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. Current Class Schedule, Spring Semester 2014

II. Additional Support Documentation (Provided through text hyperlinks and online Moodle site)

A. Academic Program and General Education Assessment Reports (2011-2013) B. Academic Program Assessment Manual C. Administrator and Student Services Staff Position Descriptions D. Administrator and Student Services Staff Resumes E. Agendas and Minutes from Board of Directors’ Meetings (2011-2013) F. Annual Reports (2009-2011) G. Articles of Incorporation (1983, amended 2011) H. Board of Directors Policies and Procedures Manual I. Board of Directors Self-Evaluation Report i

J. Bookstore Policies K. By-Laws of Fort Belknap College, Incorporated (amended 2001) L. Campus Map M. Campus Master Plan N. Campus Safety and Security Report (2013) O. Catalog, 2013-2014 P. Community Educational Needs Assessment: Summary of Results, 2009 Q. Curriculum Committee Meeting Minutes (2011-2013) R. Emergency Action Plan and Emergency Protocol Manual S. External Auditors’ Reports (2011-2013) T. Faculty Handbook U. Faculty Publications, Research Projects and Continuing Graduate Studies (2011-2014) V. Faculty Resumes W. Finance Policies and Procedures Manual X. Hazardous Waste Policy and Science Laboratory Safety Manual Y. Information Technology Policy and Procedure Handbook Z. Institutional Review Board Guidebook AA. Internet Policy BB. Library Collection Data CC. Library Collection Management Policy DD. Library External Evaluator Report (2009) EE. Library Patron Survey Results FF. Library Patron Usage Data GG. Long-Term Budget Forecasts (2012-2014) HH. Memorandum of Agreement (sample) II. Noel-Levitz Student Satisfaction Inventory (Blank) JJ. Organizational Chart KK. Personnel Policies and Procedures Manual LL. Physical Plant Policy Manual MM. Policy Standards for Information Technology: A Handbook for Employees and Students NN. Professional Development Service Agreement (Blank) OO. Scholarship Funds (2012-2013) PP. Social Media Handbook QQ. Staff Evaluation Instruments (Blank) RR. Strategic Plan, 2013-2015 SS. Student Handbook TT. Student Orientation Schedule (Fall Semester 2013) UU. Student Senate Constitution and Bylaws VV. Subaward Agreement with Intellectual Property Rights Conditions (sample) WW. Subcontract Award Agreement (sample) XX. Year One Peer-Evaluation Report YY. Year One Self-Evaluation Report

I. Institutional Overview

Aaniiih Nakoda College (ANC) is a tribally controlled community college located on the Fort Belknap Indian Reservation in northcentral Montana. The college was chartered in 1983 by the Fort Belknap Indian Community Council (FBICC), which serves as the governing body of the Aaniinen (White Clay People, also known as Gros Ventre) and Nakoda (Assiniboine) tribes of the Fort Belknap reservation. Originally established as Fort Belknap College, the college officially changed its name to Aaniiih Nakoda College in an historic ceremony that took place on September 21, 2011.

Prior to 1983, Aaniiih Nakoda College operated as the Fort Belknap Resident Center of the College of Great Falls (1980-1982) and as a satellite campus of Chief Dull Knife College in Lame Deer, Montana (1982-1983). After receiving its official charter from the Fort Belknap Indian Community Council, ANC operated as a branch of Salish Kootenai College in Pablo, Montana, until 1987, when the college gained candidacy status to pursue accreditation. In 1993, Aaniiih Nakoda College gained accreditation through the Northwest Commission on Colleges and Universities. ANC’s accreditation was most recently reaffirmed in August 2011, following the college’s Year One Evaluation in spring 2011.

Aaniiih Nakoda College offers associate degrees in twelve areas of study. ANC offers Associate of Arts (A.A.) degrees in eight areas of study: American Indian Studies, Business, Business Technology, Early Childhood Education, Elementary Education, Human Services, Liberal Arts, and Psychology. The college offers Associate of Science (A.S.) degree programs in three areas of study: Allied Health, Computer Information Systems and Integrated Environmental Science. It also offers an Associate of Applied Science (A.A.S.) degree in Carpentry. In addition to these twelve associate degree programs, ANC offers one-year Certificates of Completion in Carpentry, Health Science, Natural Resources-Water Quality, Tribal Management and Welding. The college employs 17 full-time and six part-time instructors. Thirty-five percent of the college’s full-time faculty members are American Indian, and 48 percent of all faculty (full-time and part-time) are American Indian.

During the 2012-2013 academic year, ANC served a total of 494 students (duplicated head count). Eighty-four percent of ANC students are American Indian. Among Indian students at the college, 91 percent are enrolled members of the Aaniinen and Nakoda nations. The great majority of students live on the Fort Belknap Indian Reservation. Those students living off the reservation live in the neighboring towns of Harlem (3 miles northwest), Chinook (25 miles west), Dodson (30 miles east), and Havre (50 miles west). Most ANC students are high school graduates and first generation college students. Sixty percent of ANC students are female. The majority of students are single and many support dependent children. The average student age is approximately 23 years old, which is comparable to the national average. The overwhelming majority of students are low income (defined as membership in a family whose income is less than 50 percent of the poverty level), with 95 percent of students qualifying for federal financial aid.

The characteristics of ANC’s student body presented in the previous paragraph reflect those of the Fort Belknap Indian Reservation. The Aaniiih and Nakoda people of Fort Belknap are joined together as the Fort Belknap Indian Community, which was organized in 1934 under the Indian Reorganization Act. The total tribal enrollment is 7,000, and 2,851 enrolled tribal members live on the 675,147 acre reservation. Most residents live in the communities of Fort Belknap Agency, Hays and Lodgepole. Aaniiih Nakoda College is located at Fort Belknap Agency, which serves as the major residential community on the northern end of the reservation. Hays (35 miles south of Fort Belknap Agency) and Lodgepole (40 miles southeast) are the major residential communities on the southern end of the reservation. In addition, approximately 1,000 tribal members live off the reservation in the nearby communities of Harlem, Chinook, Dodson, and Havre.

The resident population of the Fort Belknap Indian Reservation is, on average, very young, with 41 percent under the age of 20 (compared to only 25.3 percent for the state of Montana). The reservation also is extremely rural, with a population density of 2.5 persons per square mile, compared to a national average of 87.4 persons per square mile. Economically, Fort Belknap ranks among the poorest areas in Montana and the United States. 1

According to the Bureau of Indian Affairs Labor Force Report, Fort Belknap’s average annual unemployment rate is 70 percent. The median household income on the reservation is $32,778, which is $12,678 below the median household income for the state of Montana.

The Fort Belknap Indian Community Council chartered Aaniiih Nakoda College on November 7, 1983, as a public, non-profit corporation for the purpose of providing postsecondary educational opportunities for residents of the Fort Belknap Indian Reservation and surrounding communities. College founders recognized that off- reservation educational opportunities available at that time were not adequately meeting the needs and interests of the vast majority of Fort Belknap community members. They envisioned Aaniiih Nakoda College as a tool to help rectify more than 100 years of substandard education, address generations of economic depression and associated social ills, and provide for the maintenance and revitalization of Aaniiih and Nakoda cultures. In keeping with this vision, they established Aaniiih Nakoda College to provide quality postsecondary education in a manner that would effectively address local needs and interests, reflect the lifeways and world views of the Aaniinen and Nakoda tribes, and create an educational environment that would encourage and facilitate the success of students drawn from the Fort Belknap Indian Reservation and surrounding communities. These founding purposes are clearly reflected in Aaniiih Nakoda College’s mission, goals and core themes. Aaniiih Nakoda College is governed by an Indian-majority board of directors made up of six community members who represent the following constituencies: River District Gros Ventre, River District Assiniboine, Mountain District Gros Ventre, Mountain District Assiniboine, non-member residents and ANC student government.

II. BASIC INSTITUTIONAL DATA FORM

NORTHWEST COMMISSION ON COLLEGES AND UNIVERSITIES

BASIC INSTITUTIONAL DATA FORM

Information and data provided in the institutional self-evaluation are usually for the academic and fiscal year preceding the year of the evaluation committee visit. The purpose of this form is to provide Commissioners and evaluators with current data for the year of the visit. After the self-evaluation report has been finalized, complete this form to ensure the information is current for the time of the evaluation committee visit. Please provide a completed copy of this form with each copy of the self-evaluation report sent to the Commission office and to each evaluator.

To enable consistency of reporting, please refer to the glossary in the 2003 Accreditation Handbook for definitions of terms. Institution: Aaniiih Nakoda College Address: P.O. Box 159 City, State, ZIP: Harlem, Montana 59526

Degree Levels Offered: Doctorate Masters Baccalaureate X Associate Other

If part of a multi-institution system, name of system: NA

Type of Institution: Comprehensive Specialized Health-centered Religious-based

X Native/Tribal Other (specify)

Institutional control: Public City County State Federal X Tribal

Private/Independent ( Non-profit For Profit)

Institutional calendar: Quarter X Semester Trimester 4-1-4 Continuous Term

Other (specify)

Specialized/Programmatic accreditation: List program or school, degree level(s) and date of last accreditation by an agency recognized by the United States Department of Education. (Add additional pages if necessary.)

Program or School Degree Level(s) Recognized Agency Date

None

Revised February 2011

Full-Time Equivalent (FTE) Enrollment (Formula used to compute FTE: Total Credits divided by 12 Official Fall 2013 (most recent year) FTE Student Enrollments Current Year One Year Prior Two Years Prior Classification Dates: 10/15/2013 Dates: 10/15/2012 Dates: 10/15/2011 Undergraduate 169.58 193.42 180.66 Graduate 0 0 0 Professional 0 0 0 Unclassified 4.58 9.92 14.33 Total all levels 174.16 203.34 194.99

Full-Time Unduplicated Headcount Enrollment. (Count students enrolled in credit courses only.) Official Fall 2013 (most recent year) Student Headcount Enrollments Current Year One Year Prior Two Years Prior Classification Dates: 10/15/2013 Dates: 10/15/2012 Dates: 10/15/2011 Undergraduate 184 233 269 Graduate Professional Unclassified 55 102 117 Total all levels 239 335 386

Numbers of Full-Time and Part-Time Instructional and Research Faculty & Staff and Numbers of Full-Time (only) Instructional and Research Faculty & Staff by Highest Degree Earned. Include only professional personnel who are primarily assigned to instruction or research. Total Number Number of Full Time (only) Faculty and Staff by Highest Degree Earned Full Part Less than Rank Associate Bachelor Masters Specialist Doctorate Time Time Associate Professor Associate Professor Assistant Professor Instructor 17 4 9 4 Lecturer and Teaching Assistant Research Staff and Research Assistant Undesignated Rank

Mean Salaries and Mean Years of Service of Full-Time Instructional and Research Faculty and Staff. Include only full-time personnel with professional status who are primarily assigned to instruction or research.

Rank Mean Salary Mean Years of Service Professor Associate Professor Assistant Professor Instructor $45,324,45 6.03

Lecturer and Teaching Assistant Research Staff and Research Assistant Undesignated Rank

Financial Information. Complete each item in the report using zero where there is nothing to report. Enter figures to the nearest dollar. Auxiliary and service enterprises of the institution (housing, food service, book stores, athletics, etc.) should be included. The institution’s audit materials should be an excellent reference for completing the report.

Fiscal year of the July-June institution: Reporting of income: Accrual Basis Yes Accrual Basis Reporting of expenses: Accrual Basis Yes Accrual Basis

BALANCE SHEET DATA

Last Completed One Year Prior to Two Years Prior to Last ASSETS FY Last Completed FY Completed FY Dates:06/30/2013 Dates:06/30/2012 Dates:08/31/2011 CURRENT FUNDS Unrestricted Cash 273,308 201,666 1,040,750 Investments 0 6,647 6,423 Accounts receivable gross 207,197 212,417 210,194 Less allowance for bad debts (191,439) (181,568) (180,430) Inventories 130,892 125,463 122,603 Prepaid expenses and deferred charges 85,604 63,486 51,820 Other (identify) 0 0 0 Due from 0 0 0 Total Unrestricted 505,562 428,111 1,251,360 Restricted Cash 201,330 259,522 426,247 Investments 0 0 0 Other (identify) 0 0 0 Due from 236,222 31,040 0 Total Restricted 437,552 290,562 426,247 TOTAL CURRENT FUNDS 943,114 718,673 1,677,607 ENDOWMENT AND SIMILAR FUNDS Cash 0 20 0 Investments 1,449,948 1,303,665 1,152,682 Other (identify) 0 0 0 Due from 0 0 0 TOTAL ENDOWMENT AND SIMILAR FUNDS 1,449,948 1,303,685 1,152,682 PLANT FUND Unexpended 0 0 0 Cash 0 0 0 Investments 0 0 0 Other (identify) 0 0 0 Total unexpended 0 0 0 Investment in Plant Land 0 0 0 Land improvements 588,034 239,741 0 Buildings 9,192,226 5,887,754 5,898,697 Equipment 2,074,012 1,874,359 1,879,530 Library resources 0 0 0

Other (Construction in progress) 676,102 3,179,914 1,776,673 Other (Artwork) 7,380 7,380 7,380 Total investments in plant 12,537,754 11,189,148 9,562,280 Due from 0 0 0 Other plant funds (Accumulated Depreciation) 3,288,743 2,884,626 2,890,991 TOTAL PLANT FUNDS 9,249,011 8,304,522 6,671,289 OTHER ASSETS (IDENTIFY) 0 0 0 TOTAL OTHER ASSETS 0 0 0 TOTAL ASSETS 11,642,073 10,326,880 9,501,578 BALANCE SHEET DATA (continued)

Last Completed One Year Prior to Two Years Prior to Last LIABILITIES FY Last Completed FY Completed FY Dates:06/30/2013 Dates:06/30/2012 Dates:08/31/2011 CURRENT FUNDS Unrestricted Accounts payable 50,611 48,228 40,782 Accrued liabilities 5,000 5,000 6,811 Students’ deposits 0 0 0 Deferred credits 0 0 0 Other liabilities (identify) 0 0 0 Due to 0 0 0 Fund balance 449,951 374,883 1,156,277 Total Unrestricted 505,562 428,111 1,203,870 Restricted Accounts payable 72,388 290,562 240,143 Other (Deferred revenue) 365,164 0 186,104 Due to 0 0 0 Fund balance 0 0 0 Total Restricted 437,552 290,562 426,247 TOTAL CURRENT FUNDS 943,114 718,673 1,630,117 ENDOWMENT AND SIMILAR FUNDS Restricted 1,449,948 1,303,685 1,152,682 Quasi-endowed 0 0 0 Due to 0 0 0 Fund balance 0 0 0 TOTAL ENDOWMENT AND SIMILAR FUNDS 1,449,948 1,030,685 1,152,682 PLANT FUND Unexpended 0 0 0 Accounts payable 0 0 0 Notes payable 0 0 0 Bonds payable 0 0 0 Other liabilities (identify) 0 0 0 Due to 0 0 0 Fund balance 9,249,011 8,304,522 6,671,289 Total unexpended 9,249,011 8,304,522 6,671,289 Investment in Plant Notes payable 0 0 0 Bonds payable 0 0 0 Mortgage payable 0 0 0

Other liabilities (identify) 0 0 0 Due to 0 0 0 Other plant fund liabilities (identify) 0 0 0 TOTAL INVESTMENTS IN PLANT FUND 9,249,011 8,304,522 6,671,289 OTHER LIABILITIES (COMP ABSENCES) 51,847 57,612 47,490 TOTAL OTHER LIABILITIES 0 0 0 TOTAL LIABILITIES 545,010 401,402 521,330 FUND BALANCE 11,097,063 9,925,478 8,980,247

CURRENT FUNDS, REVENUES, EXPENDITURES, AND OTHER CHANGES

One Year Prior to Two Years Prior to Last Last Completed FY REVENUES Last Completed FY Completed FY Dates:06/30/2013 Dates:06/30/2012 Dates:08/31/2011 Tuition and fees 331,612 341,842 286,722 Federal appropriations 1,155,090 0 1,291,220 State appropriations 37,882 29,768 55,248 Local appropriations 0 0 0 Grants and contracts 6,604,970 6,288,340 5,255,186 Endowment income (Unrealized gain or 161,564 142,746 22,149 loss) Auxiliary enterprises 168,433 164,740 233,355 Other (indirect cost reimb, misc) 520,775 277,373 237,884 8,980,326 7,244,809 7,381,764 EXPENDITURE & MANDATORY TRANSFERS Educational and General Instruction 2,375,950 1,602,284 1,448,828 Research 150,974 108,256 124,529 Public services 330,267 272,172 257,270 Academic support 121,923 185,173 248,463 Student services 256,792 265,181 335,742 Institutional support 1,912,036 1,449,385 1,491,448 Operation and maintenance of plant 482,270 404,752 439,526 Scholarships and fellowships 1,151,639 1,313,065 1,541,996 Other (indirect cost reimb, misc) 414,629 240,046 224,435 Mandatory transfers for: 0 0 0 Principal and interest 0 0 0 Renewal and replacements 0 0 0 Loan fund matching grants 0 0 0 Other (identify) 0 0 0 Total Educational and General 7,196,480 5,840,314 6,112,237

Auxiliary Enterprises Expenditures 208,408 157,177 241,013 Mandatory transfers for: 0 0 0 Principal and interest 0 0 0 Renewals and replacements 0 0 0 Total Auxiliary Enterprises 208,408 157,177 241,013 TOTAL EXPENDITURE & MANDATORY TRANSFERS 7,404,888 5,997,491 6,353,250 OTHER TRANSFERS AND ADDITIONS/DELETIONS 1,354,107 1,925,199 1,005,201 (Capital outlay) EXCESS [deficiency of revenues over 221,331 (677,881) 23,313 expenditures and mandatory transfers (net change in fund balances)]

INSTITUTIONAL INDEBTEDNESS

Last Completed FY One Year Prior to Two Years Prior to Last TOTAL DEBT TO OUTSIDE PARTIES Dates:06/30/2013 Last Completed FY Completed FY

Dates:06/30/2012 Dates:08/31/2011 For Capital Outlay 0 0 0 For Operations 0 0 0

Domestic Off-Campus Degree Programs and Academic Credit Sites: Report information for off-campus sites within the United States where degree programs and academic coursework is offered. (Add additional pages if necessary.)

