Crownpoint, NM) Nebraska Indian Community College (Macy, NE) Northwest Indian College (Bellingham, WA) Nueta Hidatsa Sahnish College (New Town, ND) Oglala Lakota College (Kyle, SD) Saginaw Chippewa Tribal College (Mount Pleasant, MI) Salish Kootenai College (Pablo, MT) Sinte Gleska University (Mission, SD) Sisseton Wahpeton College (Sisseton, SD) Sitting Bull College (Fort Yates, ND) Southwestern Indian Polytechnic Institute (Albuquerque, NM) Stone Child College (Box Elder, MT) Tohono O"odham Community College (Sells, AZ) Turtle Mountain Community College (Belcourt, ND) United Tribes Technical College (Bismarck, ND) White Earth Tribal and Community College (Mahnomen, MN) The figures in this report have been organized and ordered into the following topic areas: 1) Admissions (only for non-open-admissions schools) [No charts applicable] 2) Student Enrollment Fig. 1 and 2 Pg. 3 3) Awards Fig. 3 Pg. 3 4) Charges and Net Price Fig. 4 and 5 Pg. 4 5) Student Financial Aid Fig. 6 and 7 Pg. 4 6) Military Benefits* [No charts applicable] 7) Retention and Graduation Rates Fig. 8, 9, 10, 11, 12, 13 and 14 Pg. 5, 6, 7 and 8 8) Finance Fig. 15 and 16 Pg. 9 9) Staff Fig. 17 and 18 Pg. 9 10) Libraries* Fig. 19 and 20 Pg. 10 *These figures only appear in customized Data Feedback Reports (DFR), which are available through Use the Data portal on the IPEDS website. IPEDS DATA FEEDBACK REPORT 2 Dine College Figure 1. Percent of all students enrolled, by race/ethnicity, and percent of students who are women: Fall 2018 Image description. XBar scale chart titled with Scale 10 groups label. with 2 items per group. GroupY scale 1, titled American Percent. Indian or Alaska Native. Item 2,1, ComparisonYour institution Group 99. Median (N=33) 87. ItemGroup 1, 2,Your Asian. institution 0.01. GroupItem 2, 3, Comparison Black or African Group American. Median (N=33) 0.01. Item 2,1, ComparisonYour institution Group 0.01. Median (N=33) 0.01. ItemGroup 1, 4,Your Hispanic/ institution Latino. 0.01. GroupItem 2, 5, Comparison Native Hawaiian Group or Median other Pacific(N=33) Islander. 1. Item 2,1, ComparisonYour institution Group 0.01. Median (N=33) 0.01. ItemGroup 1, 6,Your White. institution 1. GroupItem 2, 7, Comparison Two or more Group races. Median (N=33) 9. Item 2,1, ComparisonYour institution Group 0.01. Median (N=33) 0.01. ItemGroup 1, 8,Your Race/ethnicity institution 0.01. unknown. GroupItem 2, 9, Comparison Nonresident Group alien. Median (N=33) 0.01. Item 2,1, ComparisonYour institution Group 0.01. Median (N=33) 0.01. ItemGroup 1, 10,Your Women. institution 68. Item 2, Comparison Group Median (N=33)99 64. Race/ethnicityShape or gender line,Shape Label: InstitutionLegend,Shape Label: Your institution ComparisonGroupLegend,End of image100 description. Label: Comparison Group Median (N=33) 87 90 80 68 70 64 60 50 Percent 40 30 20 9 10 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 American Indian or Asian Black or African Hispanic/ Native Hawaiian or White Two or Race/ethnicity Nonresident alien Women Alaska Native American Latino other Pacific Islander more races unknown Race/ethnicity or gender Your institution Comparison Group Median (N=33) NOTE: For more information about disaggregation of data by race and ethnicity, see the Methodological Notes. Median values for the comparison group will not add to 100%. See 'Use of Median Values for Comparison Group' for how median values are determined. N is the number of institutions in the comparison group. SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS): Spring 2019, Fall Enrollment component. Figure 2. Unduplicated 12-month headcount of all students and of Figure 3. Number of degrees awarded, by level: 2017-18 undergraduate students (2017-18), total FTE enrollment (2017-18), and full- and part-time fall enrollment (Fall 2018) Image description. Image description. HorizontalEnrollment Bar measure chart with 5 groups with 2 items per group. HorizontalDegree level Bar chart with 6 groups with 2 items per group. YX scale titled ScaleNumber label. of students. YX scale titled ScaleNumber label. of degrees. ItemGroup 1, 1,Your Unduplicated institution 2034.headcount - total. ItemGroup 1, 1,Your Doctor's institution Research/ 0.01. Scholarship (N=15). GroupItem 2, 2, Comparison Unduplicated Group headcount Median -(N=33) undergraduates. 