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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 -
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). -
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. -
Assessment in a Tribal College Context: a Case Study of NWIC
ASSESSMENT IN A TRIBAL COLLEGE CONTEXT: A CASE STUDY OF NORTHWEST INDIAN COLLEGE by ANNE MARIE KARLBERG B.Sc. (Honours), The University of Toronto, 1986 M.P.H., Tulane University, 1989 B.Ed., The University of Toronto, 1992 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES (Educational Studies) THE UNIVERSITY OF BRITISH COLUMBIA July 2007 © Anne Marie Karlberg, 2007 ABSTRACT Approximately 32 tribal colleges are located on reservations in the United States. Their aim is to provide Native American students with a culturally relevant and meaningful post- secondary education. Assessment uses methods of applied research to improve student learning. The aim of this study is to advance theoretical and applied knowledge in the field of assessment within tribal colleges. This undertaking is noteworthy given that tribal colleges are vital to the development and future of Native American communities. I use a case study methodology to examine a specific assessment program that is being developed at Northwest Indian College (NWIC), a tribal college in Washington state. In this study, I provide responses to three research questions: (1) What criteria are best used to evaluate an assessment program in a tribal college context? (2) Which elements of the NWIC assessment program are most and least successful according to the evaluative criteria established in Research Question 1? and (3) What preconditions and other contextual factors contribute to the relative success or failure of different elements of the NWIC assessment program? I review the history of Native Americans in higher education, provide an overview and critique of the emerging assessment movement, and discuss the state of assessment within the tribal college system. -
Tcus As Engaged Institutions
Building Strong Communities Tribal Colleges as Engaged Institutions Prepared by: American Indian Higher Education Consortium & The Institute for Higher Education Policy A product of the Tribal College Research and Database Initiative Building Strong Communities: Tribal Colleges as Engaged Institutions APRIL 2001 American Indian Higher Education Consortium The Institute for Higher Education Policy A product of the Tribal College Research and Database Initiative, a collaborative effort between the American Indian Higher Education Consortium and the American Indian College Fund ACKNOWLEDGMENTS This report is the fourth in a series of policy reports produced through the Tribal College Research and Database Initiative. The Initiative is supported in part by the U.S. Department of Health and Human Services, Administration for Native Ameri- cans (ANA) and the Pew Charitable Trusts. A collaborative effort between the American Indian Higher Education Consor- tium (AIHEC) and the American Indian College Fund, the project is a multi-year effort to improve understanding of Tribal Colleges. AIHEC would also like to thank the W.K. Kellogg Foundation for its continued support. This report was prepared by Alisa Federico Cunningham, Senior Research Analyst, and Christina Redmond, Research Assis- tant, at The Institute for Higher Education Policy. Jamie Merisotis, President, Colleen O’Brien, Vice President, and Deanna High, Project Editor, at The Institute, as well as Veronica Gonzales, Jeff Hamley, and Sara Pena at AIHEC, provided writing and editorial assistance. We also would like to acknowledge the individuals and organizations who offered information, advice, and feedback for the report. In particular, we would like to thank the many Tribal College presidents who read earlier drafts of the report and offered essential feedback and information. -
ACCC Inventory of College Programs Offered
Colleges Serving Aboriginal Learners and Communities 2010 Environmental Scan Programs offered by Aboriginal Colleges and Institutes in Partnership with Mainstream Institutions BRITISH COLUMBIA Aboriginal Apprenticeship and Industry Training (AAIT) (Kamloops, BC) Program accredited through Thompson Rivers University: Introduction to Welding and Vocational Skills Upgrading Program Other programs: Residential Building Maintenance Worker Program Entry Level Carpentry Access to Trades Trades Math Project Management Building Inspector AAIT Workshops Chemainus Native College (Cowichan Valley, BC) Programs accredited through Vancouver Island University: * The College has an affiliation agreement in place with Vancouver Island University, meaning courses and programs are transferable to VIU: UCEP/University College Education Preparation Programs (Math, English, First Nation Studies, and CAP) Hul’qumi’num En’owkin Centre (Penticton, BC) Programs accredited through Nicola Valley Institute of Technology: College Readiness program Nsyilxcen Language program Programs accredited through University of British Columbia: Aboriginal Access Program Developmental Standard Term Certificate Baccalaureate Degree in Indigenous Studies Programs accredited through University of Victoria: Certificate in Aboriginal Language Revitalization Indigenous Fine Arts program Other program: National Aboriginal Professional Artist Training Program Gitksan Wet’suwet’en Education Society (Hazelton, B.C) Practical Nurse program First Nations High School/Adult Learning -