Degree Programs – list the names of degree programs that can be completed at the site. Academic Credit Courses – report the total number of academic credit courses offered at the site. Student Headcount – report the total number (unduplicated headcount) of students currently enrolled in programs at the site. Faculty Headcount – report the total number (unduplicated headcount) of faculty (full-time and part-time) teaching at the site.

PROGRAMS AND ACADEMIC CREDIT OFFERED AT OFF-CAMPUS SITES WITHIN THE UNITED STATES

Location of Site Academic Student Faculty Name Degree Programs Credit Headcount Headcount City, State, ZIP Courses None

Programs and Academic Courses Offered at Sites Outside the United States. Report information for sites outside the United States where degree programs and academic credit courses are offered, including study abroad programs and educational operations on military bases. (Add additional pages if necessary.)

PROGRAMS AND ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES

Location of Site Academic Student Faculty Name Degree Programs Credit Headcount Headcount City, State, ZIP Courses None

III. Preface

A. Brief update on institutional changes since the last report

Aaniiih Nakoda College has made several major institutional changes since it submitted its Year One Self-Evaluation Report on February 25, 2011.

Name Change

On September 21, 2011, the college officially changed its name to Aaniiih Nakoda College.

Personnel

In August 2012, the college hired Ms. Carmen Taylor to serve as Dean of Academic Affairs. Ms. Taylor also serves as ANC’s Accreditation Liaison Officer.

The number of full-time faculty at ANC has increased by 31 percent, from 13 to 17.

Fifteen ANC staff and faculty have obtained advanced degrees with support from the college’s professional development program.

Programs

ANC began offering an Associate of Applied Science (A.A.S.) degree in Carpentry (Fall 2013) and one- year certificate programs in Health Science (Fall 2011) and Welding (Fall 2013). In spring 2012, the college’s Natural Resources A.S. degree program was revised and re-named Integrated Environmental Science.

ANC established short-term training courses in Certified Nursing Assistant (CNA), Phlebotomy, Basic Emergency Medical Technician (Basic-EMT), Hazardous Waste Operations and Emergency Response (HazWOPER), Hazardous Materials Handling (HazMat), and Commercial Drivers License (CDL).

ANC adopted a Fresh Start Policy (Spring 2012). Under this policy, students may erase a maximum of one semester or quarter of previous coursework at ANC. Coursework remains on the student’s academic record, but credits and grades are not carried forward on the student’s cumulative grade point average. Restrictions and conditions apply.

ANC became a state-certified test site for HiSET (formerly GED) examinations (Spring 2012) and CNA licensure exams (Fall 2012).

Facilities

ANC has upgraded its campus facilities in a manner consistent with the long-range campus master plan developed in 2006. Specifically, the college has (1) added an Allied Health Simulation Laboratory to Wiyukja Wicoti (Technology Center) (Fall 2011), (2) completed a comprehensive campus landscaping project (Summer 2012), (3) constructed a 13,630 square foot workforce training center named Returning Buffalo (Fall 2012), and (4) added two classrooms to the Ekib-Tsah-ah-Tsik (Sitting High) Cultural Center (Summer 2013).

Finances

In 2012, ANC changed its fiscal year calendar so that the fiscal year would more closely coincide with the academic year calendar. Previously, the college’s fiscal year began September 1 and ended August 31. As of 2012, the fiscal year begins July 1 and ends June 30. As a result of this change, fiscal year 2012 was only ten months long, as reflected in that year’s independent auditors’ report.

B. Response to topics previously requested by the Commission

Aaniiih Nakoda College submitted its Year One Self-Evaluation Report on February 25, 2011. A three- member evaluation team reviewed the report and prepared a Year One Peer-Evaluation Report for the Commission between March 1 and May 20, 2011. While the report made a number of very helpful suggestions for strengthening several of the indicators and outcomes used to measure the achievement of core theme objectives, goals and mission fulfillment, no formal recommendations were listed at the conclusion of the report. Rather, the evaluation team concluded by suggesting that “the college examine the above-mentioned points and make improvements for the Year Three Peer Evaluation and visit.” In August 2011, the Commission voted to reaffirm Aaniiih Nakoda College’s accreditation on the basis of the spring 2011 Year One Evaluation. No corrective actions or additional progress reports were requested at that time.

IV. Updated Chapter One: Mission, Core Themes, and Expectations

A. Executive Summary of Eligibility Requirements 2 and 3

ER2. Authority

Aaniiih Nakoda College was originally chartered as Fort Belknap College by the Fort Belknap Indian Community Council as a not-for-profit institution of postsecondary education on November 7, 1983. The college is authorized to operate and grant degrees by the governing board of Aaniiih Nakoda College, Inc. The college officially changed its name to Aaniiih Nakoda College on September 21, 2011.

ER3. Mission and Core Themes

Aaniiih Nakoda College conducts an annual review of institutional mission and core themes during its summer retreat, which is attended by board members, staff and faculty. The most recent review occurred at the summer retreat held on August 23, 2013. At that time, college personnel agreed that ANC’s current mission and core themes continue to reflect the original intentions of the college founders, while providing concise and straightforward statements that effectively guide the development and implementation of the institution’s educational programs and services. As such, no changes were made.

ANC’s mission statement has remained unchanged since October 8, 1998. In 2010, college personnel began the process of identifying core themes that represent the essential elements of the college’s mission and, together, reflect the sum total of the institution’s mission and purpose. Core themes were approved by the President’s Executive Team on October 6, 2010, and adopted by the Board of Directors in January 2011. Core themes and their associated goals and objectives have remained unchanged since ANC submitted its Year One Self-Evaluation Report on February 25, 2011; however, several core theme indicators and outcomes have been revised through an internal review process informed by suggestions from external evaluators.

Aaniiih Nakoda College’s institutional mission and core themes establish and articulate the institution’s purpose to serve the educational needs and interests of the Fort Belknap Indian Reservation and surrounding communities, while helping students to maintain the cultural integrity of the Aaniinen and Nakoda tribes and to succeed in an American technological society. Principal academic programs lead to recognized degrees at the associate’s level, and all of the institution’s resources are used to support its educational mission and core themes.

B. Standard I.A, Mission

1. Mission statement

The mission of Aaniiih Nakoda College is to provide quality postsecondary education for residents of the Fort Belknap Indian Reservation and surrounding communities. The college will help individuals improve their lives by offering them an opportunity to maintain the cultural integrity of the Gros Ventre and Assiniboine Tribes as well as succeed in an American technological society.

2. Interpretation of mission fulfillment

Aaniiih Nakoda College expects to fulfill its founding purposes, as articulated in institutional mission, goals and core themes, in a manner appropriate to the unique social, economic and cultural characteristics of the Fort Belknap Indian Reservation and surrounding communities.

The Aaniiih Nakoda College Board of Directors formally adopted the following mission-based institutional goals on August 14, 2007:

Goal 1: ANC will provide high quality postsecondary education opportunities.

Goal 2: ANC programs will be based on the cultural heritage and traditions of the Aaniinen (Gros Ventre) and Nakoda (Assiniboine) tribes.

Goal 3: ANC will offer curricula that respond to the educational, environmental, technological, and economic needs of the Fort Belknap Indian Reservation and surrounding communities.

Goal 4: ANC will play a major role in community development.

Goal 5: ANC will maintain the institutional management capabilities, financial resources, and physical infrastructure needed to achieve its educational goals. (Facilitating Goal)

From 2005 to 2010, these goals served as the basis for developing the planning objectives and associated outcomes that guided ANC’s integrated planning and assessment process.

Beginning in August 2010, ANC board members, staff and faculty engaged in a careful review of the college’s mission and goals in an attempt to identify core themes and to articulate core theme goals. The three core themes and associated goals identified through this process are listed below:

Core Theme 1: Academic Quality Core Theme 1 Goal: ANC will provide high quality postsecondary education opportunities.

Core Theme 2: Cultural Integrity Core Theme 2 Goal: ANC will provide educational programs and services grounded in the lifeways of the Aaniinen and Nakoda tribes.

Core Theme 3: Student Success Core Theme 3 Goal: ANC will help students succeed in achieving their academic and professional goals.

Not surprisingly, the core theme goals identified during the mission review process, for the most part, align quite closely with ANC’s mission-based institutional goals. For example, the goal for Core Theme 1 mirrors Institutional Goal 1, and the goal for Core Theme 2 mirrors Institutional Goal 2. However, Core Theme 3 and its associated goal are much more student-centered than any of the current institutional goals. Given the role of core themes in articulating and evaluating mission fulfillment, this renewed focus on student success will have tremendous significance for how ANC measures overall institutional effectiveness.

After identifying core themes and articulating core theme goals, ANC established subcommittees for each core theme. During fall 2010, these subcommittees developed a set of measurable objectives for each core

19 theme. At the same time, they also identified indicators for each objective, as well as anticipated outcomes to serve as standards against which to measure acceptable levels of achievement for each outcome. The results of these efforts were presented in Aaniiih Nakoda College’s Year One Self- Evaluation Report.

The evaluation report prepared by a three-member panel of NWCCU evaluators in response to the college’s Year One report contained no formal recommendations. However, it did offer a number of helpful suggestions for strengthening several of the indicators and outcomes included in the Year One report. Throughout the 2011-2012 academic year, ANC’s core theme subcommittees reviewed their respective objectives, indicators and outcomes based on feedback received from the evaluation team. While no changes were made to the objectives, each subcommittee made numerous revisions to the indicators and outcomes for their respective core theme. These revisions are reflected in Section IV.C (Standard I.B, Core Themes) of this report.

The core theme goals, objectives, indicators and outcomes developed through this process serve as the foundation for ANC’s integrated planning and assessment process, which is outlined in the college’s most recent strategic plan (2013-2015). Within this planning-assessment process, each core theme goal is associated with four or five measurable objectives, as well as an implementation table for each objective that outlines specific strategies, responsible parties, resources needed, and timeline for each objective’s implementation strategy. Indicators of achievement and anticipated outcomes associated with each objective provide appropriate measures for evaluating the college’s effectiveness in achieving these objectives, as well as articulating acceptable thresholds of success that serve as standards against which the college assesses actual levels of performance. Data collected for each indicator are compared with performance targets established in associated outcomes, and these comparisons enable the college to evaluate its actual performance in achieving core theme goals and objectives against what college personnel have identified as acceptable thresholds of achievement. By assessing each of its three core theme goals in this manner, college personnel are able to evaluate the institution’s effectiveness in achieving each of the essential elements of its mission, as well as its effectiveness in fulfilling the mission’s overarching intent and purpose. Periodic review of assessment data informs decision-making at the institutional and programmatic level and guides the next round of strategic planning, thereby promoting continuous improvement in the delivery of the college’s educational programs and services.

Through this process, mission fulfillment is evaluated on a regular basis. Core theme goals and objectives guide institutional planning and development, while associated indicators and outcomes provide a comprehensive framework for evaluating the institution’s effectiveness in achieving its core theme objectives, goals and, ultimately, mission. By assessing the college’s success in achieving the objectives associated with its three core theme goals, the evaluation process provides a comprehensive overview of institutional effectiveness and overall mission fulfillment.

3. Articulation of an acceptable threshold of mission fulfillment

For each of its three core themes, Aaniiih Nakoda College has established a series of meaningful and measurable objectives. The college’s success in achieving each of these objectives is measured using at least two indicators per objective, each of which is associated with an anticipated outcome that serves as the standard against which the institution will evaluate its actual performance. For example, Core Theme 3 (Student Success) includes the following objective: Students will make satisfactory progress in completing their coursework and graduating in a timely manner (Objective 3.B). One of six indicators identified to assess the college’s success in achieving this important objective is annual student retention rates for full-time, first-time students. Using historical data and comparisons with peer institutions (a cohort of 30 other tribal colleges), ANC has established an anticipated outcome for this indicator of 49

20 percent, which represents an ambitious, yet attainable, standard against which to assess the college’s actual performance in retaining students and facilitating their satisfactory progress toward graduation.

In all cases, anticipated outcomes serve as acceptable thresholds of performance for each indicator associated with core theme objectives and goals that are directly linked to ANC’s mission statement. Outcomes, then, are identified through an analytic process that begins at the most general level (mission) and becomes increasingly specific, culminating in a series of detailed performance measures (outcomes) that cut across all campus units, programs and services. Taken together, these same outcomes also may be used to articulate and assess acceptable thresholds of mission fulfillment through a synthetic evaluation process. In this case, data gathered for each indicator are compiled to evaluate the college’s success in achieving a given core theme objective. The collective achievement of the college’s core theme objectives, in turn, determines success in achieving core theme goals, which are derived directly from the mission. To the extent the college achieves its core theme goals, it fulfills the primary elements of its mission, as well as its overall intent and purpose. As such, the articulation and assessment of mission fulfillment occur through an integrated, analytic-synthetic process, whereby performance outcomes ultimately derived from the mission are used to assess the college’s overall success in fulfilling that same mission.

C. Standard I.B, Core Themes

1. Core Theme 1: Academic Quality

Core Theme 1 Goal: ANC will provide high quality postsecondary education opportunities.

Brief Description of Core Theme 1

Aaniiih Nakoda College’s academic programs have been designed to provide students with skills and knowledge appropriate to the level of instruction and the standards of each discipline and, in some cases, industry. Each academic program, including general education and related instruction, identifies the skills and knowledge students are expected to attain upon program completion, as well as required levels of proficiency. Quality academic programs are those that facilitate student success in achieving identified program goals and outcomes and in meeting established performance standards.

Core Theme 1 Objectives

Objective 1.A: Students will demonstrate proficiency in acquiring identified skills and knowledge associated with their chosen field of study.

Objective 1.B: Faculty will provide quality instruction.

Objective 1.C: Academic programs and course offerings will reflect the educational needs, interests and aspirations of residents of the Fort Belknap Indian Reservation and surrounding communities.

Objective 1.D: Instructional support services (i.e., facilities, information resources, and technology) will provide the teaching/learning resources needed to deliver quality educational programs.

Indicators of Achievement of Core Theme 1 Objectives

Objective 1.A: Students will demonstrate proficiency in acquiring identified skills and knowledge associated with their chosen field of study.

Indicators of Achievement Anticipated Outcomes Achievement of degree/certificate All graduates will score at a level of proficient or higher for program learning outcomes among their program learning outcomes. graduates ii. Achievement of general education Eighty percent of those completing the identified courses and related instruction learning demonstrate proficiency, as indicated by a score of three or outcomes among students completing higher on the rubrics designed to measure student learning the courses identified to measure those outcomes. outcomes

Rationale for Indicators of Core Theme Objective 1.A

Academic quality is most meaningfully evaluated in terms of student learning. Over the past six years, ANC faculty have developed and implemented a comprehensive academic assessment plan that uses student learning outcomes to measure the effectiveness of each academic degree and certificate program,

22 as well as associated general education and related instruction components. Because indicators for Objective 1.A measure student learning directly, they serve as the primary indices of academic quality.

Objective 1.B: Faculty will provide quality instruction.

Indicators of Achievement Anticipated Outcomes Degree of faculty content knowledge Seventy percent of faculty hold a master’s degree or higher or possess a MOPI Class 7 certification in a field related to that which they are teaching. Available time to interact with students There is a 2:1 ratio of full-time to part-time faculty (excluding full-time staff who teach part-time). Student perceptions of faculty Each faculty member will receive an average rating of 80 knowledge and teaching skills percent or higher on selected questions from course evaluations where students indicate their perceptions of faculty content knowledge and teaching skills. Administrator/peer perceptions of Based on the results of the annual faculty performance review faculty knowledge and teaching skills process, all faculty will receive satisfactory job performance ratings.

Rationale for Indicators of Core Theme Objective 1.B

ANC recognizes that the delivery of quality academic programs requires skilled instructors, relevant and engaging curricula, and access to resources that support teaching and learning, including instructional facilities, computer-related technology, and information resources. Each of these elements plays a vital role in facilitating student learning. As such, indicators for Objectives 1.B through 1.D serve as important secondary indices used to indirectly assess the quality of the college’s academic programs. Together with indicators for Objective 1.A, they offer a multi-dimensional approach for evaluating the college’s overall effectiveness in fulfilling its mission to provide high quality postsecondary education opportunities.

Faculty members are expected to hold the educational and professional credentials needed to deliver quality instruction at the associate degree level. They also need to consistently demonstrate their ability as effective classroom teachers, as measured by a combination of student, peer and supervisor performance evaluations. Finally, the college must employ full-time faculty in sufficient numbers to perform a wide range of critical non-classroom duties, including advising, mentoring, program administration and assessment, scholarship, and/or research.

Objective 1.C: Academic programs and course offerings will reflect the educational needs, interests and aspirations of residents of the Fort Belknap Indian Reservation and surrounding communities.

Indicators of Achievement Anticipated Outcomes Institutional enrollment numbers Averaged over each three year period, the average annual Indian Student Count (ISC) is 200 or higher. College programs and courses meet Programs and courses with consistently low enrollment are student and community needs cancelled, and new programs and courses are developed based on documented need. The college responds to requests from At least 90 percent of community requests for workshop the community for workshops offerings are honored; when requests are not honored, it is because of space or instructor limitations.

Rationale for Indicators of Core Theme Objective 1.C

The quality of the college’s academic programs depends, in part, on their relevance for the population the college was established to serve: residents of the Fort Belknap Indian Reservation and surrounding communities. Enrollment data provide one way to assess the extent to which ANC’s courses, degree programs, and continuing education offerings are actually meeting the needs of the local community. ANC’s Curriculum Committee uses these data as part of its ongoing program assessment process to make recommendations concerning program and course development, revision, expansion and elimination. In addition, the college ensures the ongoing relevance of its short course and workshop offerings by responding to direct requests from the community, including potential employers, tribal government and community stakeholders.

