DOCSLIB.ORG

Degree Programs at Tribal Colleges and Universities 2019-2020 Table of Contents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Degree Programs at Tribal Colleges and Universities 2019-2020 Table of Contents TRIBAL COLLEGE JOURNAL DEGREE PROGRAMS AT TRIBAL COLLEGES AND UNIVERSITIES 2019-2020 TABLE OF CONTENTS Introduction.........................................................3 Little Priest Tribal College.......................................26 Aaniiih Nakoda College..................................4 Navajo Technical University...................................27 Bay Mills Community College......................5 Nebraska Indian Community College...............29 Blackfeet Community College....................7 Northwest Indian College.......................................30 Cankdeska Cikana Community Nueta Hidatsa Sahnish College............................32 College....................................................................8 Oglala Lakota College...............................................33 Chief Dull Knife College.................................9 Red Lake Nation College.........................................35 College of Menominee Nation...................10 Saginaw Chippewa Tribal College......................36 College of the Muscogee Nation...............11 Salish Kootenai College...........................................37 Diné College.......................................................12 Sinte Gleska University.............................................39 Fond du Lac Tribal and Community College..................................................................14 Sisseton Wahpeton College...................................41 Fort Peck Community College...................16 Sitting Bull College....................................................42 Haskell Indian Nations University............17 Southwestern Indian Polytechnic Institute...........................................................................44 Iḷisaġvik College................................................18 Stone Child College...................................................45 Institute of American Indian Arts...........20 Tohono O'odham Community College.............46 Keweenaw Bay Ojibwa Community College..................................................................21 Turtle Mountain Community College................48 Lac Courte Oreilles Ojibwa United Tribes Technical College..........................50 Community College.......................................23 White Earth Tribal and Community Leech Lake Tribal College...........................24 College..............................................................................51 Little Big Horn College.................................25 About Tribal College Journal.................................52 INTRODUCTION Tribal Colleges and Universities (TCUs) are leading the nation in producing a highly educated and skilled Native workforce. They are unique institutions that combine personal attention with cultural relevance, encouraging American Indians to succeed in higher education and beyond. They admit students wherever they are on the education continuum, and because of their commitment to providing opportunities to all Native students, tuition rates are among the lowest in the nation. Tribal college students are well prepared to pursue rewarding careers and many graduate free of student debt. Currently, there are 35 accredited TCUs in North America, operating 75 campuses in 16 states. They offer nearly 600 awards, endorsements, diplomas, certificates, apprenticeships, and degree programs. Sixteen TCUs offer baccalaureate programs and five have master’s degree programs. Serving more than 15,000 students and 100,000 community members annually, they provide access to higher education for more than 80% of Indian Country. American Indians comprise approximately 86% of the student body at TCUs and 44% of the faculty. As public institutions of higher education, TCUs are chartered by their respective tribes or by the federal government. Their mission is to protect and sustain tribal lands, languages, cultures, and sovereignty and to restore identity and pride in each one of their students. In addition to their academic programs, TCUs provide job training, and technical and vocational education to prepare students for the workforce. TCUs enhance their communities through after-school reading programs, language instruction, gardening classes, firefighter certification, computer literacy courses, health and wellness classes, and many other extended learning opportunities. Perhaps most importantly, TCUs are vibrant community hubs that bring people together, working to uplift Native nations. TRIBAL COLLEGE JOURNAL 3 AANIIIH NAKODA COLLEGE Degrees and Certificates: Location (s): Harlem, Montana Associate of Arts Established: American Indian Studies 1984 Business Chartering Tribe(s): Early Childhood Education The Fort Belknap Indian Community Education Address: Chemical Dependency Counseling 269 Blackfeet Ave. Human Services Harlem, MT 59526 Liberal Arts Phone: (406) 353-2607 Associate of Applied Science Website: Carpentry www.ancollege.edu Welding On Campus Student Housing: No Associate of Science Annual In-State Tuition: Allied Health $2,410 Computer Information Systems Environmental Science Nursing Certificate Carpentry Health Science Tribal Management Welding TRIBAL COLLEGE JOURNAL 4 BAY MILLS COMMUNITY COLLEGE Degrees and Location(s): Certificates: Brimley, Michigan Established: Associate of Arts 1984 Business Administration Chartering Tribe(s): Computer Information Systems - Bay Mills Indian Community Technology Address: Construction Technology 12214 West Lakeshore Dr. Criminal Justice Brimley, MI 49715 Early Childhood Education Phone: Education (906) 248-3354 General Studies