Nifa Land-Grant Colleges and Universities
NIFA LAND-GRANT COLLEGES AND UNIVERSITIES 199418901862 Northwest Indian College Aaniiih Nakoda College Turtle Mountain Cankdeska Cikana Blackfeet Community College Comm. College White Earth Tribal Community College & Community College Washington Stone Child Lac Courte Oreilles Ojibwa Salish Fort Berthold University State University College Community College Univ. Kootenai Fort Peck Comm. College Leech Lake of Maine Community University of Idaho College United Tribal College of Vermont College North Dakota Oregon State University Little Tribes Bay Mills Community College Montana Technical State Univ. Fond du Lac State Big Horn Chief Tribal & Comm. College Sitting Bull Coll. University College Dull Knife College College Sisseton Wahpeton Saginaw Chippewa University of Community College College of University of Tribal College New Hampshire Menominee Massachusetts Si Tanka/Huron Univ. University of Nation Oglala Lakota South Dakota Minnesota Cornell University College University of Michigan State University Wisconsin State University University of Sinte Gleska Univ. Rhode Island Pennsylvania State University Nebraska Indian of Connecticut Community College Iowa State University University Utah State University of Wyoming D-Q University Little Priest Rutgers University University of Nevada West Virginia University Tribal College Ohio State University University of Delaware University University Colorado State University Delaware State University of Nebraska University Purdue University of Illinois University University of Maryland of California -
PART C—1994 INSTITUTIONS Sec
Q:\COMP\AGRES\Equity In Educational Land-grant Status Act Of 1994.xml EQUITY IN EDUCATIONAL LAND-GRANT STATUS ACT OF 1994 [[Part C of title V of the Improving America’s Schools Act of 1994 (Public Law 103–382; 108 Stat. 4048; 7 U.S.C. 301 note]] [As Amended Through P.L. 113–79, Enacted February 7, 2014] [Equity in Educational Land-Grant Status Act of 1994] TABLE OF CONTENTS 1 PART C—1994 INSTITUTIONS Sec. 531. Short title. Sec. 532. Definition. Sec. 533. Land-grant status for 1994 institutions. Sec. 534. Appropriations. Sec. 535. Institutional capacity building grants. Sec. 536. Research grants. PART C—1994 INSTITUTIONS SEC. 531. ø7 U.S.C. 301 note¿ SHORT TITLE. This part may be cited as the ‘‘Equity in Educational Land- Grant Status Act of 1994’’. SEC. 532. ø7 U.S.C. 301 note¿ DEFINITION. 2 As used in this part, the term ‘‘1994 Institutions’’ means any one of the following colleges: (1) Bay Mills Community College. (2) Blackfeet Community College. (3) Cankdeska Cikana Community College. (4) College of Menominee Nation. (5) Crownpoint Institute of Technology. (6) D-Q University. (7) Dine College. (8) Chief Dull Knife Memorial College. (9) Fond du Lac Tribal and Community College. (10) Fort Belknap College. (11) Fort Berthold Community College. (12) Fort Peck Community College. (13) Haskell Indian Nations University. (14) Institute of American Indian and Alaska Native Cul- ture and Arts Development. (15) Lac Courte Oreilles Ojibwa Community College. (16) Leech Lake Tribal College. 1 This table of contents is not part of the Act but is included for user convenience. -
ARP A2 TCCU Allocation Table (PDF)
Allocations Under the American Rescue Plan Act of 2021, pursuant to Section 314(a)(2) of the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 Institutional names are listed in alphabetical order. Once you find your institution’s name, scan to the far right of the chart to find your institution’s TCCU allocation. Information for HBCU, MSI, and SIP allocations are not included in this table. For information on how these allocation amounts were determined, refer to the “Methodology for Calculating Allocations Under the American Rescue Plan Act of 2021 pursuant to Section 314(a)(2) of the Coronavirus Response and Relief Supplemental Appropriations Act, 2021” document. Total Allocation OPEID School State 84.425K 02517500 Aaniiih Nakoda College MT $ 2,543,979.00 03066600 Bay Mills Community College MI $ 3,479,617.00 02510600 Blackfeet Community College MT $ 3,875,564.00 02236500 Cankdeska Cikana Community College ND $ 2,577,946.00 02545200 Chief Dull Knife College MT $ 2,767,713.00 03125100 College of Menominee Nation WI $ 2,586,141.00 04224900 College of the Muscogee Nation OK $ 3,263,744.00 00824600 Dine College AZ $ 10,176,741.00 03129100 Fond du Lac Tribal and Community College MN $ 2,678,425.00 02343000 Fort Peck Community College MT $ 3,502,183.00 02553700 Nueta Hidatsa Sahnish College ND $ 2,729,945.00 01043800 Haskell Indian Nations University KS $ 7,745,009.00 03461300 Ilisagvik College AK $ 2,197,333.00 02146400 Institute of American Indian and Alaska Native Culture and Arts Developm NM $ 4,107,587.00 04164700 -
Revised April 1, 2021; Accepted June 17, 2021; Electronically Published August 2, 2021 91