Objective 1.D: Instructional support services (i.e., facilities, library, and technology) will provide the teaching/learning resources needed to deliver quality educational programs.

Indicators of Achievement Anticipated Outcomes Student perceptions of campus On facilities-related questions on the Noel-Levitz Student facilities Satisfaction Inventory, a gap of 0.75 or lower between Importance and Satisfaction Faculty input into campus facility Faculty serve on facility planning committees. planning Library patron perceptions At least 80 percent of library patrons indicate satisfaction with library resources and services on annual patron surveys. Faculty input into library resource At least 25 percent of new library acquisitions are determined acquisition by faculty requests Student perceptions of campus On computer-related questions on the Noel-Levitz Student computer availability and quality Satisfaction Inventory, a gap of 0.75 or lower between Importance and Satisfaction Faculty input into information Information technology staff solicit and respond to faculty input technology resource acquisition regarding acquisitions of computer equipment and instructional technologies. Network transmission times are Average network transmission times (switch to core) are less adequate. than three milliseconds.

Rationale for Indicators of Core Theme Objective 1.D

These seven indicators provide indirect measures of academic quality by evaluating the effectiveness and responsiveness of the instructional support services that facilitate quality instruction and student learning. As the primary users of these resources, students, staff and faculty can provide valuable feedback concerning the adequacy of the institution’s instructional facilities, library resources, and computer- related technology, as well as the extent to which they contribute to effective instruction and student learning. Faculty, in particular, must actively participate in planning processes to ensure that these support resources meet their teaching needs and create a campus environment that promotes student learning. Finally, minimum transmission times provide a useful indicator for ensuring the basic functionality and usefulness of information technology resources for all users across campus.

2. Core Theme 2: Cultural Integrity

Core Theme 2 Goal: ANC will provide educational programs and services grounded in the lifeways of the Aaniinen and Nakoda tribes.

Brief Description of Core Theme 2

Aaniiih Nakoda College is a tribal college chartered by the governing body of the Aaniinen and Nakoda nations. Established by and for the Aaniiih and Nakoda people, Aaniiih Nakoda College is defined by, and grounded in, the cultures of these two tribes. Cultural integrity means that the rich and enduring lifeways of the Aaniiih and Nakoda people permeate all aspects of the institution, find embodiment in the delivery of all programs and services, provide the unifying framework that integrates all college functions, and establish the unique identity of Aaniiih Nakoda College.

Core Theme 2 Objectives

Objective 2.A: Students will appreciate, acquire and demonstrate a general knowledge of Aaniiih or Nakoda language, culture and history.

Objective 2.B: Aaniiih and Nakoda lifeways will be reflected physically and philosophically throughout campus facilities and events.

Objective 2.C: Aaniiih and Nakoda lifeways will be intertwined throughout each academic course.

Objective 2.D: ANC will provide members of the Fort Belknap community with opportunities to participate in Aaniiih and Nakoda cultural education activities and programs.

Indicators of Achievement of Core Theme 2 Objectives

Objective 2.A: Students will appreciate, acquire and demonstrate a general knowledge of Aaniiih or Nakoda language, culture and history.

Indicators of Achievement Anticipated Outcomes Students demonstrate basic proficiency Graduates will introduce themselves (with minimum in speaking the Aaniiih or Nakoda requirements) in the Aaniiih or Nakoda language and language demonstrate a basic understanding of the structure and syntax of the language. Students demonstrate knowledge of Using an existing rubric, 90 percent of students will score Aaniiih and Nakoda culture and history proficient or higher on an essay dealing with Aaniiih and/or Nakoda culture and history. Students will have an opportunity to Once established, a certificate program leading to MOPI Class become fluent in the Aaniiih or 7 certification as an Aaniiih or Nakoda language teacher will Nakoda language produce at least two graduates per year.

Rationale for Indicators of Core Theme Objective 2.A

ANC requires all graduates to successfully complete Introduction to American Indian Studies (AIS 100) and at least one semester of either Aaniiih or Nakoda language. These courses provide students with the cultural knowledge and language skills needed to attain the level of proficiency desired to achieve these anticipated outcomes. Rubrics established by AIS faculty are used to evaluate students’ cultural knowledge and language skills and to provide a meaningful way to measure this critically important indicator. Students completing the soon-to-be established Aaniiih/Nakoda language teacher certification

25 program will demonstrate a level of fluency that will enable them to teach the next generation of Aaniiih and Nakoda speakers and to ensure the ongoing revitalization of these two languages.

Objective 2.B: Aaniiih and Nakoda lifeways will be reflected physically and philosophically throughout campus facilities and events.

Indicators of Achievement Anticipated Outcomes Aaniiih and Nakoda names and cultural All buildings and classrooms will have Aaniiih and/or Nakoda elements for campus facilities names and cultural elements. Staff, faculty and student participation The college hosts at least six events that emphasize and in campus events emphasizing Aaniiih celebrate Aaniiih and Nakoda lifeways. and Nakoda lifeways

Rationale for Indicators of Core Theme Objective 2.B

Aaniiih Nakoda College continually strives to incorporate Aaniiih and Nakoda lifeways into all aspects of campus life – from building design to cultural events. This objective acknowledges the importance of these efforts. Given the central role of language and names in defining one’s world view and identity, it is essential that all campus facilities bear Aaniiih and/or Nakoda names. Culturally appropriate and acceptable behaviors are telling expressions of the ways students embody Aaniiih and Nakoda lifeways in their lives. While, at first glance, this might appear to be a difficult indicator to assess, the college’s AIS faculty have developed a protocol and rubric specifically designed for measuring this important indicator. ANC will continue to operate campus programs (e.g., White Clay Language Immersion School) and sponsor campus events (e.g., stick games) that emphasize the lifeways of the Aaniiih and Nakoda people. By offering these programs and events on a regular and sustained basis, the college will provide its students, staff and faculty with ongoing opportunities to participate in activities that promote and sustain the cultural heritage of the Aaniiih and Nakoda people.

Objective 2.C: Aaniiih and Nakoda lifeways will be intertwined throughout each academic course.

Indicators of Achievement Anticipated Outcomes Course descriptions presented in All course syllabi will contain a description of how the course syllabi reflects some aspect of Aaniiih and Nakoda lifeways. Student perceptions of cultural Based on responses to selected questions on course evaluation elements incorporated into each course forms, at least 60 percent of students will articulate how each offering course conveyed some aspect of Aaniiih and Nakoda lifeways. The values and behaviors of Aaniiih Student demonstration of culturally appropriate and acceptable and Nakoda lifeways will be included behavior at traditional activities and/or campus events in each academic course.

Rationale for Indicators of Core Theme Objective 2.C

Aaniiih Nakoda College is committed to integrating the teaching and learning of Aaniiih and Nakoda lifeways across the curriculum, so that they infuse students’ entire educational experience at ANC. Course syllabi describing the course’s cultural component will document the incorporation of some aspect of Aaniiih and Nakoda lifeways in all classes, while students’ responses on course evaluations will serve as an indicator of how this cultural content was actually incorporated into their coursework. To assess the degree to which student behaviors align with Aaniiih and Nakoda values and norms, AIS faculty will gather qualitative evidence based on observations during identified functions. While difficult to measure,

ANC believes this indicator is critically important in trying to assess the overall impact of a culturally- grounded education on the lives of our students.

Objective 2.D: ANC will provide members of the Fort Belknap community with opportunities to participate in Aaniiih and Nakoda cultural education activities and programs.

Indicators of Achievement Anticipated Outcomes Number of credit and non-credit At least six events per year focusing on Aaniiih and Nakoda cultural education programs offered lifeways Radio station broadcasts of cultural The radio broadcasts include coverage of cultural events, education programming Aaniiih and/or Nakoda words of the day, interviews with White Clay Immersion School students, college students learning Aaniiih and/or Nakoda, and guest speakers on topics of cultural education Continuing viability of the White Clay The immersion school will maintain a minimum enrollment of Immersion School 15 students. Maintenance of tribal archives The tribal archives continue to be maintained and expanded and, where appropriate, used by students, community members and outside scholars. Video documentaries of community The video documentaries will continue to be made and will be elders used in classes and other activities.

Rationale for Indicators of Core Theme Objective 2.D

More than anything else, cultural identity binds the college to the community, and cultural education programs represent a vital component of ANC’s community education efforts. As such, the number of community education workshops offered by the college that focus on Aaniiih and Nakoda lifeways serves as a meaningful indicator of the college’s success in achieving this objective. Other indicators focus on the continuing presence and vitality of the college’s primary cultural outreach programs, which include cultural programming on KGVA public radio, Aaniiih language instruction at the White Clay Immersion School, the collection and safekeeping of archival materials, and the production of film documentaries featuring tribal elders.

3. Core Theme 3: Student Success

Core Theme 3 Goal: ANC will help students succeed in achieving their academic and professional goals.

Brief Description of Core Theme 3

Aaniiih Nakoda College prides itself on being a student-centered institution committed to helping all students achieve their individual educational goals. The college seeks to foster student success throughout the duration of a student’s time at ANC, from admission to graduation. The college also strives to prepare students for success following graduation as they transfer to baccalaureate degree-granting institutions and/or enter the workforce.

Core Theme 3 Objectives

Objective 3.A: ANC will provide educational opportunities that are readily accessible to all residents of the Fort Belknap Indian Reservation and surrounding communities.

Objective 3.B: Students will make satisfactory progress in completing their coursework and graduating in a timely manner.

Objective 3.C: Graduates will be prepared for successful transfer to a baccalaureate degree- granting institution in their chosen field of study.

Objective 3.D: Graduates will be prepared to find employment and to succeed in the work force.

Objective 3.E: ANC will provide effective support services to prospective and enrolled students in order to reduce barriers and promote success.

Indicators of Achievement of Core Theme 3 Objectives

Objective 3.A: ANC will provide educational opportunities that are readily accessible to all residents of the Fort Belknap Indian Reservation and surrounding communities.

Indicators of Achievement Anticipated Outcomes The student body reflects the The proportion of students from different areas of the geographic distribution of the reservation approximately reflects the general proportion of community. reservation residents who live in that area. The proportion of Indian students from surrounding communities approximately reflects the proportion of Indians in the surrounding communities. Number and percentage of courses Initially, classes will be offered at a variety of alternative times taught at alternative times (i.e., and locations, and data collected about interest and enrollment evenings, weekends, and abbreviated will be used in deciding what courses will be offered in what time frames) and locations (off locations at what times. campus) each semester Enrollment numbers for HiSET classes 10-20 students will participate in HiSET classes per year.

Rationale for Indicators of Core Theme Objective 3.A

ANC maintains an open door admissions policy in order to provide all community members with access to higher education. Enrollment demographics should reflect those of the larger community, indicating that college offerings are, in fact, meeting the needs of diverse geographic locations with equal success. Another indicator of accessibility is the extent to which the college seeks to accommodate the needs of all community members by offering courses at alternative times and locations. For students who lack the minimum credentials needed for admission, effective HiSET and academic skills instruction provide valuable entry points for these individuals to gain access to higher education.

Objective 3.B: Students will make satisfactory progress in completing their coursework and graduating in a timely manner.

Indicators of Achievement Anticipated Outcomes Number of HiSET students receiving An average of six or more students will receive HiSETs each HiSETs year. Percentage of Academic Skills students An average of at least 25 percent of students in Academic Skills transitioning to college level courses courses will transition into college level classes each year. Course completion rates Students will complete courses at a rate comparable to or higher than those of other Montana tribal colleges. Annual student retention rates The annual fall-to-fall retention rate among first-time, full-time students (IPEDS cohort) will exceed 49 percent. Student persistence rates Term-to-term (fall-to-spring) student persistence rates will exceed 62 percent. Graduation rates The percentage of the incoming full-time student cohort that graduates within four years will equal or exceed that of other Montana tribal colleges. Graduation numbers At least 25 degrees and certificates will be awarded annually.

Rationale for Indicators of Core Theme Objective 3.B

For some students, passing the HiSET examination marks an important first step in progressing through their college career. Course completion rates provide a useful snapshot of aggregate student success in a given semester. Retention rates, persistence rates and developmental skills transition rates expand this picture of student success by measuring their progress as they advance in their studies. Graduation numbers measure students’ success in completing their degree and certificate programs, while graduation rates provide an indicator of the extent to which they do so in a timely manner (four years for an associate degree). Together, the indicators for Objective 3.B provide a comprehensive set of indices for measuring student success throughout their careers at ANC.

Objective 3.C: Graduates will be prepared for successful transfer to a baccalaureate degree- granting institution in their chosen field of study.

Indicators of Achievement Anticipated Outcomes Courses are transferable Students are successful in transferring courses to baccalaureate degree-granting institutions. Articulation agreements are in place as necessary with transfer institutions. Percentage of graduates with associates At least 20 percent of ANC graduates will transfer annually. degrees transferring to baccalaureate

29 degree-granting institutions

Rationale for Indicators of Core Theme Objective 3.C

All degree and certificate programs are designed to provide students with the skills and knowledge they need for successful transfer and/or employment in their chosen field of study. Objective 3.C measures successful transfer preparation in terms of the percentage of ANC graduates who transfer each year. Transfer readiness also is assessed in terms of the institution’s ability to ensure course and program transferability through articulation agreements, as well as the actual acceptance of credits for students who transfer to baccalaureate degree-granting institutions. Taken together, these indicators provide useful data to assess the college’s effectiveness in preparing students for continued studies in their chosen discipline.

Objective 3.D: Graduates will be prepared to find employment and to succeed in the work force.

Indicators of Achievement Anticipated Outcomes Non-transferring graduates, including The percent of non-transferring graduates, including those with those with certificates, find certificates, who find employment within one year of employment within one year of graduation will equal or exceed the percent employed on the graduation Fort Belknap Indian Reservation. Non-transferring graduates, including The five biggest employers of ANC students will report being those with certificates, will be prepared satisfied with ANC student preparation. for employment

Rationale for Indicators of Core Theme Objective 3.D

One of the primary goals of ANC’s academic programs is to provide students with the training needed to succeed on the job. Graduate employment data gathered within one year of graduation will indicate the degree to which non-transfer students are successful in finding employment. Employer satisfaction will indicate both students’ readiness to succeed in the work place and their success in keeping a job.

Objective 3.E: ANC will provide effective support services to prospective and enrolled students in order to reduce barriers and promote success.

Indicators of Achievement Anticipated Outcomes Student perceptions concerning the On questions concerning admissions and financial aid included admissions and financial aid processes on the Noel-Levitz Student Satisfaction Inventory, a gap of 0.75 or lower between Importance and Satisfaction Student perceptions concerning the On questions concerning tutoring including extra questions accessibility and usefulness of tutoring added to the Noel-Levitz Student Satisfaction Inventory, a gap of 0.75 or lower between Importance and Satisfaction The impact of tutoring on successful Students who attend tutoring will successfully complete courses course completion at a rate higher than students who do not attend tutoring.

Rationale for Indicators of Core Theme Objective 3.E

Student satisfaction surveys give students the opportunity to tell the institution how effective its student services are in helping students overcome academic and personal barriers and successfully achieve their

30 academic goals. Tutors, in particular, provide critical academic support. While some students may not need tutoring support, among those who do, these services should increase the likelihood of their success.

V. Chapter Two: Resources and Capacity A. Executive Summary of Eligibility Requirements 4 through 21 ER4. Operational Focus and Independence Aaniiih Nakoda College offers twelve programs of study at the associate degree level, five one-year certificates of completion and several short-term career training programs. The college is predominantly concerned with delivering these programs and their associated services. It operates under authority granted by the Fort Belknap Indian Community Council as an independent not-for-profit institution of postsecondary education and is governed by a six-member Board of Directors, in accordance with the By- Laws of Fort Belknap College, Incorporated, adopted April 30, 1992 (amended September 18, 2001). Along with the college’s Articles of Incorporation (adopted November 7, 1983; amended October 6, 2011), these by-laws provide the institutional accountability and responsibility for meeting the Commission’s standards and eligibility requirements.

ER5. Non-Discrimination

Aaniiih Nakoda College is governed and administered with respect for the individual and adheres to policies and practices of non-discrimination in the delivery of all programs and services. The college is committed to a program of equal opportunity for education, employment and participation, without regard to race, color, sex, age, religious creed, political ideas, marital status, physical or mental handicap, or national origin or ancestry, within the confines of applicable laws (see Catalog, pages 4-5). In keeping with its articles of incorporation, mission and core themes, the college seeks to employ as many members of the Aaniinen and Nakoda Tribes as possible, as well as other American Indians. Consistent with this goal, the college follows the Affirmative Action, Equal Employment Opportunities and Indian Hiring Preference policies outlined in the Aaniiih Nakoda College Personnel Policies and Procedures Manual (Sections 110.00-110.02).

ER6. Institutional Integrity

Aaniiih Nakoda College adheres to the highest ethical standards in all of its operations and relationships. Institutional policies, procedures and practices governing admissions, hiring and employment ensure fair and ethical treatment of all students and employees. Students and employees are expected to follow established codes of conduct, and grievance processes are established to ensure fair and unbiased treatment (see Catalog, pages 15-21, Personnel Policies and Procedures Manual, Sections 118.01– 119.00).

ER7. Governing Board

The Aaniiih Nakoda College Board of Directors bears ultimate responsibility for the quality and integrity of the institution. The board is comprised of six voting members, none of whom are employed by, have a contractual relationship with or hold a personal financial interest in the institution. The board of directors governs the institution in accordance with the Aaniiih Nakoda College By-Laws and Board of Directors Policies and Procedures Manual.

ER8. Chief Executive Officer

The college president, Dr. Carole Falcon-Chandler, serves as Aaniiih Nakoda College’s chief executive officer. She was appointed by the board of directors in 2000 and devotes full-time responsibility to the institution. Neither she nor any other executive officer chairs the college’s board of directors.

