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Montana University System AIMA American Indian and Minority Achievement & K-12 Partnerships AIMA We exist to: The Director serves as a liaison to Montana’s seven • Provide all Montanans with affordable access to excellent educational Tribal Colleges and opportunity. Provide for a seamless transition from K-12 to college and ensure represents the MUS in K-12 retention. partnership initiatives with • Increase academic engagement and achievement for minorities throughout high schools, including on or near reservation schools the MUS and the state. and the state Office of • Ensure our campuses are places that are welcoming and primed for student Public Instruction. success and at the same time make sure we are reaching current and future first generation college students. AIMA Council Appointed by the MUS Partnerships: Commissioner of Higher • The Office of the Commissioner of Higher Education has a presence in middle Education the Council and high schools across Montana through dual enrollment, Montana serves to examine the needs Educational Talent Search (ETS), Montana GEAR UP, Perkins, ACT and many of Montana’s American other initiatives ensuring that each has a linkage to Indian Country. Indian students and to identify best practices to • meet those needs and The AIMA Program works directly with two college access grants. mitigate barriers to • The Montana ETS Program has a $584,694 annual budget and serves educational attainment. 1287 students in 13 middle schools and their receiving high schools, providing college and career readiness services to students and their Montana Tribal Colleges families. • Aaniiih Nakoda College • The GEAR UP Program receives $3.5 million annually and provides • Blackfeet Community similar services to 18 middle schools and their receiving high schools, College 12 of which are on or near reservation schools. • Chief Dull Knife College • Fort Peck Community Goals: College 1) Grow the capacity of MUS administrators, faculty and staff to provide • Little Big Horn College culturally responsive instruction, counsel, outreach and student support • Salish Kootenai College 2) Increase Student Access • Stone Child College 3) Increase Student Retention For additional information 4) Increase Student Completion contact: 5) Improve Tribal College to MUS relations Angela McLean 6) Grow usage of American Indian Student Success Dashboard Director 7) Promote Indigenous Philosophy and understanding in relationships 560 N. Park Avenue Helena, MT 59620-3201 (406) 449-9131 [email protected] University of Montana-Montana State University-Montana Tech-University of Montana Western-Montana State University Billings-Northern Montana College MSU- Gallatin College MSU- Missoula College UM-Helena College UM- City College at MSU Billings-Great Falls College MSU-Highlands College of MT Tech-Bitterroot College Dawson Community College-Flathead Valley Community College-Miles City Community College Office of the Commissioner of Higher Education .

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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.
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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).
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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.
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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
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Request for Transmittal of Application Materials
REQUEST FOR TRANSMITTAL OF APPLICATION MATERIALS An $8 fee is due when this form is submitted. If you have never attended a participating Montana State University System institution, or if you have not attended one in the past five years, you may not use this form; you must complete and submit an Application for Admission. Provide the information below, print the form, sign it, and return it with the $8 fee to the Office of The Registrar. Student Name: Last, First Middle (and Previous Names): Date of Birth (mm/dd/yyyy): Student ID# or SSN#: Email Address: Phone Number(s): Current Mailing Address: City: State: Zip Code: State in which you How long have you Have you been outside Montana for more claim residency: lived in this state? than 30 days in the last 12 months? Yes No Are you registered Do you file Year of most recent to vote in Montana? Yes No Montana Taxes? Yes No Montana tax filing: County in which you How long have you How long have you lived at claim residency: lived in this County? your current address? Dawson Community College MSU - Bozeman University of Montana Institution Flathead Valley Community College MSU - Great Falls COT UM - Missoula COT You are Miles Community College MSU - Northern UM - Helena COT Transferring to (check one): MSU - Billings Montana Tech of the UM UM - Western MSU - Billings COT Montana Tech of the UM COT Expected Enrollment Intended Degree Term (Spring, Summer, Fall) & Year: & Major: Use back of this form if extra writing space is needed for any answers below Have you ever been convicted of a felony
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Montana AHEC Regions Montana Participates in Three Professional Student for More Information: (406) 994-6003 Exchange Programs That Offer Educational
WWAMI and WICHE Programs Montana AHEC Regions Montana participates in three professional student For more information: (406) 994-6003 exchange programs that offer educational SHERI DAN opportunities at specific, out-of-state professional Blackfeet DANIELS Indian Reservation BLAINE LINCOLN FLATHEAD programs in select fields of study that are not HILL LIBERTY TOOLE available in Montana: WICHE Professional Student GLACIER ROOSEVELT Fort Peck Rocky Boy Indian Reservation Fort Belknap PONDERA Indian Reservation Exchange (PSEP), WWAMI Medical Education Indian Reservation PHILLIPS VALLEY Program, and the Minnesota Dental Program. RICHLAND SANDERS Flathead TETON LAKE CHOUTEAU MCCONE Indian Reservation WICHE (Western Interstate Commission for Higher DAWSON Education) supports fields of study for Montana CASCADE GARFIELD LEWIS AND CLARK FE RGUS MINERAL PETROLEUM residents including: allopathic medicine (MD), JUDITH BASIN MISSOULA WIBAUX osteopathic medicine (DO), veterinary medicine, PRAIRIE MEAGHER POWELL dentistry, optometry, occupational therapy, and MUSSELSHELL WHEATLAND GRANITE GOLDEN FALLON podiatry. WWAMI (a cooperative program of VALLEY ROSEBUD TREASURE RAVALLI BROADWATER the University of Washington School of Medicine DEER CUSTER LODGE SILVER JEFFERSON BOW YELLOWSTONE and the states of Wyoming, Alaska, Montana SWEET GRASS GALLATIN CARTER STILLWATER BIG HORN and Idaho) is a program specific to allopathic PARK POWDER RIVER Northern Cheyenne MADISON medicine and the Minnesota Dental Program is Indian Reservation BE AVERHEAD specific to the field of dentistry. CARBON Crow Indian Reservation Through these exchange programs, sending Eastern Montana AHEC Region, Billings states like Montana pay a support fee on behalf North Central Montana AHEC Region, Fairfield of each funded student which helps to provide South Central Montana AHEC Region, Dillon access to professional school and covers a Western Montana AHEC Region, Missoula AHEC (Area Health Education Center) Mission: portion of the cost of education.
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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
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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.
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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
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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.
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How to File a Complaint
Notification of Montana University System Complaint Process In October 2010, the United States Department of Education released new regulations known as the “Program Integrity” rules, which are intended to address concerns relating to the integrity of academic programs offered by postsecondary educational institutions and authorized under Title IV of the Higher Education Act (HEA), as amended. As part of those new rules, each state must have in place a process for receiving, reviewing, and responding to complaints concerning post-secondary educational institutions delivering educational services in that state, and each institution must inform students how to initiate complaints in the state where the student receives instruction. This notification provides information on the complaint process available to students of the Montana University System and to students receiving instruction in the State of Montana. Pursuant to Mont. Code Ann. § 20-25-201 and Title 20, Chapter 15 Mont. Code Ann., the designated units of the Montana University System and the duly organized community college districts in the State of Montana are legally authorized to provide postsecondary education in the State of Montana. Together, these fourteen entities form the group of public postsecondary educational institutions in the State of Montana, all of which are under the authority and control of the Board of Regents of the Montana University System. Those institutions are as follows: Montana State University – Bozeman Montana State University – Billings City
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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).
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