507. GroupItem 2, 2, Comparison Doctor's Professional Group Median Practice 0.01. (N=15). Item 2,1, ComparisonYour institution Group 2034. Median (N=33) 507. Item 2,1, ComparisonYour institution Group 0.01. Median 0.01. ItemGroup 1, 3,Your Total institution FTE enrollment. 938. ItemGroup 1, 3,Your Doctor's institution Other 0.01. (N=15). GroupItem 2, 4, Comparison Full-time fall Group enrollment. Median (N=33) 223. GroupItem 2, 4, Comparison Master's (N=15). Group Median 0.01. Item 2,1, ComparisonYour institution Group 842. MedianEnrollment (N=33) 170. measure Item 2,1, ComparisonYour institutionDegree Group 0.01. Median 0.01. level ItemGroup 1, 5,Your Part-time institution fall enrollment.677. ItemGroup 1, 5,Your Bachelor's institution (N=15). 28. Item 2, Comparison Group Median (N=33) 97. GroupItem 2, 6, Comparison Associate's Group (N=33). Median 13. line, Shape Label: Item 2,1, ComparisonYour institution Group 138. Median 32. InstitutionLegend, Shape Label: Your institution Shape ComparisonGroupLegend, Shape Label: Comparison Group Median (N=33) line,Shape Label: End of image description. InstitutionLegend,Shape Label: Your institution ComparisonGroupLegend,End of image description. Label: Comparison Group Median 0 Unduplicated 2,034 Doctor's Research/ Scholarship (N=15) 0 headcount - total 507 Doctor's Professional 0 Unduplicated headcount 2,034 Practice (N=15) 0 - undergraduates 507 Doctor's 0 Other (N=15) 0 Total FTE 938 enrollment 223 Master's 0 (N=15) 0 Full-time 842 fall enrollment 170 Bachelor's 28 (N=15) 13 677 Part-time Associate's 138 fall enrollment 97 (N=33) 32 0 500 1,000 1,500 2,000 2,500 0 25 50 75 100 125 150 Number of students Number of degrees Your institution Comparison Group Median (N=33) Your institution Comparison Group Median NOTE: For details on calculating full-time equivalent (FTE) enrollment, see Calculating NOTE: For additional information about postbaccalaureate degree levels, see the FTE in the Methodological Notes.
Load more

Recommended publications
  • The 2018-2020 SCC Catalog
    Stone Child College faCulty and Staff dediCate thiS 2018 – 2020 CourSe Catalog to our former PreSident, nathaniel St. Pierre, for hiS valued leaderShiP, PaSSion for eduCation and wordS of wiSdom. Table of Contents A Message from the President ................................................................................................................................................................................. 2 Academic Calendar................................................................................................................................................................................................... 3 General Information .................................................................................................................................................................................................. 5 The Chippewa Cree Tribe ......................................................................................................................................................................................... 6 History of Stone Child College .................................................................................................................................................................................. 7 Vision, Mission, Core Values and Guiding Principles ............................................................................................................................................... 8 Admissions ...............................................................................................................................................................................................................