ER9. Administration

In addition to President Falcon-Chandler, Aaniiih Nakoda College employs three full-time administrators: dean of academic affairs, dean of students and comptroller. They provide effective leadership and management for the institution’s primary functional units. In addition, the President’s Executive Team (which includes these four administrators, the registrar/admissions officer, assistant to the president, manager of information systems and director of sponsored programs) provides an effective forum for administrative collaboration and decision-making to foster the fulfillment of institutional mission and core themes.

ER10. Faculty

Aaniiih Nakoda College employs 17 full-time instructors and six part-time instructors to serve approximately 200 students per semester (Indian Student Count). Faculty performance is evaluated on an annual basis using a four-part evaluation process administered by the Dean of Academic Affairs. All faculty members possess the qualifications and expertise needed to provide quality instruction and program oversight that facilitates the achievement of institutional mission and core themes. All full-time instructors serve on the ANC Curriculum Committee and bear primary responsibility for planning and assessing educational programs, developing and revising curriculum, and advising students (see Aaniiih Nakoda College Faculty Handbook).

ER.11 Educational Program

In accordance with its mission and core themes, Aaniiih Nakoda College offers educational programs that lead to Associate of Arts (A.A.), Associate of Science (A.S.) and Associate of Applied Science (A.A.S.) degrees, one-year certificates of completion, and postsecondary licensure. Degree designators are consistent with program content appropriate to their respective fields. All programs have clearly identified student learning outcomes that are used to assess student proficiency and academic program effectiveness. The college also offers Academic Skills courses and HISET instruction for students needing to enhance the academic skills required to succeed at the college level.

ER.12 General Education and Related Instruction

Aaniiih Nakoda College’s A.A. and A.S. degree programs require a substantial and coherent component of general education as an essential part of program requirements. Students graduating from these programs are required to complete at least 30 credits of general education coursework and demonstrate proficiency for learning outcomes associated with nine general education competency areas. ANC’s A.A.S. degree program and one-year certificates of completion require graduates to complete at least ten credits of related instruction and to achieve identified learning outcomes in the areas of communication, computation, human relations and Aaniiih/Nakoda language.

ER.13 Library and Information Resources

The Aaniiih Nakoda College Library provides access to the information resources needed to support the institution’s educational programs and associated services. Information resources not physically housed at the library are made available through interlibrary loan and online services. The other primary information resource center on campus is the Aaniiih Nakoda College Tribal Archive. Collection management and acquisition plans guide the development and maintenance of library collections, and regular input from faculty ensure that holdings are of sufficient currency, depth and breadth to meet the information resource needs of all academic offerings.

ER.14 Physical and Technological Infrastructure

The Aaniiih Nakoda College campus includes nine buildings, covering over 60,000 square feet and located on approximately five acres of land. Together, these buildings contain the classrooms, laboratories, offices, administrative functions, resource centers, and support facilities needed to delivery high quality educational programs that promote institutional mission and core themes. Campus growth, development and maintenance are guided by a campus master plan.

Technological infrastructure is developed and maintained through the college’s Information Technology Department. They provide a wide array of computing, networking and telecommunication resources and services to all students, faculty and staff. The college operates 442 network-associated technology devices, each of which includes the requisite software, programs and applications to perform its required educational and/or administrative functions in support of institutional mission and core themes. Technological infrastructure is managed in accordance with established policies and procedures (see Information Technology Policy and Procedure Handbook and Aaniiih Nakoda College Policy Standards for Information Technology: A Handbook for Employees and Students). Acquisitions follow established procurement protocols, and replacements and upgrades follow a maintenance calendar developed and monitored by IT Department staff.

ER.15 Academic Freedom

Aaniiih Nakoda College adheres to policies and practices of academic freedom whereby faculty and students possess the freedom to search for truth and its free expression (see Personnel Policies and Procedures Manual, Section 316.00). Institutional policies parallel principles of academic freedom expressed by the American Association of University Professors and are intended to foster an atmosphere of intellectual curiosity, freedom and independence.

ER.16 Admissions

Aaniiih Nakoda College maintains an open door admissions policy, which is published in the college catalog, student handbook and other institutional documents, as well as on the college website (www.ancollege.edu). Admission procedures and practices consistently adhere to this policy.

ER.17 Public Information

Aaniiih Nakoda College publishes a catalog that includes current and accurate information regarding mission and core themes, admission requirements and procedures, grading policy, academic programs and courses, faculty credentials, rules and regulations for student conduct, student rights and responsibilities, tuition and fees, refund policies and procedures, financial aid, academic calendars, and other related topics (see Catalog, 2013-2014). The academic dean and registrar/admissions officer coordinate the publication of the catalog and its annual review. The catalog is posted on the college website, which is administered and maintained through the Information Technology Department.

ER.18 Financial Resources

Aaniiih Nakoda College demonstrates financial stability, and its management system ensures the availability of funds to ensure short-term solvency and long-term sustainability. Forward funding of federal appropriations from the U.S. Department of Interior ensure sufficient cash flow throughout the entire fiscal year, and electronic draw downs facilitate timely access to grant funds. The college maintains a minimum balance of $300,000 in unrestricted reserves, and endowment funds are managed at a level of risk that allows the college to achieve its investment goals. Financial planning and budget development involve a variety of individuals on campus, including program directors, unit supervisors, Budget

Committee, President’s Executive Team, and, ultimately, the board of directors. ANC operates within a balanced budget and has been debt free since 2002.

ER.19 Financial Accountability

Aaniiih Nakoda College’s financial records are audited annually by an independent external auditor. Audit results, including management letter, are reviewed by administrators as soon as they are made available and presented to the board of directors at its next monthly meeting. ANC has received unqualified opinions on its annual audits since 2000, with no findings or questioned costs since 2005. The college is designated a low risk auditee, as defined in OMB Circular A-133.

ER.20 Disclosure

Aaniiih Nakoda College agrees to accurately disclose to the Commission all information the Commission needs to carry out its evaluation and accreditation functions. Any necessary information not included in this Year Three Self-Evaluation Report will be made available to evaluation team members upon request during their virtual visit.

ER.21 Relationship with the Accreditation Commission

Aaniiih Nakoda College accepts the accreditation standards and policies established by the Commission and agrees to comply with them. The college acknowledges and agrees that the Commission may make known any action regarding the college’s accreditation status to any agency or members of the public requesting such information.

B. Standard 2.A: Governance

2.A.1 The institution demonstrates an effective and widely understood system of governance with clearly-defined authority, roles, and responsibilities. Its decision-making structures and processes make provision for the consideration of the views of faculty, staff, administrators, and students on matters in which they have a direct and reasonable interest.

The authority, roles and responsibilities of Aaniiih Nakoda College’s Board of Directors, administrators, faculty, staff and students are clearly defined in institutional policy documents. Articles of Incorporation establish the board of directors’ ultimate responsibility for managing, conducting and carrying on the affairs of Aaniiih Nakoda College, Inc. The board of directors operates under by-laws originally adopted on April 30, 1992, and amended September 18, 2001. Specific duties and responsibilities of the board of directors are described on pages 5-9 of the Aaniiih Nakoda College Board of Directors Policies and Procedures Manual. These duties and responsibilities fall under five general categories related to (1) community relations, (2) curriculum, (3) personnel, (4) finance, and (5) facilities. Examples of specific duties within these five areas include facilitating communication and understanding between the public and the institution, ensuring the development and evaluation of quality educational programs, selecting and evaluating the college president, approving recommendations of the president for employment and termination of college employees, reviewing financial reports and approving annual operating budgets, ensuring the performance of annual audits, and acting on recommendations of the president regarding physical plant development and equipment.

In carrying out governing duties, the Aaniiih Nakoda College Board of Directors grants executive authority to the college president, who, with the aid of her administrative team, oversees the fair enactment of board-adopted policies, the effective delivery of educational programs and services, and the

35 efficient management of institutional resources. General and specific duties of the college president are outlined in the Aaniiih Nakoda College Board of Directors Policies and Procedures Manual. In general, the president is responsible for the development of instructional and student support programs, budget preparation, approval of proposals for external funding, acceptance of grant awards, personnel administration, community relations, and overall supervision of the college. She oversees the implementation of institutional polices, establishes operational procedures, and ensures compliance with all relevant laws and regulations governing the institution. Additional details concerning the president’s specific duties are presented on pages 14-16 of the ANC Board of Directors Policies and Procedures Manual and in the president’s position description.

Assisting the president in providing administrative leadership and oversight for all college programs and services is a team of core administrators, which includes the dean of academic affairs, dean of students and comptroller. Along with the manager of information systems (MIS), director of sponsored programs, registrar/admissions officer and assistant to the president, these administrators comprise the President’s Executive Team, which serves as the primary planning, oversight and decision-making body at the institution. All faculty and staff fall under the supervision of college administrators according to the lines of authority delineated in the Aaniiih Nakoda College Organizational Chart. Duties, responsibilities and lines of authority for all faculty and staff are clearly outlined in their respective position descriptions.

The ANC Board of Directors periodically reviews and updates the Aaniiih Nakoda College Personnel Policies and Procedures Manual. The manual, which was most recently updated and approved in 2013, serves as the official policy document regarding the institution’s employment policies and procedures. Collectively, these policies and procedures articulate the general rights and responsibilities of all faculty, staff and administrators, as well as their authorities and interrelationships. Additional details regarding the roles and responsibilities of faculty members are presented in the ANC Faculty Handbook. Specific position descriptions for each administrator, instructor, and staff member delineate detailed duties and lines of authority for each individual employee. Students’ rights and responsibilities are listed on page two of the ANC Student Handbook.

The board of directors, administrators, faculty, staff, and students understand their respective roles as set forth in institutional policy documents. The board of directors, with the assistance of the president, assists all new board members in understanding board functions, policies, and procedures by providing incoming board members with a thorough orientation and giving them copies of the Aaniiih Nakoda College Board of Directors Policies and Procedures Manual, as well as other institutional policy documents. All board members are required to sign a code of conduct form that demonstrates their understanding of, and agreement with, the board’s functions, responsibilities, and policies. A copy of this form is included as Appendix B of the ANC Board of Directors Policies and Procedures Manual. The board evaluates its effectiveness in fulfilling its roles and responsibilities through the self-evaluation process discussed under criterion 2.A.8.

As mentioned above, the Aaniiih Nakoda College Personnel Policies and Procedures Manual serves as the official institutional policy document outlining employees’ rights, responsibilities and authorities. All newly hired college employees receive a copy of the policies and procedures manual as part of their orientation, and all employees are required to sign an acknowledgement form testifying that they understand, and agree to abide by, the policies and procedures contained in the manual. The acknowledgement form appears on page 54 of the Personnel Policies and Procedures Manual, and a signed copy of the form is kept in each employee’s personnel file. Signed contracts document employees’ understanding and acceptance of the specific duties, responsibilities, authorities, and conditions of employment associated with their respective positions. Annual performance evaluations provide evidence of employees’ effectiveness in fulfilling their respective roles within the institution, and copies of performance evaluations are included in all employee personnel files.

All new students at Aaniiih Nakoda College participate in extensive, 2½ day orientation sessions at the beginning of each semester. During these sessions, students review institutional documents (i.e., catalog and student handbook) and learn about the rights and responsibilities of students attending Aaniiih Nakoda College. A list of specific student rights and responsibilities is presented in the ANC Student Handbook, which is given to all ANC students.

Aaniiih Nakoda College’s decision-making structures and processes provide for the consideration of faculty, staff, administrators and students on matters in which they have a direct and reasonable interest. ANC faculty and staff play an active role in institutional governance through their participation in annual summer retreats and through their membership on various committees across campus. All staff, faculty, administrators, and board members attend annual retreats held each August. In recent years, segments of summer retreats have been used to review and update institutional policies and procedures, review the mission statement and revise institutional goals, develop core themes and associated goals and objectives, participate in strategic planning, and engage in self study activities as part of the college’s ongoing accreditation process. These activities provide participants with significant opportunities to shape institutional policies, procedures, and planning efforts.

In addition, ANC provides faculty and staff with opportunities to express their views through the institution’s extensive committee structure. Permanent standing committees at ANC include the Curriculum Committee, Library Services Committee, President’s Executive Team, Scholarship Committee, Financial Aid Committee, Student Services Committee, and Retention Committee. Several faculty and/or staff representatives serve on each of these committees, and, in most cases, committee membership is regularly changed to provide opportunities for input and participation among various campus constituencies. The college also has established a number of ad hoc committees, the membership of which is determined by the circumstances and issues surrounding their actions. Examples of ad hoc committees at ANC include self study standards committees and search committees for various faculty and staff positions.

Students voice their views primarily through their participation in student senate. All students have the opportunity to join student senate, and student officials are elected by a vote of the entire student body. While student body representatives do not participate in summer retreats, students may be asked to sit on selected campus committees, including Library Services and Retention. In addition, the by-laws state that one student shall be nominated by the student senate to serve on the ANC Board of Directors during the academic year. As a board member with full voting privileges, the student representative provides students with a voice during monthly meetings of the institution’s governing body and is able to keep students abreast of institutional policies and initiatives in which they have a direct and reasonable interest.

2.A.2 In a multi-unit governance system, the division of authority and responsibility between the system and the institution is clearly delineated. System policies, regulations, and procedures concerning the institution are clearly defined and equitably administered.

Aaniiih Nakoda College is not part of a multi-unit system.

2.A.3 The institution monitors its compliance with the Commission’s standards for accreditation, including the impact of collective bargaining agreements, legislative actions, and external mandates.

Aaniiih Nakoda College was initially accredited by the Northwest Commission on Colleges and Universities in 1993 and has continuously maintained its accreditation status ever since. The college president is a former commissioner, and college personnel regularly attend Commission training workshops to stay abreast of accreditation standards and requirements. The dean of academic affairs serves as the institution’s Accreditation Liaison Officer (ALO), and the college’s Self-Evaluation Steering

Committee is charged with monitoring and reporting on ANC’s compliance with accreditation standards, elements and criteria.

Aaniiih Nakoda College does not have unions and is not impacted by any collective bargaining agreements.

College administrators closely monitor legislative actions at both the state and federal levels that could impact the institution’s accreditation status. The president serves on the board of the American Indian Higher Education Consortium, which operates as the public policy arm of the tribal college movement in Washington, DC. Through this relationship, she remains keenly aware of federal actions that could affect the college’s financial status, operations and individual programs. The dean of students is a member of the Montana House of Representatives, serving on a number of legislative committees including the State- Tribal Relations Committee. As a sitting legislator, she provides the institution with current and relevant information regarding any state laws or mandates that may impact the institution and its ability to meet accreditation standards. Aaniiih Nakoda College adheres to all applicable federal, state and tribal laws, as outlined in the Code of Federal Regulations, State of Montana Code and Fort Belknap Tribal Code, as well as applicable regulations from the U.S. Department of Education and other state and federal agencies.

Governing Board

2.A.4 The institution has a functioning governing board consisting of at least five voting members, a majority of whom have no contractual, employment, or financial interest in the institution. If the institution is governed by a hierarchical structure of multiple boards, the roles, responsibilities, and authority of each board – as they relate to the institution – are clearly defined, widely communicated, and broadly understood.

Aaniiih Nakoda College has a functioning board of directors that meets on a monthly basis. It consists of six members recommended by the current board membership and confirmed by the Fort Belknap Indian Community Council. As outlined in Section 5.1 of the bylaws, the six members represent the following constituencies: 1. River District Gros Ventre, 2. River District Assiniboine, 3. Mountain District Gros Ventre, 4. Mountain District Assiniboine, 5. At-large, non-member representative, and 6. Aaniiih Nakoda College student representative. The board of directors’ current membership reflects the guidelines established in the bylaws. ANC’s current board members are: 1. Rob Adams, River District Gros Ventre, Chairperson; 2. Minerva Allen, Mountain District Assiniboine, Vice-chairperson; 3. Nancy Stiffarm, Non-member representative, Secretary; 4. Kermit Horn, River District Assiniboine; 5. Robert Fox, Mountain District Gros Ventre; and 6. JohnathanWalker, ANC Student Representative. None of these board members are employees of Aaniiih Nakoda College, nor do they have any contractual or financial interest in the institution. The college president and comptroller serve as ex officio members of the board to provide advice and consultation upon request.

Aaniiih Nakoda College has a single governing board.

2.A.5 The board acts only as a committee of the whole; no member or subcommittee of the board acts on behalf of the board except by formal delegation of authority by the governing board as a whole.

Aaniiih Nakoda College’s Board of Directors acts only as a committee of the whole. All official board actions require a majority vote of a quorum of the board of directors. According to Section 6.4.1 of the bylaws, a quorum is established when a majority of board members is present. Under current policies, at least four board members must be present to establish a quorum and take any official action on behalf of the board. Agendas and minutes from board of directors’ meetings (2011-2013) document board actions carried out in accordance with these policies. Meeting documents from the past three years are kept on file in the president’s office. Documents from meetings prior to that time are kept in fireproof file cabinets in the college’s document storage area.

2.A.6 The board establishes, reviews regularly, revises as necessary, and exercises broad oversight of institutional policies, including those regarding its own organization and operation.

The Aaniiih Nakoda College Board of Directors governs the institution through its policy-making efforts. All institutional policies are established and approved by the board of directors, and these policies are periodically reviewed and revised as necessary. The following table lists the college’s primary policy documents and their most recent date of approval.

Institutional Policy Documents and Date of Most Recent Approval

Title of Document Date of Approval Board of Directors Policies and Procedures Manual March 2013 Emergency Action Plan and Emergency Protocol Manual January 2013 Faculty Handbook October 2010 Finance Policies and Procedures Manual November 2012 Hazardous Waste Policy and Science Laboratory Safety Manual February 2014 Information Technology Policy and Procedure Handbook August 2006 Internet Policy August 2003 Library Collection Management Policy February 2014 Personnel Policies and Procedures Manual August 2013 Physical Plant Policy Manual November 1998 Policy Standards for Information Technology: A Handbook for Employees and August 2006 Students Protection of Human Subjects in Research, Principles, Policy, and Research February 2014 (Institutional Review Board Guidebook) Social Media Handbook August 2011 Student Handbook August 2013 Table 2.1: ANC Policy Documents and Their Most Recent Date of Approval

The Aaniiih Nakoda College Board of Directors Policies and Procedures Manual has undergone several revisions in recent years, including 2002, 2007 and 2013.