Website: Great Lakes Native American Studies www.bmcc.edu Health and Fitness Student Housing: Liberal Arts No Office Administration Annual In-State Tuition: Social Science $3,370 Associate of Science General Studies Bachelor of Arts Early Childhood Education TRIBAL COLLEGE JOURNAL 5 BAY MILLS COMMUNITY COLLEGE (CON'T) Certificate Construction Technology Corrections Early Childhood Education - Child Development Associate EMT - Basic EMT - Specialist General Studies - MACRAO/MTA Health Science Medical Coding and Billing Medical Office Natural Science Nishnaabemwin Immersion -Instructor Pane Nishnaabemwin Language -Instructor Institute Paramedic Diploma Nishnaabemwin Pane Immersion TRIBAL COLLEGE JOURNAL 6 BLACKFEET COMMUNITY COLLEGE Degrees and Certificates: Location(s): Browning, Montana Associate of Arts Established: Addiction Studies 1974 Behavioral Health Chartering Tribe(s): Liberal Studies Blackfeet Nation Piikani Studies and Language Address: Psychology 504 SE Boundary St. Social Work Browning, MT 59417 Phone: Associate of Applied Science (406) 338-5441 Early Childhood Education Website: www.bfcc.edu Associate of Science Student Housing: Accounting No Business Management Annual In-State Tuition: Criminal Justice Legal Studies $3,370 Elementary Education Environmental Studies Health Science Hydrology Technician Nursing Pre-Engineering Certificate Agri-Business Behavioral Health Aide Blackfeet Legal Studies Early Childhood Development Geographical Information Systems Hydrology Technician Aide Records Information Management TRIBAL COLLEGE JOURNAL 7 CANKDESKA CIKANA COMMUNITY Degrees and COLLEGE Certificates: Associate of Arts Dakota Studies Location(s): Business Administration Fort Totten, North Dakota Early Childhood Education Established: Liberal Arts 1974 Social Work Chartering Tribe(s): Spirit Lake Dakota Nation Associate of Applied Science Address: Fine Arts 214 First Ave. Graphic Arts Fort Totten, ND 58335 Automotive Technology Phone: Computer Application (701) 766-4415 Office Technology Website: Construction Management www.littlehoop.edu Professional Driving Student Housing: No Associate of Science Annual In-State Tuition: Natural Resource Management $3,300 Health, Physical Education, Recreation Pre-Nursing Pre-Engineering Certificate Office Technology Carpentry Finish Carpentry Professional Driving TRIBAL COLLEGE JOURNAL 8 CHIEF DULL KNIFE COLLEGE Degrees and Certificates: Location(s): Lame Deer, Montana Associate of Arts Established: General Studies 1975 Chartering Tribe(s): Associate of Applied Science Northern Cheyenne Tribe Business Management Address: Administrative Assistant One College Dr. Lame Deer, MT 59043 Certificate Phone: Office Assistant (406) 477-6215 Website: www.cdkc.edu Student Housing: No Annual In-State Tuition: $1,960 TRIBAL COLLEGE JOURNAL 9 COLLEGE OF Degrees and MENOMINEE Certificates: NATION Associate of Arts and Science Accounting Location(s): Biological and Physical Sciences Keshena and Green Bay, Wisconsin Business Administration Established: Public Administration 1993 Digital Media Address: Early Childhood Education N172 State Hwy. 47/55 Natural Resources Keshena, WI 54135 Liberal Studies/Humanities Chartering Tribe(s): Liberal Studies/Social Science Menominee Indian Tribe of Wisconsin Pre-Engineering Phone: Substance Abuse Counselor (715) 799-5600 Pre-Engineering Technology Website: www.menominee.edu Bachelor of Arts Student Housing: Public Administration No Education Annual In-State Tuition: $6,200 Bachelor of Science Business Administration Early Childhood/Middle Childhood Education Technical Diploma Computer Numerical Control Machinist Electricity Welding Business Office Technician TRIBAL COLLEGE JOURNAL 1 0 COLLEGE OF THE MUSCOGEE Degrees and NATION Certificates: Location(s): Associate of Arts Okmulgee, Oklahoma Native American Studies Established: 2004 Associate of Applied Science Chartering Tribe(s): Police Science Muscogee (Creek) Nation Gaming
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]
  • 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]
  • 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]
  • 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.
    [Show full text]
  • Issksiniip Project, Blackfeet Community College
    Health Professions Opportunity Grant Issksiniip Project Blackfeet Community College Robin BearChild, Issksiniip Project Coordinator Katelin Conway, Issksiniip Project Placement Counselor Health Professions Opportunity Grant Improving the Health of Our Nation • Funded by the United States Department of Health and Human Services • Target Population- TANF and other low-income individuals • Provide opportunity for participants to obtain education and training for occupations in the healthcare field • “Issksiniip”- knowing is active participation with the world and the ability to make reference to past experiences and to contextualize them in a system of meanings to make sense of present experiences and formulating the basis for decision making Goals & Objectives Improved Health Care Employment Education Conceptual Framework • Tribal Program Administration Tribal HPOG • Educational Attainment • Strategic Partnerships Programs •Educational Institutions • Employment •Tribal & Community Social Services •TANF State Agency • Employability- related •Workforce Investment Boards •Training & education programs outcomes • Leveraged Resources •Student & Family Education & Engagement •Supportive & Cultural Services Participant Infrastructure •Employment & Employability Outcomes Related Activities Blackfeet Community College Issksiniip Project • Located in Browning, MT on the Blackfeet Reservation • Tribally Controlled Community College • Establsihed in 1972 • Health Profession Degrees and Certificate Programs • 2-Year Degrees • Allied Health, Health and
    [Show full text]