    [Show full text]
  • Year Three Self-Evaluation Report (File 1)
    Table of Contents: Year Three Self-Evaluation Report (File 1) I. Institutional Overview 1 II. Basic Institutional Data Form 3 III. Preface 15 A. Brief update on institutional changes since the last report 15 B. Response to topics previously requested by the Commission 17 IV. Update Chapter One: Mission, Core Themes, and Expectations 18 A. Executive Summary of Eligibility Requirements 2 and 3 18 B. Standard I.A, Mission 18 1. Mission statement 18 2. Interpretation of mission fulfillment 18 3. Articulation of an acceptable threshold of mission fulfillment 20 C. Standard I.B, Core Themes 22 1. Core Theme 1: Academic Quality 22 2. Core Theme 2: Cultural Integrity 25 3. Core Theme 3: Student Success 28 V. Chapter Two: Resources and Capacity 32 A. Executive Summary of Eligibility Requirements 4 through 21 32 B. Standard 2.A: Governance 35 C. Standard 2.B: Human Resources 54 D. Standard 2.C: Education Resources 58 E. Standard 2.D: Student Support Resources 67 F. Standard 2.E: Library and Information Resources 79 G. Standard 2.F: Financial Resources 84 H. Standard 2.G: Physical and Technological Infrastructure 93 VI. Conclusion 100 Support Documents I. Related Materials (Provided in print and Adobe Acrobat format – File 2) A. Year One Self-Evaluation Report, February 25, 2011 B. Year One Peer-Evaluation Report, March 1 – May 20, 2011 C. Aaniiih Nakoda College Catalog, 2013-2014 D. Aaniiih Nakoda College Personnel Policies and Procedures Manual E. Aaniiih Nakoda College Board of Directors Policies and Procedures Manual F. Aaniiih Nakoda College Finance Policies and Procedures Manual G.
    [Show full text]
  • Educating the Mind and Spirit 2006-2007
    Educating the Mind and Spirit 2006-2007 ANNUAL REPORT ENVISIONING OUR POWERFUL FUTURE MISSION The American Indian College Fund’s mission is to raise scholarship funds for American Indian students at qualified tribal colleges and universities and to generate broad awareness of those institutions and the Fund itself. The organization also raises money and resources for other needs at the schools, including capital projects, operations, endowments or program initiatives, and it will conduct fundraising and related activities for any other Board- directed initiatives. CONTENTS President’s Message 2 Chairman’s Message 3 Tribal Colleges and Students by State 4 The Role of Tribal Colleges and Universities 5 Scholarship Statistics 6 Our Student Community 7 Scholarships 8 Individual Giving 9 Corporations, Foundations, and Tribes 10 Special Events and Tours 12 Student Blanket Contest 14 Public Education 15 Corporate, Foundation, and Tribal Contributors 16 Event Sponsors 17 Individual Contributors 18 Circle of Vision 19 Board of Trustees 20 American Indian College Fund Staff 21 Independent Auditor’s Report 22 Statement of Financial Position 23 Statement of Activities 24 Statement of Cash Flows 25 Notes to Financial Statement 26 Schedule of Functional Expenses 31 1 PRESIDENT’S MESSAGE The Circle of Life, the Circle of Hope Dear Friends and Relatives, ast year I wrote about the challenges that faced Gabriel plans to graduate with a general studies the nation and how hope helps us endure those degree from Stone Child College, then transfer to the L
    [Show full text]
  • 2003 15Th Year Evaluation Report
    NASA’s South Dakota Space Grant Consortium 15th Year Evaluation National Space Grant College and Fellowship Program Program Performance and Results (PPR) Report South Dakota Space Grant Consortium Dr. Sherry O. Farwell, Director South Dakota School of Mines and Technology 501 East Saint Joseph Street Rapid City, SD 57701 Phone: 605-394-1975 Fax: 605-394-5360 [email protected] Submitted October 16, 2003 1 Table of Contents Title Page ……………………………………………………………………………….. 1 Table of Contents …………………………………………………………………….…. 2 Executive Summary and Consortium Impact …………………………………………... 3 Introduction ……………………………………………………………………………... 5 National Program Emphases ……………………………………………………………. 7 Program Elements Consortium Management ……………………………………………………….. 