2.A.7 The board selects and evaluates regularly a chief executive officer who is accountable for the operation of the institution. It delegates authority and responsibility to the CEO to implement and administer board-approved policies related to the operation of the institution.

In keeping with policies contained in the Aaniiih Nakoda College Board of Directors Policies and Procedures Manual, the board selects and evaluates the college president. Board policies governing the selection and appointment of the president are clearly defined in Section VI.A (pages 13-14) of the policy

39 manual. In general, the board serves as the Search Committee, specifying personal and professional qualifications and responsibilities for the position and making public the steps and procedures used in the selection process. The last time the ANC Board of Directors hired a president was in 2000, when the board selected ANC’s current president, Carole Falcon-Chandler.

ANC’s Board of Directors Policies and Procedures Manual also charges the board with the responsibility of evaluating the college president. As stated on page 16 of the policy manual, the board chairperson is responsible for conducting the president’s evaluation in accordance with the suggested guidelines and procedures provided in Appendix C of the manual. Primary components of the president’s evaluation include (1) a report of the president’s annual goals and accomplishments, (2) a summary evaluation by the board of directors, and (3) a status report of the college’s major funded projects. Since 2002, the evaluation process has occurred every three years and, up until 2013, resulted in the board awarding the president a three-year contract. In 2013, the president asked for, and received, a two-year contract.

The president is accountable for operating the institution in accordance with board-approved policies. As stated on page 14 of the ANC Board of Directors Policies and Procedures Manual, “The Board of Directors delegates to the President, the authority to administer the Board’s policies that govern the College, with the understanding that the development and approval of College policy lies exclusively with the Board.”

2.A.8 The board regularly evaluates its performance to ensure its duties and responsibilities are fulfilled in an effective and efficient manner.

The Aaniiih Nakoda College Board of Directors evaluates its performance on a regular basis. This self- evaluation process was first implemented in 2007 and repeated in 2010 and 2013. Results of the self- assessment are compiled in a Board of Directors Self-Evaluation Report that is shared with all board members and the president. The report contains a narrative analysis, as well as recommendations and conclusions. In response to these recommendations, the board has implemented several changes to enhance its overall effectiveness. For example, the length of board meetings has been extended to provide more time for discussion when needed, and board packets are distributed earlier so that members have adequate time to review documents and materials prior to the meeting.

Leadership and Management

2.A.9 The institution has an effective system of leadership, staffed by qualified administrators, with appropriate levels of responsibility and accountability, who are charged with planning, organizing, and managing the institution and assessing its achievements and effectiveness.

The Aaniiih Nakoda College Board of Directors delegates to the president the authority to administer board-approved policies and to operate the institution. She is assisted in her administrative duties by the dean of academic affairs, dean of students and comptroller. Duties and responsibilities for each of these positions are listed in their respective position descriptions. To ensure that administrators fulfill their published duties and responsibilities, the president periodically evaluates their performance using standardized staff evaluation instruments.

All administrators play an active role in planning, implementing and assessing the institution’s educational programs and services. Along with the manager of information systems, director of sponsored programs, registrar/admissions officer and assistant to the president, all administrators serve on the President’s Executive Team. Monthly Executive Team meetings serve as the primary forum for institutional planning, management and decision-making. During these meetings, which typically occur during the first week of each month, committee members discuss a wide range of issues affecting all facets of the institution, including academic programming, student services, personnel, planning,

40 facilities, infrastructure, financial management, grant proposal preparation, scheduling, campus events, and any other items that require administrative attention. In discussing these issues, committee members attempt to reach a consensus and offer their recommendations to the president, who retains the authority and responsibility for making a final decision. While the president sets the meeting agenda, each member of the committee is provided with time to present status reports and to raise issues of concern. This ensures that the committee addresses the most pressing issues affecting departments across campus.

As appropriate, decisions made during Executive Team meetings are shared with staff and faculty during subsequent staff, department, and/or committee meetings. This information dissemination may occur at monthly staff meetings scheduled on the first Friday of each month or during regularly scheduled meetings of the Student Services Department, Information Technology Department, Finance Office, or Curriculum Committee. In addition to receiving updates concerning Executive Team decisions and actions, staff and faculty may also use these meetings with their respective supervisors to raise issues and concerns that may require administrative deliberation at the following month’s Executive Team meeting.

In cases where Executive Team decisions require approval or confirmation from the board of directors, these issues are presented to the board at their next monthly meeting, which typically occurs in the middle of each month. Following this decision-making process often enables the president and her Executive Team to make decisions and announce them to campus constituencies within a one-month period. Issues requiring additional research, information gathering, and follow-up activities may require more extended time periods before a decision is reached. In all cases, however, the President’s Executive Team provides a well-established forum for administrative planning, management and decision-making, and their monthly meetings ensure that decisions are made – and communicated to college staff and faculty – in a timely fashion.

Executive Team members play a key role in assessing institutional effectiveness through their participation in the college’s integrated planning and assessment process. Through a participatory planning process involving board members, administrators, faculty and staff, the director of sponsored programs is responsible for drafting the college’s strategic plan, which is then reviewed, revised and approved by the Executive Team prior to final approval by the ANC Board of Directors. The college’s current strategic plan (2013-2015) was adopted by the board in January 2013.

The framework for evaluating the college’s success in carrying out its strategic plan and achieving institutional planning goals and objectives is fully aligned and integrated with the process for assessing overall institutional effectiveness using the core theme outcomes and indicators presented in Standard 1.B of this report. With assistance from other Executive Team members, the director of sponsored programs will compile all outcome data and prepare a progress report documenting the institution’s success in achieving its core theme goals and objectives. A draft of this report will be presented to the Executive Team for review and revision prior to submission to the board of directors. In this way, the college’s administrative team will remain fully engaged throughout the planning and assessment process and have access to current and relevant data needed to guide and inform administrative planning, management and decision-making.

2.A.10 The institution employs an appropriately-qualified chief executive officer with full-time responsibility to the institution. The chief executive officer may serve as an ex officio member of the governing board, but may not serve as its chair.

Carole Falcon-Chandler (resume) has served as President of Aaniiih Nakoda College since January 2000. She is a full-time employee of the college, as documented in the terms and conditions of her contract. She has no other employment obligations outside the college. Along with the comptroller, she is an ex officio member of the ANC Board of Directors. She does not serve as the board chair.

Prior to becoming President of Aaniiih Nakoda College, Dr. Falcon-Chandler was ANC’s Dean of Students for eight years; during that time she acted as interim college president in 1996 and again in 1997. Before coming to ANC, Dr. Falcon-Chandler spent 15 years at Dawson Community College in Glendive, Montana, where she served as Director of the Student Support Services Program. Dr. Falcon-Chandler earned her B.A. degree from Eastern Montana College (Montana State University-Billings) with an emphasis in Management and Psychology and completed her coursework for an M.S. degree in Human Services at the University of Great Falls. In May 2009, she received an honorary doctorate degree from Montana State University-Bozeman, in recognition of “her outstanding leadership at Aaniiih Nakoda College, her contribution to tribal colleges, and her efforts to preserve the Aaniiih language.” That same year, she was named the American Indian College Fund Tribal College Leader of the Year. She is a past President of the American Indian College Fund Board of Trustees (2008), former Commissioner for Two- Year Institutions with the Northwest Commission on Colleges and Universities (2007-2009), and served on the American Council of Education’s Commission on Advancement of Racial and Ethnic Equity (2007-2010). Dr. Falcon-Chandler is an enrolled member of the Aaniinen Tribe.

2.A.11 The institution employs a sufficient number of qualified administrators who provide effective leadership and management for the institution’s major support and operational functions and work collaboratively across institutional functions and units to foster fulfillment of the institution’s mission and accomplishment of its core theme objectives.

In addition to President Falcon-Chandler, Aaniiih Nakoda College employs three full-time administrators who provide effective leadership and management for the institution’s primary functional units.

Carmen Taylor (resume) is ANC’s Dean of Academic Affairs, a position she has held since 2012. Ms. Taylor is an enrolled member of the Confederated Salish and Kootenai Tribes of the Flathead Indian Reservation. She holds a B.A. degree in Social Welfare from the University of Montana and a M.E. in Education Counseling from Montana State University. She has over 40 years of experience working in Indian education, including more than 20 years as Executive Director of the National Indian School Board Association. Prior to coming to Aaniiih Nakoda College, she was the Vice President of Academic Affairs at Salish Kootenai College. Among her many accomplishments and honors, Ms. Taylor is a past recipient of the National Indian Education Association’s National Indian Educator of the Year award.

Clarena Brockie (resume) is the Aaniiih Nakoda College Dean of Students. An enrolled member of the Aaniinen Tribe, Ms. Brockie has held this position since 2000. Prior to becoming dean of students, she served as Secretary/Treasurer for the Fort Belknap Indian Community Council and worked as ANC’s Development Officer. From 1978 to 1995, she was the project coordinator for the Fort Belknap Education Department’s Vocational Education Project (VEP). Ms. Brockie earned her B.S. degree from Montana State University-Northern, where she majored in Business and minored in Native American Studies. She received her M.A. in Native American Studies from the University of Arizona. She is a first- term legislator in the Montana House of Representatives, a past member of the Governor’s Post- Secondary Scholarship Advisory Council, and former participant in the White House Conference on Indian Education. In 1988, she was named Montana Indian Educator of the Year.

Debra Eve (resume) is the Aaniiih Nakoda College Comptroller, a position she has held since 2000. She has 25 years of experience in professional accounting, primarily in the areas of governmental and not-for- profit accounting. Prior to coming to ANC, Ms. Eve was a principal partner in a regional certified public accounting firm that specialized in auditing educational entities and tribal governments. She is a registered Certified Fraud Examiner (CFE) and has worked with the FBI in preparing cases for prosecution. She earned her B.S. in Business, with a concentration in Accounting, from the University of Montana.

Together, these four individuals form a cohesive and effective administrative team that has embraced the college’s mission and core themes, knows the institution’s strengths and weaknesses, understands the community’s educational needs, and is intimately familiar with ANC’s institutional history and context. The small size of the college administration facilitates – and demands – frequent interaction among administrators, and their active participation on the President’s Executive Team ensures effective collaboration across functional units. Their collective knowledge and experience have provided Aaniiih Nakoda College with the stable administrative foundation needed to weather difficult times and fulfill the institution’s mission and core themes.

Policies and Procedures

Academics

2.A.12 Academic policies – including those related to teaching, service, scholarship, research, and artistic creation – are clearly communicated to students and faculty and to administrators and staff with responsibilities related to these areas.

Academic policies appear in a number of institutional documents, including the ANC Catalog, Personnel Policies and Procedures Manual, and Faculty Handbook. These include general policies and definitions related to credit hours, grading, attendance, course scheduling, curriculum, and graduation requirements. ANC’s credit hour policy appears in Section 303.00 (“Class Time”) of the Personnel Policies and Procedures Manual. In general, classes meet for one hour per week for each credit assigned. Students are expected to complete a minimum of two hours of out-of-class work for each hour the class meets each week. For example, a one credit class would meet for 15 hours over the course of the semester (one hour per week), and students would be expected to complete a minimum of 30 hours of out-of-class work during that time (two hours per week).

The institution’s credit hour policy provides guidance for instructors when they develop course syllabi at the beginning of each semester. Time spent reading assigned course materials, preparing for quizzes and exams, completing written assignments and homework, and preparing research papers and final projects are all included in instructors’ estimates of students’ out-of-class work time. In addition, many classes require attendance at group study sessions, which provides formal documentation of out-of-class student work. Class meeting schedules and out-of-class assignments included in each syllabus reflect these estimates, and, together, they document how each class meets or exceeds the requirements of ANC’s credit hour policy. The academic dean then reviews and approves all syllabi to ensure that the policy is being followed. Beginning in spring 2014, the Curriculum Committee will require all department chairs presenting academic programs for review during the committee’s annual program assessment meeting to demonstrate how program coursework fulfills all aspects of the college’s credit hour policy.

In general, the primary responsibility of the faculty is to teach. Instructional responsibilities are outlined in Sections 310.00-318.00 of the Personnel Policies and Procedures Manual, and faculty duties and responsibilities with respect to teaching, advising and curriculum review are described in the ANC Faculty Handbook, pages 9-11 and 14-15. All instructors receive a copy of the Faculty Handbook during orientation sessions held at the beginning of each year (or at the time of hire for faculty who begin mid- year). The Personnel Policies and Procedures Manual is also made available to faculty at this time.

ANC encourages faculty to engage in community service, scholarship, research and artistic creation whenever appropriate. In general, faculty members are free to engage in these activities in a manner consistent with institutional mission and goals. All grant proposals seeking external funding to support scholarship, research, and artistic creation must be submitted through the college’s sponsored programs office and approved by the president. This review process ensures that project objectives and activities are consistent with the college mission and align with institutional goals.

According to the Aaniiih Nakoda College Faculty Research Policy, all research projects must promote the mission of the college and demonstrate their relevance for the Fort Belknap Indian Community. In addition, research projects must include opportunities for student training and participation to the greatest extent possible.

In October 2008, ANC established an Institutional Review Board (IRB). Any research project proposal that involves ANC faculty and/or students must be submitted to and approved by the IRB to ensure proper protections are in place for individual human subjects and the community. The IRB Guidebook and application forms are available through the ANC Sponsored Programs Office and the college website.

2.A.13 Policies regarding access to and use of library and information resources – regardless of format, location, and delivery method – are documented, published, and enforced.

Access to and use of library resources is guided by the Aaniiih Nakoda College Library Collection Management Policy. This manual was most recently updated in 2014, and the library director ensures that the policies, procedures and practices it contains are followed in the library’s daily operations.

The college’s Information Technology (IT) Department is responsible for developing, disseminating and enforcing all policies and procedures governing the use of technology to access information resources at the college. These policies and procedures are documented in detail in the following four documents: (1) Information Technology Policy and Procedure Handbook, (2) Aaniiih Nakoda College Policy Standards for Information Technology: Handbook for Employees and Students, (3) Internet Policy, and (4) Social Media Handbook. The IT Policy and Procedure Handbook, Internet Policy, and Social Media Handbook are posted on the college web site, and the Policy Standards are printed as an appendix to the current ANC Student Handbook.

2.A.14 The institution develops, publishes widely, and follows an effective and clearly-stated transfer-of- credit policy that maintains the integrity of its programs while facilitating efficient mobility of students between institutions in completing their educational programs.

Aaniiih Nakoda College’s transfer-of-credit policy is guided by the following three considerations: (1) the educational quality of the institution from which the student transfers; (2) the comparability of the nature, content, and level of credit earned; and (3) the appropriateness and applicability of the credit earned to the student’s chosen course of study at Aaniiih Nakoda College. To ensure the integrity of its educational programs, ANC only accepts transfer credits from accredited colleges and universities. An official transcript is required for evaluating transfer credits, and only courses with grades of “C” or higher are accepted. Transferred course credits are not included when computing grade point average (GPA) at ANC, and a minimum of 15 semester hours of credit must be earned at ANC prior to graduation. The registrar/admissions officer and academic advisors are responsible for reviewing transcripts and evaluating the transferability of credits in terms of their comparability and appropriateness with respect to ANC’s courses and programs. No evaluation of transfer credits will be made until the admissions process is complete and official copies of all transcripts have been received directly from the former colleges/universities. Policies governing the acceptance of transfer credits are presented on pages 5-6 of the student handbook and on page 50 of the ANC catalog.

Official transcripts from other institutions are filed in official student records. Transfer credits are entered in the Empower database program, appear on students’ transcripts, and are clearly identified in graduation applications. Copies of course descriptions and/or syllabi are requested for questionable transfer credits.

Over the years, Aaniiih Nakoda College has established several articulation agreements with programs at baccalaureate degree-granting institutions based on historical transfer patterns of ANC graduates. Currently, the college’s only active articulation agreement is with the B.S.Ed. Program at Montana State

University-Billings. Aaniiih Nakoda College also participates in The Montana University System Transferability Initiative sponsored by the Montana Office of the Commissioner of Higher Education to standardize the transfer of course credits throughout the Montana University System.

Students

2.A.15 Policies and procedures regarding students’ rights and responsibilities – including academic honesty, appeals, grievances, and accommodations for persons with disabilities – are clearly stated, readily available, and administered in a fair and consistent manner.

Policies and procedures concerning students’ rights and responsibilities are clearly stated in the college catalog and student handbook. Each incoming student receives copies of these two documents, and they are reviewed in detail during student orientation sessions. General assemblies are held periodically to reinforce student awareness of policies and procedures concerning these issues.

Students’ rights and responsibilities are listed on page three of the student handbook. Policies, procedures, and guidelines for academic honesty and honor are published on page 20 of the student handbook and on pages 16-17 of the college catalog. The student code of conduct appears on page 19 of the student handbook and on pages 15-16 of the catalog. Detailed procedures related to allegations of academic, personal, or sexual misconduct are outlined on pages 21-22 of the student handbook and on pages 17-18 of the college catalog. Institutional policies and procedures for grievances involving alleged discrimination are printed on page five of the college catalog. The college’s drug and alcohol policy is located on page 23 of the student handbook and on page 19 of the college catalog. Accommodations for persons with disabilities are addressed on page ten of the catalog. Students with questions regarding these matters are referred to the dean of students.

All incidents involving students are reported immediately to the dean of students, who is responsible for the review and adjudication of all student conduct cases and grievances. The college maintains a process for collaboration and consultation in all cases, and the dean reviews each case to ensure that policies and procedures are followed in a fair and consistent manner.

2.A.16 The institution adopts and adheres to admission and placement policies that guide the enrollment of students in courses and programs through an evaluation of prerequisite knowledge, skills, and abilities to assure a reasonable probability of student success at a level commensurate with the institution’s expectations. Its policy regarding continuation in and termination from its educational programs – including its appeals process and readmission policy – are clearly defined, widely published, and administered in a fair and timely manner.