90 Empirical Article Volume 13, Issue 3 (2021), pp. 90-133 Journal of Comparative & International Higher Education DOI: 10.32674/jcihe.v13iSummer.3279 | https://ojed.org/jcihe Turtle Island (North America) Indigenous Higher Education Institutions and Environmental Sustainability Education Kelsey Leonarda* aUniversity of Waterloo, Canada ORCID 0000-0002-7531-128X *Correspondence: [email protected] ABSTRACT This article explores the environmental and sustainability programs of Indigenous Higher Education Institutions (IHEIs) in North America. There are 38 Tribal Colleges and Universities in the United States and 26 Indigenous post-secondary institutions in Canada. Deploying a critical discourse analysis, the study examines IHEI websites to document Indigenous environmental sustainability education (ESE) program offerings. The comparative analysis of IHEI programming in each national context finds that 41 out of 62 IHEIs in Canada and the United States have Indigenous ESE programs. Findings also indicate that ESE programs are more prevalent among IHEIs in the United States than in Canada. Moreover, IHEIs in the United States also offered greater diversity of program types, from certificates to graduate studies. The findings highlight the importance of IHEI environmental and sustainability education program design for centering Received October 1, 2020; revised April 1, 2021; accepted June 17, 2021; electronically published August 2, 2021 91 Indigenous Knowledge in higher education through Indigenous-controlled institutions. Keywords: Indigenous higher education, Indigenous Peoples, environmental education, North America, comparative discourse analysis INTRODUCTION Across Turtle Island (North America) there are more than 1,208 Indigenous Nations with historic and cultural connections to the land or territories on which they live (AFN, 2021; BIA, 2021). -
Sitting Bull College 2012-2014
SITTING BULL COLLEGE 2012-2014 9299 Highway 24 Fort Yates, ND 58538 ADMINISTRATIVE OFFICES (701) 854-8000 Administration (701) 854-3403 Student Center Fax (701) 854-8197 Science & Technology Center Fax (701) 854-7171 Family Support Center Fax (701) 854-2013 Entrepreneurial Center Fax (701) 854-3061 Transit Center Fax (701) 854-2345 Financial Center Fax (605) 823-4318 McLaughlin Site (605) 823-4982 McLaughlin Fax (605) 845-5762 Mobridge Site INSTRUCTIONAL SITES Fort Yates, North Dakota 58538 McLaughlin, South Dakota 57642 Mobridge, South Dakota 57601 For additional information contact [email protected] ACCREDITATION Sitting Bull College is accredited by The Higher Learning Commission: A Commission of the of North Central Association of Colleges and Schools, 230 South LaSalle Street, Suite 7-500, Chicago, Illinois, 60604-1413. Phone number (312) 263-0456; (800) 621-7440. Sitting Bull College is also a member of the American Indian Higher Education Consortium and the North Dakota Tribal College Association. College Colors: Blue & Silver College Mascot Name: Suns DISCLAIMER Terms, conditions, fees, course offerings, admissions, graduation requirements, college rules and regulations, college calendar and other regulations affecting the student body set forth in this bulletin are in accordance with information available at the time of publication. Sitting Bull College reserves the right to change these conditions when necessary. Therefore, this document should not be considered a contract between the student and the institution. 1 STATEMENT OF POLICY ON NON-DISCRIMINATION It is the policy of Sitting Bull College (SBC) to afford equal employment opportunities to all qualified individuals, without regard to their race, color, ancestry, religion, sex, sexual orientation, national origin, age, physical or mental disability, citizenship status, veteran status, gender identity or expression, or any other characteristic or status that is protected by federal, state or local law. -
South Dakota Space Grant Consortium South Dakota School of Mines & Technology Edward F
South Dakota Space Grant Consortium South Dakota School of Mines & Technology Edward F. Duke, Ph.D. (605) 394-1975 http://sdspacegrant.sdsmt.edu Grant Number NNX10AL27H PROGRAM DESCRIPTION The National Space Grant College and Fellowship Program consists of 52 state-based, university-led Space Grant Consortia in each of the 50 states plus the District of Columbia and the Commonwealth of Puerto Rico. Annually, each consortium receives funds to develop and implement student fellowships and scholarships programs; interdisciplinary space-related research infrastructure, education, and public service programs; and cooperative initiatives with industry, research laboratories, and state, local, and other governments. Space Grant operates at the intersection of NASA’s interest as implemented by alignment with the Mission Directorates and the state’s interests. Although it is primarily a higher education program, Space Grant programs encompass the entire length of the education pipeline, including elementary/secondary and informal education. The South Dakota Space Grant Consortium is a Capability Enhancement Consortium funded at a level of $660,000 for fiscal year 2010. PROGRAM GOALS Consortium Management: To ensure quality and fairness in all Consortium programs and alignment with the needs of NASA, the member and affiliate organizations, and the state of South Dakota. Fellowship/Scholarship: To administer a fellowship/scholarship program that offers educational and research opportunities to students from diverse backgrounds who are pursuing degrees in fields of science, technology, engineering, and mathematics (STEM) that align with NASA’s mission and those of SDSGC members and affiliates. Research Infrastructure: To promote the improvement of research programs and capabilities of Consortium members with an emphasis on the fields of aerospace, earth science, and supporting STEM disciplines.