10 Fellowship/Scholarship Program ……………………………………………….. 13 Research Infrastructure Program ……………………………………………….. 14 Higher Education Program ……………………………………………………... 18 Precollege Education Program …………………………………………………. 22 Public Service Program: General Public and External Relations ………………. 26 Statement of Consortium Concurrence …………………………………………………. 27 2 Executive Summary and Consortium Impact The South Dakota Space Grant Consortium (SDSGC) has facilitated tremendous advances in educational outreach and research in subject areas critical to NASA’s unique mission. Over the past 12 years since it’s inception, the SDSGC has greatly stimulated the growth and impact of our expanding network of industry, academic, and governmental organizations; thereby bringing the Consortium’s educational and research
    [Show full text]
  • Academic Calendar
    Academic Calendar SUMMER 2016 SUMMER 2017 ACCUPLACER Testing…Ongoing ACCUPLACER Testing… Ongoing Pre-Registration…May 2-6, 2016 Pre-Registration…May 8-12, 2017 Registration…May 16-20, 2016 Registration…May 29-June 2, 2017 First Block Session…May 31-June 9, 2016 Frist Block Session…June 5-15, 2017 Second Block Session…June 14-23, 2016 Second Block Session…June 19-29, 2017 Independence Day** Observed Independence Day** Observed Third Block Session…June 28-July 7, 2016 Third Block Session…July 10-20, 2017 Fall 2016 Pre-Registration…July 25-29, 2016 Fall 2017 Pre-Registration…July 24-28, 2017 FALL 2016 FALL 2017 ACCUPLACER Testing…Ongoing ACCUPLACER Testing…Ongoing Pre-Registration…July 25-29, 2016 Pre-Registration… July 24-28, 2017 Orientation…August 24, 2016 Orientation…August 22, 2017 Registration…August 22-26, 2016 Registration… August 21-25, 2017 Classes Begin…August 29, 2016 Classes Begin…August 28, 2017 Labor Day**…September 5, 2016 Labor Day**…September 4, 2017 Last Day to Add a Class…September 9, 2016 Last Day to Add a Class…September 5, 2017 Native American Day** Observed Native American Day** Observed Mid-terms…October 17-20, 2016 Mid-terms…October 16-20, 2017 Veteran’s Day** Observed Veteran’s Day** Observed Thanksgiving Break**…November 24-27, 2016 Thanksgiving Break**…November 23-24, 2017 Last Day to Withdraw…November 10, 2016 Last Day to Withdraw…November 3, 2017 Spring 2017 Pre-Registration…December 12-16, 2016 Spring 2018 Pre-Registration…December 11-15, 2017 Finals Week…December 12-15, 2016 Finals Week…December 11-14, 2017 Grades Due in Registrar’s Office…December 16, 2016 Grades Due in Registrar’s Office…December 18, 2017 Christmas Break** Observed Christmas Break** Observed SPRING 2017 SPRING 2018 ACCUPLACER Testing…Ongoing ACCUPLACER Testing…Ongoing Pre-Registration…December 12-16, 2016 Pre-Registration…December 11-15, 2017 Orientation…January 10, 2017 Orientation…January 9, 2018 Registration…January 9-13, 2017 Registration…January 8-12, 2018 Classes Begin…January 17, 2017 Classes Begin…January 16, 2018 Martin Luther King, Jr.
    [Show full text]
  • Student Competition Winner
    STUDENT COMPETITION WINNER: KNOWLEDGE BOWL - 5 PARTICIPANTS 1st Place Team Aaniiih Nakoda College] 2nd Place Team Fort Peck Community College 3rd Place Team Institute of Am. Indian Arts BUSINESS BOWL 1st Place College of Menominee Nation 2nd Place Sinte Gleska University 3rd Place Oglala Lakota College WEB PAGE DESIGN 1st Place - Individual Steam Team Navajo Technical University 2nd Place - Individual Fort Peck Community College 3rd Place - Individual Navajo Technical University CRITICAL INQUIRY - TEAM # 1ST Place - Team (Traveling Trophy) Dine College 2nd Place - Team Northwest Indian College 3rd Place - Team Turtle Mountain Community College HANDGAMES - 12 participants 1st Place - Team Little Priest College 2nd Place - Team Oglala Lakota College 3rd Place - Team United Tribes Technical Best Hider Mariah Provincial Oglala Lakota College Best Guesser Jessica LaTray Little Priest College Best Group Singers Oglala Lakota College Most enthistic Haskell Indian Nations College Sponsorship Fond Lu Lac Tribal & Comm. College Best Dressed SIPI SCIENCE BOWL - 3 PARTICIPANTS 1st Place - Team Gabe Yellow Hawk, Joanne Thompson Oglala Lakota College Larissa Red Eagle 2nd Place - Team Lee Voight, Caley Fox Nueta Hidatsa Sahnish College 3rd Place - Team Darrell Yazzie, LeTanyaThinn, Jordan Mescal Dine College SCIENCE POSTER 1st place - individual Ashley Hall Nueta Hidatsa Sahnish College Comparsion of Yield of Various Cultivars of Amelanchier on Fort Berthold Reservation 2nd Place - individual Patrisse Vasek Oglala Lakota College "Bioavailable and Leachable