Aaniiih Nakoda College’s maintains an open door admission policy that is consistent with its mission. According to this policy, which is clearly stated on page six of the catalog, the college allows admission to any student who holds a valid high school diploma or an official HiSET. In keeping with the college mission, this policy provides all residents of the Fort Belknap Indian Reservation and surrounding communities who have fulfilled their secondary education requirements with access to quality postsecondary education opportunities. No potential student who holds a high school diploma or official HiSET and submits a completed, acceptable admission application is ever denied admission to ANC.

All incoming students who have never attended a college or university are required to take the Compass placement exam prior to admission. ANC’s Success Center Coordinator is responsible for administering the Compass exam, and the registrar/admissions officer evaluates test results. Students’ test scores are shared with academic advisors, and advisors use this information to place students at the appropriate course level. Copies of test results are maintained in students’ advising files.

Following the Compass exam, students complete an in-house mathematics assessment and a modified version of the Montana University System Writing Assessment (MUSWA). In mathematics, students testing below a certain level are placed in one of three non-degree credit refresher courses. These courses are taught concurrently by three different instructors, and students move between courses based on their individual needs. At the end of one semester, the goal is to have students in all three courses ready to enroll and succeed in College Algebra. In writing, ANC’s English instructors evaluate MUSWA results and assign students to one of two College Writing classes: WRIT101 or WRIT101A. WRIT101 is the traditional three-credit class, and WRIT101A is a four-credit class that provides lower-scoring students with the extra support and assistance they need to successfully fulfill the requirements of College Writing I. Upon completion, students from both courses are prepared to enroll in College Writing II. ANC has been using this two-tier placement process in mathematics since fall 2012. The college began using this writing assessment and placement process in fall 2013. In both cases, the goal is to provide students with the academic skills they need to succeed at the college level in the most efficient and effective manner.

ANC defines, publishes and fairly administers requirements for continuation in, or termination from, its educational programs. The college maintains an appeals process, and policies for readmitting students who have been suspended or terminated are clearly defined and printed in institutional publications. These policies and procedures are published in both the college catalog and student handbook. Specific topics related to continuation in, or termination from, educational programs include graduation requirements [page 42 (catalog), pages 11-12 (handbook)], student credit load [page 44 (catalog)], repeating courses [page 45 (catalog)], attendance [page 45 (catalog), page 16 (handbook)], midterm reports [page 45-46 (catalog), page 13 (handbook)], grading and grade appeals/challenges [page 46 (catalog), pages 12-13 (handbook)], incompletes [page 48-49 (catalog), page 12 (handbook)], withdrawals [page 49 (catalog), pages 9-10 (handbook)], credit transfer [pages 50-51 (catalog), page 5 (handbook)], probation [page 47 (catalog), page 14 (handbook)], and suspension [pages 47 (catalog), page 14 (handbook)].

The college’s policy for readmitting students placed on academic suspension for the first time states that the student is automatically reinstated from suspension after sitting out one semester. If, upon returning to college, the student fails to make satisfactory academic progress (2.00 GPA), the student will not be able to return to college for one full academic year. Students earning three academic suspensions are not allowed to return to Aaniiih Nakoda College, although students may appeal this status. Policies and procedures governing academic suspension and the appeals process are described on pages 20-21 of the college catalog and on pages 13-14 of the student handbook. Letters are sent to all suspended students clearly explaining the readmission requirements.

2.A.17 The institution maintains and publishes policies that clearly state its relationship to co-curricular activities and the roles and responsibilities of students and the institution for those activities, including student publications and other student media, if offered.

Co-curricular activities and programs offered at Aaniiih Nakoda College in which students play a primary leadership role are student senate and associated student organizations. The Aaniiih Nakoda College Student Senate operates under the Student Senate Constitution and Bylaws approved by the board of directors. The student government acts as the governing and oversight body for all student organizations on campus, although each organization has its own rules, policies, and charter. All student organizations have faculty/staff advisors and receive minimal budget allocations, which they are expected to supplement through their own fundraising efforts. All student-sponsored activities are planned, implemented, and evaluated in cooperation with advisors and the dean of students. Student groups currently active at the college include local chapters of American Indian Business Leaders (AIBL) and Phi Theta Kappa, as well as the Aaniiih Nakoda College Red Lodge Society.

Students are responsible for adhering to organizational policies and procedures and keeping their advisors and the dean of students informed of all student activities and expenditures. Student organizations keep records of their activities and expenditures and submit copies of these records to the dean of students. Financial reports are prepared twice a semester, and at the end of the year, the dean of students submits a final financial report to the comptroller and president.

Other co-curricular activities at ANC - such as the AIHEC Student Conference, intercollegiate basketball, and cultural activities – are administered directly by college staff. In these instances, student participants are expected to adhere to the student rights and responsibilities (page 3) and code of conduct (page 19) printed in the ANC Student Handbook.

No student media currently exist at ANC.

Human Resources

2.A.18 The institution maintains and publishes its human resources policies and procedures and regularly reviews them to ensure they are consistent, fair, and equitably applied to its employees and students.

Aaniiih Nakoda College publishes its human resources policies and procedures in the Aaniiih Nakoda College Personnel Policies and Procedures Manual. The manual is available to all employees and is periodically reviewed by the board of directors, administrators, faculty and staff. The manual was reviewed and updated in 2013. Prior to that, it was most recently reviewed and updated in 2011 and 2007.

2.A.19 Employees are apprised of their conditions of employment, work assignments, rights and responsibilities, and criteria and procedures for evaluation, retention, promotion and termination.

Employee contracts outline the terms and conditions of employment for each employee, including beginning and end dates of the contract period, amount of compensation, position title, and schedule of pay periods. Annual contracts for employment are issued by October 1. Employees hired after October 1 are issued a contract within the first 30 days of work or within 15 days of the employee’s probationary period. The original contract is filed in the Business Manager’s office. A copy is given to the employee, and another copy is placed in the employee’s personnel file.

Position descriptions list specific work assignments, duties, responsibilities, supervisor assignments, and desired qualifications for each employee. Employees receive detailed position descriptions at the time of hire. Copies are maintained in employees’ personnel files and used by supervisors to inform the performance evaluation process.

General policies and procedures regarding conditions of employment, employee rights and responsibilities, evaluation, retention, promotion and termination are described in the Aaniiih Nakoda College Personnel Policies and Procedures Manual. Specifically, Sections 110.00-120.00 describe hiring procedures for various classifications of employees, including subsections addressing issues related to in- house transfers, promotions, and appointments. Sections 130.00-142.00 cover conditions of employment, including but not limited to, professional development, performance evaluations, and resignations. Sections 160.00-169.00 address policies and procedures governing disciplinary action, including probation, suspension and termination. All employees receive a copy of the policies and procedures manual, and additional copies are available from the president’s assistant. An employee acknowledgement form appears on page 54 of the manual. All employees are required to sign this form, and signed copies are kept in their personnel files.

The Aaniiih Nakoda College Faculty Handbook includes additional information describing terms of employment for full-time and part-time instructors. This includes a general position description for all

47 full-time faculty, a list of faculty functions and responsibilities, a detailed account of the annual faculty performance evaluation process, and other information related to the specific duties and responsibilities of faculty members. All instructors receive a copy of the faculty handbook upon hire, and additional copies are available in the academic dean’s office.

2.A.20 The institution ensures the security and appropriate confidentiality of human resources records.

Personnel files for all college employees are kept in locked filing cabinets in the Office of the President. Files are strictly confidential and only accessible to the college president, her assistant, and the respective employee on a “need to know” basis. Only the president and her assistant have keys to the filing cabinet. Active files are maintained for all current employees and include the contents listed in Section 144.00 of the Aaniiih Nakoda College Personnel Policies and Procedures Manual. Inactive files are kept for three years; after three years, they are destroyed in a manner consistent with confidentiality.

Institutional Integrity

2.A.21 The institution represents itself clearly, accurately, and consistently through its announcements, statements and publications. It communicates its academic intentions, programs, and services to students and to the public and demonstrates that its academic programs can be completed in a timely fashion. It regularly reviews its publications to assure integrity in all representations about its mission, programs, and services.

The Aaniiih Nakoda College Catalog serves as the primary document through which the college represents itself to students and the public. The catalog contains a wide range of information about the institution, including academic calendar, general information, institutional history, mission, core themes, accreditation status, financial aid, academic policies and procedures, student conduct information, available student services, course descriptions, academic program goals and outcomes, and faculty and staff information. To ensure that this document clearly and accurately represents the current status of the institution and its academic intentions, programs and services, the catalog is revised on an annual basis. With input from faculty and staff, the registrar/admissions officer and academic dean bear the primary responsibility for preparing the updated catalog.

In addition to the catalog, Aaniiih Nakoda College represents itself to the public and its students in a variety of ways. These include print documents such as the student handbook and annual reports, as well as news articles, advertisements, notices, and public service announcements appearing in local newspapers (Fort Belknap News and Blaine County Journal). From 2009-2012, Aaniiih Nakoda College operated a Public Relations and Outreach Office that was responsible for coordinating the preparation and dissemination of many of the institution’s print publications under the supervision of the college president. However, the office is currently shut down, and the college has contracted the services of a media specialist to produce specific outreach materials, such as the annual report. In these cases, the college president serves as the contractor’s point of contact at the institution.

The college web site (www.ancollege.edu) also serves as an important forum for representing the college to the general public. The web site is updated continuously by the college’s IT Department to provide current and accurate information concerning all aspects of the college, from library services to current course schedules.

In addition, the college’s public radio station, KGVA, serves as an excellent resource through which the institution maintains open communication with the entire Fort Belknap Indian Reservation and surrounding communities. ANC utilizes KGVA to advertise upcoming classes and workshops, announce closure of the institution due to inclement weather, broadcast student projects, provide information about various programs and services offered at the college, disseminate scholarship information, air live

48 broadcasts of special events, and share information on how classroom activities benefit the community. The KGVA Station Manager is responsible for monitoring the accuracy and integrity of the station’s broadcasts, and he reports directly to the college president.

The ANC Catalog provides a detailed account of the college’s academic intentions and programs. Detailed descriptions of each degree and certificate program include program goals, learning outcomes and course requirements. A suggested plan of study is presented for each program that provides students with a roadmap for completing the program in a timely fashion. In addition, plans of study for each associate degree program contain the following note: “If placement test scores indicate refresher classes are needed, the student’s program will require more than two years to complete. It is imperative that students work closely with their advisors.”

Regardless of the medium, ANC makes every effort to represent itself in a clear, consistent and accurate manner.

2.A.22 The institution advocates, subscribes to, and exemplifies high ethical standards in managing and operating the institution, including its dealings with the public, the Commission, and external organizations, and in the fair and equitable treatment of students, faculty, administrators, staff, and other constituencies. It ensures complaints and grievances are addressed in a fair and timely manner.

Established and enforced policies, procedures and codes of conduct ensure that Aaniiih Nakoda College advocates, subscribes to, and exemplifies high ethical standards in all its affairs. The Aaniiih Nakoda College Personnel Policies and Procedures Manual is the primary document that describes the ethical standards expected of the institution and its associates. Section 118.01 articulates various aspects of the college’s employee conduct code. Other institutional documents that contain policies, procedures and codes related to ethical conduct include the Aaniiih Nakoda College Board of Directors Policies and Procedures Manual (Appendix B), Aaniiih Nakoda College Finance Policies and Procedures Manual (pages 22-24), Student Handbook (pages 3, 19-20), and Aaniiih Nakoda College Catalog (pages 15-16).

Numerous personnel policies address the fair treatment of faculty, administration, and staff. The ANC Personnel Policies and Procedures Manual specifies the exact processes that must occur during the recruiting, hiring, and employing of individuals by the institution. Procedures for disciplinary actions and grievances are also included. The following table identifies a number of specific policy statements and procedures that serve to ensure the fair and ethical treatment of all college personnel:

ANC Personnel Policies and Procedures Safeguarding the Fair and Ethical Treatment of Employees

Policy/Procedure Policy Page Number 110.00 Affirmative Action 8 110.01 Equal Employment Opportunity 8 110.02 Indian Hiring Preference 8 117.00 Nepotism 12 118.01 Employee Code of Conduct 13 118.04 Employee Protection (Whistleblower) 16 118.05 Unlawful Harassment 17 119.02 Work Environment Misconduct 18 120.00 Privacy Act Policy 18 139.00 Drug Free Workplace 25 140.00 Sexual Harassment 25

160.00-162.00 Authority, Grounds and Type of Disciplinary Action 32 163.00 Grievance Procedures 34 316.00 Academic Freedom and Responsibilities 46 407.00 Privacy Act – Information Release Policy 50 408.00 Crime Awareness Policy 50 Table 2.2: Personnel Policies and Procedures Safeguarding the Fair and Ethical Treatment of ANC Staff and Faculty

The Aaniiih Nakoda College Student Handbook describes numerous policies and procedures governing the fair treatment of students at the institution. The handbook begins with a list of students’ rights and responsibilities (page 3). The official student conduct code is presented on pages 19-27 and includes specific sections related to general conduct, academic honor and student integrity, disciplinary action, grievance procedures, drug and alcohol policy, sexual harassment, campus crime, and a variety of other issues. Much of this information, including the student conduct code and statement concerning academic honor and integrity, also appears on pages 15-21 of the college catalog. These policies were adopted to ensure the fair and ethical treatment of both students and employees of Aaniiih Nakoda College. Policies governing disciplinary and grievance procedures include timeframes for filings, responses, hearings and decisions to ensure that these processes occur in a fair and timely manner.

To ensure that these institutional policies, procedures, and guidelines are fully understood and adhered to, they are thoroughly discussed with each new employee during orientation. All employees receive a copy of the ANC Personnel Policies and Procedures Manual and are required to sign and submit the employee acknowledgment form included on page 54 of the manual. Signed acknowledgment forms are kept in employee personnel files. Similarly, new governing board members receive a thorough orientation and are required to sign and submit the Board Member Code of Ethics and Conduct that appears as Appendix B of the Aaniiih Nakoda Board Policies and Procedures Manual. All students receive copies of the student handbook and college catalog. Sections concerning student conduct, rights, responsibilities, recourse to appeal and grievance procedures, and related topics are reviewed and discussed during student orientation sessions held at the beginning of each semester.

2.A.23 The institution adheres to a clearly-defined policy that prohibits conflict of interest on the part of members of the governing board, administration, faculty, and staff. Even when supported by or affiliated with social, political, corporate, or religious organizations, the institution has education as its primary purpose and operates as an academic institution with appropriate autonomy. If it requires its constituencies to conform to specific codes of conduct or seeks to instill specific beliefs or world views, it gives clear prior notice of such codes and/or policies in its publications.

Aaniiih Nakoda College has established several conflict of interest policies that appear in the following policy documents: ANC Personnel Policies and Procedures Manual (Section 117.00 – Nepotism; Section 118.01 – Employee Code of Conduct: Conflict of Interest), ANC Board of Directors Policies and Procedures Manual (Section III.H – Board Members; Section VIII.G – Employees; Section VIII.H - Nepotism), and ANC Finance Policies and Procedures Manual (page 22). The college is committed to the strict enforcement of these policies to ensure conflicts of interest are minimal or nonexistent. Policies are periodically reviewed during annual retreats and during orientation sessions for all newly hired employees. Several campus committees, especially the Scholarship Committee and ad hoc search committees, also stress the importance of these policies to ensure the integrity of the committee as well as the institution. As a result of these efforts, ANC’s conflict of interest policies are clearly understood and adhered to throughout the institution.

Education is the sole purpose of the institution, and ANC maintains appropriate autonomy in all its operations. When partnerships with other organizations and institutions exist, formal memorandums of

50 agreement and understanding, as well as signed contractual agreements, safeguard the autonomy of the institution.

All board members, employees and students are expected to conform to clearly articulated codes of conduct. The Board Member Code of Ethics and Conduct is presented in the ANC Board of Directors Policies and Procedures Manual (Appendix B). The Employee Code of Conduct is articulated in the ANC Personnel Policies and Procedures Manual (Section 118.01). The Student Conduct Code is stated in the ANC Student Handbook (p. 19) and the ANC Catalog (pages 15-16). All incoming board members receive a copy of the board member conduct code during their orientation and are required to sign a copy at the beginning of their term. All employees are given a copy of the personnel policies and procedure manual at the time of employment and are asked to sign a form acknowledging that they have read, understood and agree to the manuals’ content. Students receive copies of the catalog and student handbook at the time of enrollment and student conduct codes are reviewed each semester during orientation sessions.

2.A.24 The institution maintains clearly-defined policies with respect to ownership, copyright, control, compensation, and revenue derived from the creation and production of intellectual property.

Currently, Aaniiih Nakoda College does not have an intellectual property rights policy that addresses these issues. However, as the institution develops its research capacity, faculty and administrators have recognized the need to develop such a policy. At the present time, all subaward agreements (sample) for research involving partner institutions include contractual language that addresses issues of intellectual property ownership and control, as well as implications for patent rights, copyrights and income generated from research findings. Administrators are currently reviewing intellectual property policies from other institutions in order to develop a policy that is appropriate for the college’s unique situation and fully cognizant of the historical, cultural and legal issues surrounding the intellectual property rights of indigenous people.

2.A.25 The institution accurately represents its current accreditation status and avoids speculation on future accreditation actions or status. It uses the terms “accreditation” and “candidacy” (and related terms) only when such status is conferred by an accrediting agency recognized by the U.S. Department of Education.

Aaniiih Nakoda College accurately represents its current accreditation status and refrains from speculating about its future status in all publications. Examples of statements regarding accreditation status can be found on the college website (www.ancollege.edu), in the college catalog (page 3) and in numerous institutional reports. A typical statement, taken from the college’s annual report, reads as follows: “Aaniiih Nakoda College is accredited by the Northwest Commission on Colleges and Universities, an institutional accrediting body recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.”