    [Show full text]
  • Tribal College and University Funding
    ISSUE BRIEF MINORITY-SERVING INSTITUTIONS Series May 2016 AUTHOR ACKNOWLEDGMENTS Tribal College and University We would like to thank the Amer- ican Indian Higher Education Consortium (AIHEC), the American Funding: Tribal Sovereignty Indian College Fund, and the tribal colleges and universities that con- at the Intersection of Federal, sulted on this project. AUTHOR AFFILIATIONS State, and Local Funding Christine A. Nelson (Diné and Laguna Pueblo) is a postdoctoral by Christine A. Nelson and Joanna R. Frye fellow at the University of New Mex- ico Division for Equity and Inclu- sion and the Center for Education Policy Research. Joanna R. Frye is a research fellow at the ADVANCE Program at the University of Michigan. EXECUTIVE SUMMARY As a general consensus, postsecondary credentials Tribal colleges and universities (TCUs) continue to are key to ensuring that the United States produces provide a transformative postsecondary experience economically competitive and contributing members and education for the Indigenous population and to society. It should also be stated that postsecondary non-Native students from in and around Native opportunities stretch beyond traditionally recognized communities. The 37 TCUs enroll nearly 28,000 full- needs; they also contribute to the capacity building of and part-time students annually. TCUs, which primarily sovereign tribal nations. The Native population has serve rural communities without access to mainstream increased 39 percent from 2000 to 2010, but Native postsecondary institutions, have experienced student enrollment remains static, representing just 1 enrollment growth over the last decade, increasing percent of total postsecondary enrollment (Stetser and nearly 9 percent between academic year (AY) 2002–03 Stillwell 2014; Norris, Vines, and Hoeffel 2012).
    [Show full text]
  • OUR COMMUNITY IS OUR STRENGTH EDUCATION IS the ANSWER OUR MISSION and Communities
    2019-2020 ANNUAL REPORT OUR COMMUNITY IS OUR STRENGTH OUR MISSION The American Indian College Fund invests in Native students and tribal college education to transform lives and communities. EDUCATION IS THE ANSWER EDUCATION TABLE OF CONTENTS How Your Donations Are Used: Fulfilling Our Mission . 2 Our Impact 2019-20 . 3 Message from the President . 4 Where Our Scholars Study . 6 Meeting Challenges in the Wake of the Pandemic . 8 Rx for Healthy Communities: Investing in Education . 10–15 California Tribe Invests in State’s Future Leaders . 16 Native Representation in Arts and Student Success Are Woven Together into Partnership with Pendleton Woolen Mills . 18 American Indian College Fund Supporters . 20 2019-20 Governing Board of Trustees . 23 Audited Financial Information . 24 1 HOW YOUR DONATIONS ARE USED: FULFILLING OUR MISSION Scholarships, Programs, and Administration Fundraising Public Education 72.08%* 4.55%* 23.37%* OUR COMMITMENT TO YOU For more than 30 years, the American Indian College Fund has been committed to transparency and accountability while serving our students, tribal colleges, and communities. We consistently receive top ratings from independent charity evaluators. EDUCATION IS THE ANSWER EDUCATION • We earned the “Best in America Seal of Excellence” from the Independent Charities of America. Of the one million charities operating in the United States, fewer than 2,000 organizations have been awarded this seal. • The College Fund meets the Standards for Charity Accountability of the Better Business Bureau’s Wise Giving Alliance. • The College Fund received a Gold Seal of Transparency from Guidestar. • The College Fund consistently receives high ratings from Charity Navigator.
    [Show full text]
  • September 2013
    September 2013 Tribal Resolution i | Page ii | Page Tribal Chairman’s Proclamation iii | Page Table of Contents Tribal Resolution .............................................................................................................................. i Tribal Chairman’s Proclamation ...................................................................................................... iii Table of Contents ............................................................................................................................ iv Acknowledgments ........................................................................................................................... vi List of Figures ................................................................................................................................ viii List of Tables ................................................................................................................................ viiii Key Terms ......................................................................................................................................... x Executive Summary ......................................................................................................................... 1 1. Introduction ................................................................................................................................ 2 1.1 Characteristics and History of the Tribes .............................................................................. 3 1.1.1 Salish
    [Show full text]
  • 2021 USDA 1994 Tribal Scholars Program College Application
    OMB No.:0503-0016 USDA 1994 TRIBAL SCHOLARS PROGARM COLLEGE STUDENT APPLICATION For students seeking careers in Food, Agriculture, and Natural Resource Sciences, and/or other Related Disciplines. Due January 31 , 2021 0 OMB No.:0503-0016 INTRODUCTION Thank you for your interest in the U.S. Department of Agriculture (USDA) 1994 Tribal Scholars Program. The USDA 1994 Tribal Scholars Program was established to strengthen the long-term partnership between USDA and the 1994 Land-Grant Institutions by increasing the number of students studying, graduating, and pursuing careers in in food, agriculture, natural resources, and other related fields of study. The USDA 1994 National Scholars Program is implemented under the USDA Fellows Experience Program (FEP). Successful applicants will receive a temporary appointment to the USDA, not to exceed 4years. Upon successful completion of the degree requirements and the end of the agreement period, the scholar is eligible for conversion to permanent appointment in service to USDA without further competition. The USDA 1994 National Scholar is required to: Be a U.S citizen Have been admitted as well as enrolled as full-time student in a 1994 Land-Grant Tribal College or University. Have a cumulative GPA of 3.0 or better on a 4.0 scale. Have demonstrated leadership and community service. Have submitted an official transcript with a school seal and/or the signature of an authorized school official. Submit an essay that is 500-800 words describing 1) What motivates you to consider a career in public service working for the U.S. Department of Agriculture. Include information about your educational and career goals and how this scholarship may assist you to achieve them; 2) How did you become interested in studying food, agriculture, and natural resource sciences or another related discipline in college.
    [Show full text]
  • Nulldfr 2016 Report
    Image description. Cover Image End of image description. NATIONAL CENTER FOR EDUCATION STATISTICS What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from about 7,500 institutions that provide postsecondary education across the United States. IPEDS collects institution-level data on student enrollment, graduation rates, student charges, program completions, faculty, staff, and finances. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator (http://collegenavigator.ed.gov), an online tool to aid in the college search process. For more information about IPEDS, see http://nces.ed.gov/ipeds. What Is the Purpose of This Report? The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data. What Is in This Report? As suggested by the IPEDS Technical Review Panel, the figures in this report provide selected indicators for your institution and a comparison group of institutions. The figures are based on data collected during the 2015-16 IPEDS collection cycle and are the most recent data available. This report provides a list of pre-selected comparison group institutions and the criteria used for their selection. Additional information about these indicators and the pre- selected comparison group are provided in the Methodological Notes at the end of the report.
    [Show full text]
  • Scholarship Endowment Campaign Iwicacaga Sakowin (THE SEVENTH GENERATION)
    OGLALA LAKOTA COLLEGE Scholarship Endowment Campaign Iwicacaga Sakowin (THE SEVENTH GENERATION) Oglala Lakota College 537 Piya Wiconi Road Kyle, SD 57752-0490 Phone: (605) 455-6000 Fax: (605) 455-2787 www.olc.edu Rebuilding e Lakota Nation rough Education www.olc.edu Rebuilding the Lakota Nation Through Education Wounspe Ihuniyan Hci Lakota Oyate Kin Akta Ic’icakagapi Kte lo VISION Tribal Rebuilding the Lakota Nation through Education. Provides the Lakota with outstanding graduates; promotes the study and practice of tribal sovereignty; MISSION works with tribal entities toward building our nation; and helps graduates in achieving meaningful The mission of OLC is to educate students employment and healthy lifestyles. for professional and vocational employment opportunities in Lakota country. The College Cultural will graduate well-rounded students grounded in Utilizes Lakota cultural values in all learning Wolakolkiciyapi - learning Lakota ways of life in frameworks; celebrates Lakota culture including the community – by teaching Lakota culture and sacred songs and ceremonies; researches, studies language as part of preparing students to participate and disseminates Lakota language, culture and in a multicultural world. philosophy; and provides leadership to maintain and revitalize Lakota culture and philosophy. VALUES Academic Oglala Lakota College strives to practice Encourages high student learning expectations and teach the values of traditional Lakota through active and collaborative learning which culture: Ohitika (Bravery), Wacantognakapi will be measured through assessment standards; (Generosity), Wowacintaka (Fortitude), Wokiksuye maintains a supportive campus environment (Remembrance), Unsihanpi (Humility), Woyuonihan through advising, counseling, tutoring, scheduling, (Respect), Woonspe (Learning), Woslolye and providing financial assistance; practices open (Knowledge), Wookahnige (Understanding) and enrollment; has students acquire relevant knowledge, Woksape (Wisdom).
    [Show full text]