2.A.26 If the institution enters into contractual agreements with external entities for products or services performed on its behalf, the scope of work for those products or services--with clearly-defined roles and responsibilities—is stipulated in a written and approved agreement that contains provisions to maintain the integrity of the institution. In such cases, the institution ensures the scope of the agreement is consistent with the mission and goals of the institution, adheres to institutional policies and procedures, and complies with the Commission’s standards for accreditation.

Policies and procedures governing contractual agreements with external entities are outlined in the Procurement Section (pages 15-21) of the ANC Finance Policies and Procedures Manual. A summary statement of this policy is also presented in Section 203.00 (“Contracts”) of the ANC Personnel Policies and Procedures Manual.

All contracts, regardless of amount, must identify the contractor, supply a description of goods or services provided, outline contractor roles and responsibilities, specify the contract amount and conditions of payment, and, if applicable, state the time period in which the contract must be performed. Contracts of less than $500 must be signed by the appropriate project director and approved by the comptroller. Contracts of greater than $500 must be approved and signed by the college president. These review procedures safeguard the integrity of the institution and ensure that the goods or services provided promote institutional mission and goals and comply with accreditation standards and eligibility requirements.

Aaniiih Nakoda College engages in a number of collaborative projects with other post-secondary institutions funded under federal grant programs. In some instances ANC is a subcontractor, and in other cases the college is the primary grantee charged with administering the project and managing project funds. In all cases, detailed subcontract award agreements (sample) are entered into by ANC and its partner institutions that contain statements of work, schedules of deliverable items and reports, period of performance, payment amounts, names of key project personnel, line item budgets, and a number of articles outlining the terms and conditions of the subaward. Memorandums of agreement or cooperative research agreements (sample) accompany subaward contracts and further delineate each partner’s respective roles and responsibilities. The college president signs all subaward documents, and copies are retained in the Business Office and Sponsored Programs Office.

Academic Freedom

2.A.27 The institution publishes and adheres to policies, approved by its governing board, regarding academic freedom and responsibility that protect its constituencies from inappropriate internal and external influences, pressures, and harassment.

Board-approved policies regarding academic freedom and responsibility appear in Section 316.00 of the ANC Personnel Policies and Procedures Manual, Section VIII.M of the ANC Board of Directors Policy Manual, and on page 12 of the ANC Faculty Handbook. Polices governing academic freedom and responsibility at ANC are derived from principles articulated by the American Association of University Professors. These principles entitle faculty members freedom to explore ideas in the classroom without fear of inappropriate influence, harassment or censorship. At the same time, they recognize the special obligations of educators to be accurate, appropriate, and respectful in acknowledging and considering the opinions of others.

2.A.28 Within the context of its mission, core themes, and values, the institution defines and actively promotes an environment that supports independent thought in the pursuit and dissemination of knowledge. It affirms the freedom of faculty, staff, administrators, and students to share their scholarship and reasoned conclusions with others. While the institution and individuals within the institution may hold to a particular personal, social, or religious philosophy, its constituents are intellectually free to examine thought, reason, and perspectives of truth. Moreover, they allow others the freedom to do the same.

At Aaniiih Nakoda College, policies governing academic freedom and responsibility find expression through teaching, research and scholarship grounded upon the mission and core themes of the institution. Instructors are required to integrate some aspect of Aaniiih and/or Nakoda lifeways and traditions into their classes, and this emphasis on culturally-relevant teaching and learning is reflected in identified student learning outcomes, curricula, and course syllabi. In all cases, however, faculty members retain the freedom to exercise their professional judgments in carrying out their assigned responsibilities, while, at the same time, demonstrating appropriate sensitivity when their assigned duties bring them in contact with community or cultural values.

Similarly, ANC strongly encourages research and scholarship by giving faculty the freedom to pursue their scholarly interests, providing them with numerous supporting resources, and creating an atmosphere of intellectual freedom and independence. At the same time, the ANC Faculty Research Policy (Section 316.01 of the ANC Personnel Policies and Procedures Manual, page 20 of the ANC Faculty Handbook, and page 4 of the ANC Institutional Review Board Guidebook) explicitly states that “The research policy is predicated on the college mission statement. The emphasis of research is first and foremost to be driven by the relevance that it has for the Fort Belknap Indian Community.” The research policy also encourages active student participation in all research activities and mandates formal approval by the ANC Institutional Review Board (IRB) to ensure the adequate protection of individual human subjects and the community at large. Whether in teaching or research, faculty and students enjoy an environment of intellectual freedom and exploration that promotes the college’s core themes of academic quality, cultural integrity and student success.

2.A.29 Individuals with teaching responsibilities present scholarship fairly, accurately, and objectively. Derivative scholarship acknowledges the source of intellectual property, and personal views, beliefs, and opinions are identified as such.

Aaniiih Nakoda College’s policy on academic freedom and responsibility states that faculty members “shall, at all times be accurate, shall exercise appropriate restraint, [and] shall show respect for the opinions of others” (Section 316.00 of the ANC Personnel Policies and Procedures Manual). Furthermore, the ANC Faculty Handbook states that instructors must be able to “learn from students’ participation, demonstrate fair and consistent behavior in all matters and show compassion without being ineffectual” (page 12). As such, fairness, accuracy and objectivity are hallmarks of the college’s policies and practices on academic freedom and responsibility.

In their scholarship, faculty members are likewise expected to model practices of academic honor and integrity expected of their students. As stated on page 30 of the ANC Faculty Handbook, “Instructors have a moral obligation to practice integrity and trustworthiness. We expect students to refrain from cheating on tests and from taking others’ belongings; instructors should honor the law when it comes to fair use and copyright.” Citing sources, giving credit where credit is due, and acknowledging personal opinions and perspectives provide the foundation for ANC’s academic atmosphere of tolerance, openness and mutual respect. The college’s annual faculty review process, which includes supervisor and peer observations, as well as student course evaluations, provides a thorough mechanism for ensuring that all instructors practice these academic ideals in the classroom.

Finance

2.A.30 The institution has clearly-defined policies, approved by its governing board, regarding oversight and management of financial resources—including financial planning, board approval and monitoring of operating and capital budgets, reserves, investments, fundraising, cash management, debt management, and transfers and borrowings between funds.

The ANC Board of Directors Policies and Procedures Manual (page 7) delineates the board’s financial duties and responsibilities. In general, the board is responsible for approving annual budgets, reviewing financial reports, adopting necessary financial policies, and ensuring that annual audits are conducted. Beyond these well-defined duties, the board of directors gives the administration full autonomy in developing annual budgets and in managing institutional finances in accordance with board-approved financial policies.

The Aaniiih Nakoda College Finance Policies and Procedures Manual is the primary source for institutional policies regarding the oversight and management of the college’s financial resources. The manual was most recently amended and approved by the ANC Board of Directors in November 2012.

The manual includes descriptions of the college’s budget management and oversight process (pages 7- 10), as well as policies governing investments (pages 32-34), fundraising (page 34), cash management (page 28), debt management (page 29), and cost transfers (page 16).

ANC does not have a reserve fund policy. However, the institution is committed to maintaining adequate financial reserves to meet short-term fluctuations in operating revenues and expenses. Over the past ten years, the college has maintained an unrestricted reserve fund with a minimum balance of $300,000. Forward funding of federal appropriations ensure sufficient cash flow throughout the entire fiscal year.

C. Standard 2.B: Human Resources

2.B.1 The institution employs a sufficient number of qualified personnel to maintain its support and operations functions. Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions accurately reflect duties, responsibilities, and authority of the position.

During the most recent academic year (2012-2013), Aaniiih Nakoda College had an average student enrollment of approximately 200 students per semester (Indian Student Count). This student body is served by 60 full-time employees and seven part-time employees. From administrators to classified staff, the college employs a sufficient number of personnel to support, maintain and deliver high quality educational programs and services.

All employees must possess the required qualifications, knowledge, skills and experience listed in their job descriptions. Complete job announcements for unfilled positions are posted on the college website, and notices of position vacancies are publicized in a variety of locations, including but not limited to tribal personnel office, state and local newspapers, tribal colleges nationwide, Montana University System, and Montana Office of Public Instruction. Specific hiring procedures for all levels of employment (president, administrators, full-time faculty, part-time faculty, program coordinators and support staff) are clearly outlined in Sections 110.00-120.00 of the Aaniiih Nakoda College Personnel Policies and Procedures Manual.

Job descriptions for all staff are maintained in employees’ personnel files. They are reviewed by employees and their supervisors during annual performance evaluations. Job descriptions are revised and updated on an as-needed basis to ensure that they continue to accurately reflect the duties, responsibilities, qualifications and lines of authority associated with each position. As stated in Section 132.00 of the ANC Personnel Policies and Procedures Manual, all position descriptions must contain the following: position title and classification, general statement of duties, specific area of duties, supervision received, supervision extended, and qualifications required.

2.B.2 Administrators and staff are evaluated regularly with regard to performance of work duties and responsibilities.

All newly hired administrators and staff are evaluated at the conclusion of their probationary period (three months for all new hires and promotions, one month for lateral transfers) and annually thereafter. The only exception is the college president, who is evaluated at the end of each contract period, the duration of which is determined by the board of directors. The president evaluates all administrators, as well as the assistant to the president, manager of information systems, sponsored programs director and any other employee who reports directly to the president. All other personnel are evaluated by their immediate supervisor.

Supervisors employ standardized staff evaluation instruments when conducting annual performance evaluations. Supervisors assess employees’ performance in terms of the employees’ success in carrying out the duties and responsibilities listed in their job descriptions, as well as general standards for employee performance and conduct. All performance evaluations include a professional development plan that the supervisor and employee use to promote professional growth, address deficiencies in performance, and/or enhance future job performance. The supervisor and employee meet to discuss the results of the written performance evaluation, which is then signed by both parties (unless the employee chooses not to) and placed in the employee’s personnel file.

Faculty performance is evaluated through the process described under criterion 2.B.6.

2.B.3 The institution provides faculty, staff, administrators, and other employees with appropriate opportunities and support for professional growth and development to enhance their effectiveness in fulfilling their roles, duties, and responsibilities.

Aaniiih Nakoda College’s policies and practices provide outstanding professional development opportunities for the college’s faculty, staff and administrators. Professional development policies are stated in Section 134.00 of the ANC Personnel Policies and Procedures Manual. In general, employees may receive up to six hours of educational leave per week to pursue degree attainment or specialized training that will enhance their current job performance. Employees seeking financial support from the college to attend a workshop or pursue an academic degree must receive approval from the president. In cases where employees enroll in degree-granting academic programs, they must sign a Professional Development Service Agreement that outlines future commitments to the institution and terms and conditions of a payback agreement.

Among the 60 full-time employees currently working at the college, 26 (43%) have received financial support from the institution to pursue an academic degree at the bachelor’s, master’s, doctoral, or post- graduate level. This includes eight instructors, five immersion school teachers/administrators, twelve staff members, and one administrator. Collectively, this institutional support has contributed to the attainment of ten bachelor’s degrees, ten master’s degrees, three doctorates, and one post-graduate certification among current employees.

Funds to support staff and faculty professional development opportunities come from a variety of private and federal funding sources. Whenever possible, the institution seeks to include a professional development component in its grant programs. Specific grant programs that have provided significant financial support for advanced degree attainment among ANC staff and faculty include the Woksape Oyate Initiative (funded through the American Indian College Fund by the Eli Lilly Endowment), U.S. Department of Education Title III and Indian Education Professional Development grants, and National Science Foundation Tribal Colleges and Universities Program (TCUP) and Innovation through Institutional Integration (I3) grants.

2.B.4 Consistent with its mission, core themes, programs, services, and characteristics, the institution employs appropriately-qualified faculty sufficient in number to achieve its educational objectives, establish and oversee academic policies, and assure the integrity and continuity of its academic programs, wherever offered and however delivered.

With 17 full-time and six part-time instructors, ANC has a student-to-faculty ratio of approximately10:1. Among full-time instructors, four hold doctorate degrees, nine hold master’s degrees, and four hold bachelor’s degrees. All teach in their respective areas of academic training and expertise, and they possess the discipline-specific backgrounds required to oversee and administer the college’s twelve associate degree programs, five one-year certificate programs, and associated short-term career and technical training programs. Please see faculty resumes for details.

In addition to their teaching responsibilities, instructors are responsible for advising students in their area(s) of instruction, developing and implementing academic program assessment plans in their area(s) of instruction, identifying and measuring program-specific and general education/related instruction student learning outcomes, and assuring the quality, integrity and continuity of the college’s academic program through their participation on the ANC Curriculum Committee.

Part-time instructors also possess the skills, knowledge and experience needed to provide quality instruction in the classes they teach. Among part-time instructors, three hold master’s degrees, two hold bachelor’s degrees, and one is a fluent speaker and master teacher of the Nakoda language.

In keeping with its history, mission, core themes, programs, and community characteristics, ANC makes every effort to employ instructors who possess the background, knowledge and community ties needed to effectively integrate Aaniiih and Nakoda culture into their course and program offerings. Furthermore, it is the stated policy of the institution to “employ as many members of the Aaniinen and Nakoda Tribes as possible as well as other American Indians” (ANC Personnel Policies and Procedures Manual, page 8). As such, ANC actively recruits and seeks to hire American Indian faculty members who can provide rigorous and culturally-grounded instruction in their field of expertise. Currently, 35 percent of the college’s full-time instructors are American Indian, and 48 percent of all instructors are American Indian. Also of note is the fact that three of the six part-time instructors are full-time employees of the institution who teach after hours.

2.B.5 Faculty responsibilities and workloads are commensurate with the institution’s expectations for teaching, service, scholarship, research, and/or artistic creation.

Section 137.00 of the ANC Personnel Policies and Procedures Manual outlines the general duties of the full-time instructors at the college. These duties include teaching, serving on campus committees, serving as academic advisor to students, performing academic assessment activities, and reviewing and revising curriculum as necessary. An average faculty credit load is understood as 15 credit hours per semester; the maximum credit load is 18 credit hours per semester.

During Fall Semester 2013, the average credit load for full-time faculty was eleven credit hours. Five instructors taught 15 or more credits, including one instructor who taught 26 credits as part of a block scheduling pilot project for the A.A.S. degree program in Carpentry. The large majority of instructors (12) taught fewer than twelve credits, and one research faculty member had no teaching duties last semester. In some cases, reduced teaching loads reflect released time granted to faculty administering grant-funded projects, pursuing advanced degrees and/or conducting research; in other cases, reduced teaching loads are the result of course cancellations due to low enrollment.

The college’s emphasis on faculty teaching responsibilities is reinforced in the Aaniiih Nakoda College Faculty Handbook. Page 9 states, “The primary job of instructors is to teach,” and on page 14, “Teaching is the primary responsibility of the faculty.” While faculty are not expected or required to engage in research, scholarship, artistic creation or community service, the college recognizes the value of these activities in strengthening the quality of classroom instruction and fostering a campus environment of shared exploration and lifelong learning. Therefore, the college encourages faculty to engage in research, scholarship, community service and/or artistic creation whenever possible and appropriate. During the past three years, almost 50 percent (9 of 17) of the college’s full-time faculty have developed research proposals, conducted research, and/or published journal articles or books. In some cases, released time is provided to support faculty scholarship and research that are part of a grant-funded project. In other cases financial support and/or reduced credit loads have enabled faculty to pursue graduate studies in a discipline related to their teaching field. A summary list of faculty publications, research projects, and

56 continuing graduate studies demonstrate the extent and breadth of scholarly engagement among ANC faculty.

2.B.6 All faculty are evaluated in a regular, systematic, substantive, and collegial manner at least once within every five-year period of service. The evaluation process specifies the timeline and criteria by which faculty are evaluated; utilizes multiple indices of effectiveness, each of which is directly related to the faculty member’s roles and responsibilities, including evidence of teaching effectiveness for faculty with teaching responsibilities; contains a provision to address concerns that may emerge between regularly scheduled evaluations; and provides for administrative access to all primary evaluation data. Where areas of improvement are identified, the institution works with the faculty member to develop and implement a plan to address identified areas of concern.

All full-time instructors are evaluated by the academic dean on an annual basis, prior to the end of each academic year. Full-time instructors are evaluated according to the six-step process outlined in Section 136.00 of the ANC Personnel Policies and Procedures Manual. The process is described in much greater detail in the “Faculty Assessment & Development” section of the ANC Faculty Handbook (pages 18-20). The evaluation process begins with each instructor developing her/his professional goals for the coming year and ends with a private conference between each faculty member and the academic dean. In general, the six elements of the process are (1) individual goals, objectives, and activities; (2) peer observation and review; (3) academic dean class observation; (4) self-evaluation; (5) student class evaluations; and (6) performance evaluation session.

The results of the final evaluation session are summarized in a performance evaluation document that specifies whether the instructor has exceeded expectations, met expectations, or failed to meet expectations. Areas of improvement identified during the performance evaluation session are included as part of the instructor’s individual goals, objectives, and activities for the following year. Instructors are asked to sign the final performance evaluation document to indicate their agreement. If an instructor disagrees with the evaluation findings, she/he must acknowledge, in writing, her/his disagreement and is given the opportunity to submit a rebuttal. The final evaluation document and rebuttal (if applicable) are placed in the instructor’s personnel file in the President’s Office, and a copy is retained by the academic dean. Appendix A of the ANC Faculty Handbook contains samples of several forms used in this process. The student course evaluation form is presented in Appendix F.

The faculty evaluation process outlined above provides an effective means of assessing faculty performance in a regular, systematic, substantive way. Peer evaluations ensure that the process is carried out in a collegial manner. Feedback from supervisor, peer, student and self evaluations ensure that multiple indices are used to assess faculty performance, with heavy emphasis placed on teaching effectiveness. The academic dean reviews student performance evaluations at the end of each semester to help identify any issues that need to be addressed prior to the end of the academic year. The dean retains all primary evaluation data, and the president may request to view this information at any time. The evaluation process provides multiple avenues for identifying areas of improvement, and annual professional enhancement plans contain the goals, objectives and activities that will lead to the desired improvements and result in greater instructional effectiveness.

The academic dean evaluates part-time instructors on a course-by-course basis at the end of each semester. Student course evaluations serve as the primary tool for evaluating part-time instructor performance, with in-class observations being used as needed.

D. Standard 2.C: Education Resources

2.C.1 The institution provides programs, wherever offered and however delivered, with appropriate content and rigor that are consistent with its mission; culminate in achievement of clearly-identified student learning outcomes; and lead to collegiate-level degrees or certificates with designators consistent with program content in recognized fields of study.

Aaniiih Nakoda College offers associate degrees, one-year certificates of completion, and short-term career and technical education training programs. All programs are delivered on-site at the ANC campus.

Academic programs are designed to achieve program goals and learning outcomes that reflect ANC’s mission of providing quality post-secondary education opportunities that meet the identified needs and interests of the Fort Belknap Indian Reservation and surrounding communities. Each program has clearly- identified student learning outcomes that all majors must be able to demonstrate prior to completion of the program. Methods for measuring student learning are identified for each outcome and are used to assess student competencies and academic program effectiveness. The program assessment process is summarized on page 21 of the Aaniiih Nakoda College Faculty Handbook, which also includes a Program Review Report Template (Appendix C). A detailed account of the program evaluation and review process is presented in the Aaniiih Nakoda College Academic Program Assessment Manual. Actual academic program assessment reports document the implementation of this process. Regular program review ensures that the college’s academic programs provide the content and rigor required for students to achieve established outcomes, while offering an effective mechanism for formally assessing program effectiveness and using the results of these assessment efforts to strengthen program delivery and promote continuous improvement.

Aaniiih Nakoda College uses college-level degree and certificate designators that are consistent with program content in recognized fields of study. The college offers associate of arts (A.A.), associate of science (A.S.), and associate of applied science (A.A.S.) degrees. A.A. and A.S. degree programs are designed to prepare students for successful transfer to baccalaureate degree-granting institutions or entry level employment in their field of training. The distinction between A.A. degree programs and A.S. degree programs is based on program content, with the A.S. designation reserved for courses of study in natural science, allied health, and technology, and the A.A. designation used for programs emphasizing the humanities and social sciences. A.A. and A.S. degree programs share a common general education component.

Aaniiih Nakoda College offers one A.A.S. degree (carpentry), as well as certificates of completion in carpentry, health science, tribal management, water quality and welding. These programs are designed to prepare students for immediate employment in a related field. In several cases, including water quality, welding, and health science, program content is designed to prepare students for acquiring industry certifications and/or state licensure. The A.A.S. degree program and the certificate programs share a common related instruction component.

2.C.2 The institution identifies and publishes expected course, program, and degree learning outcomes. Expected student learning outcomes for courses, wherever offered and however delivered, are provided in written form to enrolled students.

Program goals and learning outcomes for all associate degree and certificate programs are identified and published in the college catalog (pages 56-72). Program descriptions printed in the catalog also include course requirements and a suggested plan of study, as well as supplementary information concerning possible career opportunities and transfer options. The catalog also contains general education and related instruction competencies, goals, and courses. The catalog is published annually and posted on the college website. Specific performance objectives describe the skills, knowledge, and abilities students must

58 demonstrate in order to achieve program learning outcomes, and these performance objectives, as well as the measurement tools used to assess student proficiency, are described in individual program assessment plans, all of which are included in the Aaniiih Nakoda College Academic Program Assessment Manual.

All students receive course syllabi for their classes at the beginning of each semester. Instructors prepare their syllabi following the Course Syllabus Template presented in Appendix D of the Aaniiih Nakoda College Faculty Handbook. In addition to presenting course objectives and associated learning outcomes, syllabi include, at a minimum, course and instructor information, course description, cultural integration components, course requirements, grading information, required materials, course outline, and institutional policies regarding attendance, cell phone use and academic honor.

2.C.3 Credit and degrees, wherever offered and however delivered, are based on documented student achievement and awarded in a manner consistent with institutional policies that reflect generally- accepted learning outcomes, norms, or equivalencies in higher education.

Aaniiih Nakoda College awards course credits in a manner consistent with institutional policies and definitions, which appear in sections 306.00 and 311.00 of the Aaniiih Nakoda College Personnel Policies and Procedures Manual and page 41 of the college catalog. Students earning course credits must demonstrate their ability to fulfill course-specific performance objectives by achieving learning outcomes described in course syllabi. Syllabi also describe the methods by which instructors will measure student performance and assign grades. Credits are earned upon successful completion of a course and recorded on the student’s official transcript.

According to ANC’s academic policies and procedures, one credit hour is equal to 15 hours of instruction. Therefore, a typical three credit class requires three hours of instruction per week; typically, the sixteenth week of the semester is reserved for final exams. For each hour of credit earned, students are expected to complete a minimum of two hours of out-of-class work (including internships, field practica, and laboratory work). These policies and procedures for awarding credit are consistent with those used throughout the Montana University System (MUS) and endorsed by the Montana Association of Collegiate Registrars and Admissions Officers (MACRAO) and American Association of Collegiate Registrars and Admissions Officers (AACRAO).

The college awards degrees to students who fulfill all degree, program, and required course requirements. General graduation requirements for degrees and certificates are listed on pages 42-43 of the college catalog. Course requirements and learning outcomes for each specific program are presented on pages 56- 72, and general education/related instruction goals and course offerings appear on pages 52-54. Students who fulfill these requirements and demonstrate proficiency in achieving all identified program learning outcomes are granted a degree, in accordance with the college’s established academic policies and generally accepted norms in higher education.

2.C.4 Degree programs, wherever offered and however delivered, demonstrate a coherent design with appropriate breadth, depth, sequencing of courses, and synthesis of learning. Admission and graduation requirements are clearly defined and widely published.

Aaniiih Nakoda College’s associate degree and certificate programs demonstrate a coherent design. Students graduating from associate degree programs are required to complete a minimum of 60 credit hours of coursework that fulfill program requirements. No associate degree programs currently offered at Aaniiih Nakoda College require students to complete more than 64 credit hours of required coursework. All associate degree programs are designed to be completed in a two-year time period, although each program description printed in the college catalog contains a disclaimer stating that students who place into refresher courses may need more than two years to complete their program. All A.A. and A.S. degree programs include a common set of general education requirements that account for approximately 50

59 percent (30-31 credits) of students’ graduation requirements. The breadth of the general education program’s course offerings ensures that all graduating students achieve all nine of the college’s general education goals in the areas of (1) Aaniiih and Nakoda culture, (2) oral and written communication, (3) quantitative reasoning, (4) scientific reasoning, (5) technological competency, (6) society and human analysis, (7) aesthetic perspective, (8) information literacy, and (9) critical thinking and problem solving. Program core requirements and selected electives provide students with an appropriate depth of knowledge within their chosen field of study. All program requirements are developed by program faculty and have been approved by the ANC Curriculum Committee, administration and board of directors.

Aaniiih Nakoda College also offers five certificates of completion: carpentry, health science, tribal management, water quality and welding. These programs are designed to be completed in a one-year period and require the successful completion of at least 30 credit hours of required coursework. In addition to program core requirements, all students graduating from one-year certificate programs must complete a minimum of ten credit hours in four general education areas: (1) Aaniiih or Nakoda language, (2) communications, (3) computation, and (4) human relations. Related instruction requirements for the college’s A.A.S. degree program in carpentry are the same as those required for one-year certificates.

The proper sequencing of course offerings is intended to promote student success and facilitate synthesis of learning. Program faculty and the Curriculum Committee are responsible for establishing the appropriate sequence of course offerings, and course sequencing is communicated to students through the academic advising process and through written plans of study for each program offering. These plans of study are published in the college catalog as part of individual program descriptions. In general, courses numbered in the 100's are considered first-year courses, and courses numbered in the 200's are second- year courses. The sequence of paired courses is indicated with Roman numerals (e.g., Anatomy and Physiology I and II, Accounting I and II, and College Writing I and II). Course listings in the catalog identify all courses that have pre-requisites and clearly state the specific pre-requisite course(s) required.

The use of pre-requisites facilitates synthesis of learning. Pre-requisites enable students to establish a foundational knowledge base or skill level before enrolling in more advanced courses that build upon that acquired knowledge, require higher-level skills, or invite application of that knowledge and those skills with increasing specialization and sophistication. For example, in the Computer Information Systems (CIS) degree program, Introduction to Computers (CIS 110) provides the foundation for more advanced study in Spreadsheet Applications (CIS 135), Database Applications (CIS 171) or Introduction to Computer Hardware (CIS 160). Most degree programs require students to complete a capstone course, portfolio assessment, or integrated project in their final semester prior to graduation to demonstrate abilities to retain, synthesize and build upon knowledge and skills acquired in previous courses.

Admission requirements are clearly defined and published in institutional documents. Admission policies and requirements appear on pages 6-10 of the college catalog and on pages 4-7 of the ANC Student Handbook. Graduation requirements are presented on page 42 of the catalog. These documents are distributed to all incoming students, reviewed during student orientation sessions each semester, widely available on campus, and posted on the college website.

2.C.5 Faculty, through well-defined structures and processes with clearly-defined authority and responsibilities, exercise a major role in the design, approval, implementation, and revision of the curriculum, and have an active role in the selection of new faculty. Faculty with teaching responsibilities take collective responsibility for fostering and assessing student achievement of clearly-defined learning outcomes.

As stated in Section 305.00 of the Aaniiih Nakoda College Personnel Policies and Procedures Manual, all full-time faculty members are required to serve on the Aaniiih Nakoda College Curriculum Committee.

This committee, which is chaired by the academic dean, “is the body responsible for academic program revision, new academic programs and any amendments in the required curriculum for degree and certificate programs.” Faculty members are responsible for presenting proposals for adding new programs and courses and for deleting existing programs. Using the standardized forms presented in Appendix B of the Aaniiih Nakoda College Faculty Handbook, faculty present these proposals to the Curriculum Committee. Changes approved by the Curriculum Committee are recommended to the president and board of directors for final review and approval. Minutes from Curriculum Committee meetings from the past three years document the faculty’s central role in the design, approval, implementation and revision of the curriculum.

The college’s personnel policies, as stated in Section 110.05 of the ANC Personnel Policies and Procedures Manual, require that at least one faculty member serves on screening/selection committees for hiring full-time faculty. In practice, several instructors are typically included in these committees when the college hires new faculty. Faculty participation on screening/selection committees is documented in committee correspondence and recommendations on file in the Office of the President. As with all hires at the institution, committee recommendations are submitted to the president for approval and presented to the board of directors for final confirmation.

Instructors play the lead role in developing and implementing assessment plans for their respective department/area of instruction. These are used to measure student achievement of identified program learning outcomes and overall program effectiveness. Program and general education/related instruction assessment plans are included in the ANC Academic Program Assessment Manual. At the end of each academic year, the Curriculum Committee conducts a one- to two-day program review, during which time two or three academic programs/certificates and one cluster of general education/related instruction competencies are evaluated. During these sessions, primary instructors/department heads are responsible for presenting a detailed program review that includes a report of student success in achieving identified program outcomes. Other information presented during the review process includes program history, current status, enrollment data, challenges, and recommendations for program improvement. Program review reports follow the template presented in Appendix C of the Aaniiih Nakoda College Faculty Handbook. The committee follows a similar process for reviewing student achievement of general education and related instruction learning outcomes. In this case, the chair of each general education/related instruction competency subcommittee presents student achievement data for her/his respective competency and makes recommendations for improvement. The entire academic program review process follows the procedures and schedule outlined in the ANC Academic Program Assessment Manual and is coordinated by the ANC Assessment Committee, which is co-chaired by two full-time instructors. All academic programs and general education/related instruction competencies go through the full review and evaluation process at least once every seven years. The current assessment cycle was initiated in 2010 and will conclude in 2017.

2.C.6 Faculty with teaching responsibilities, in partnership with library and information resources personnel, ensure that the use of library and information resources is integrated into the learning process.

Aaniiih Nakoda College has identified Information Literacy as one of its nine general education competencies, with the goal that “students will recognize an information need, access and evaluate appropriate resources, then utilize the information in a coherent, effective and ethical manner” (catalog, page 53). To achieve this general education goal, faculty work closely with the library director to provide quality instruction and to assess student achievement of learning outcomes associated with this goal. Instruction in, and assessment of, information literacy is embedded across the curriculum, and all course syllabi are required to contain an information literacy component.

To facilitate student achievement and quality instruction in information literacy, the library director meets with faculty at the beginning of each semester to discuss available library resources, plan library visits and presentations, and formulate relevant library assignments to match course content. Upon request, she holds library instruction sessions for classes, offers special training programs on relevant research topics, carries out information searches, and provides one-on-one assistance for students using library and information resources.

2.C.7 Credit for prior experiential learning, if granted, is: a) guided by approved policies and procedures; b) awarded only at the undergraduate level to enrolled students; c) limited to a maximum of 25% of the credits needed for a degree; d) awarded only for documented student achievement equivalent to expected learning achievement for courses within the institution’s regular curricular offerings; and e) granted only upon the recommendation of appropriately-qualified teaching faculty. Credit granted for prior experiential learning is so identified on students’ transcripts and may not duplicate other credit awarded to the student in fulfillment of degree requirements. The institution makes no assurances regarding the number of credits to be awarded prior to the completion of the institution’s review process.

Aaniiih Nakoda College does not grant credit for prior experiential learning.

2.C.8 The final judgment in accepting transfer credit is the responsibility of the receiving institution. Transfer credit is accepted according to procedures which provide adequate safeguards to ensure high academic quality, relevance to the students’ programs, and integrity of the receiving institution’s degrees. In accepting transfer credit, the receiving institution ensures that the credit accepted is appropriate for its programs and comparable in nature, content, academic quality, and level to credit it offers. Where patterns of student enrollment between institutions are identified, the institution develops articulation agreements between the institutions.

Procedures for accepting transfer credit from other accredited institutions provide adequate safeguards to ensure academic quality, relevance to students’ programs of study, and the integrity of degrees awarded by Aaniiih Nakoda College. ANC’s policies for awarding transfer credits are based upon the following three considerations: (1) the educational quality of the institution from which the student transfers; (2) the comparability of the nature, content, and level of credit earned; and (3) the appropriateness and applicability of the credit earned to the student’s chosen course of study at Aaniiih Nakoda College. To ensure educational quality, ANC only accepts transfer credits from accredited colleges and universities. An official transcript is required for evaluating transfer credits, and only courses with grades of “C” or higher are accepted. The registrar/admissions officer and academic advisors are responsible for reviewing transcripts and evaluating the transferability of credits in terms of their comparability and appropriateness with respect to ANC’s courses and programs. Advisors compare ANC course descriptions with those from the sending institution to determine alignment. No evaluation of transfer will be made until the admissions process is complete and official copies of all transcripts have been received directly from the former colleges/universities. To ensure the integrity of its degrees, ANC requires that a minimum of 15 semester credits hours must be earned at ANC prior to graduation. Policies governing the acceptance of transfer credits are presented on page five of the ANC Student Handbook and page 50 of the ANC catalog.

ANC does not participate in any articulation agreements as a receiving institution. However, the college has established a number of articulation agreements over the years to facilitate the seamless transfer of ANC graduates to baccalaureate degree-granting institutions. Currently, ANC has an articulation agreement with Montana State University-Billings for students graduating from ANC’s Elementary Education A.A. degree and enrolling in MSU-B’s B.S.Ed. degree program. ANC also has been a participant in transfer initiatives through Montana’s Office of the Commissioner of Higher Education (OCHE), including a Common Course Numbering (CCN) transferability guide.

Undergraduate Programs

2.C.9 The general education component of undergraduate programs (if offered) demonstrates an integrated course of study that helps students develop the breadth and depth of intellect to become more effective learners and to prepare them for a productive life of work, citizenship, and personal fulfillment. Baccalaureate degree programs and transfer associate degree programs include a recognizable core of general education that represents an integration of basic knowledge and methodology of the humanities and fine arts, mathematical and natural sciences, and social sciences. Applied undergraduate degree and certificate programs of thirty (30) semester credits or forty-five (45) quarter credits in length contain a recognizable core of related instruction or general education with identified outcomes in the areas of communication, computation, and human relations that align with and support program goals or intended outcomes.

Aaniiih Nakoda College requires all students enrolled in its associate degree and certificate programs to complete a general education or related instruction component. General education requirements for the college’s associate of arts and associate of science degrees are published on page 52 of the college catalog, and related instruction requirements are published on page 54.

In order to graduate with an associate’s degree, students must complete at least 30 credit hours of general education instruction. The following table outlines the general education course requirements:

General Education Requirements for Associate of Arts and Associate of Science Degrees

Course Number Course Title Credits AIS 100 Introduction to American Indian Studies 3 AIS 150 or 155 Aaniiih or Nakoda Language I 3 BIOB/L 160 Principles of Living Systems & Lab 4 HUM or FA Elective Course in Humanities or Fine Arts 3 M 121 College Algebra 4 Social Science Elective Social Science (including geography, history, political 3 science, psychology, sociology and economics) COMX 111 Introduction to Public Speaking 3 WRIT 101 or WRIT 101A College Writing I or College Writing I A 3-4 WRIT 201 College Writing II 3 GS 115 Freshman Seminar 1 Total 30-31 Table 2.3: General Education Requirements for Associate of Arts and Associate of Science Degrees

Required general education courses provide a broad range of instruction through which students are introduced to the content and methodology of major areas of knowledge as determined by the college mission and society in general, and through which they acquire the skills and knowledge needed to achieve identified general education learning goals and associated outcomes. Instruction in required general education courses is integrated with, and reinforced by, additional instruction across the curriculum that addresses a series of embedded general education competencies related to Aaniiih/Nakoda culture, technology, information literacy, and critical thinking and problem solving (see 2.C.10 for details). In addition, the college’s general education component is designed to meet the standards set forth by the Montana University System and to facilitate seamless transfer to four-year institutions throughout the state.

Students enrolled in the college’s associate of applied science degree program (Carpentry) or one-year certificate programs must complete at least ten hours of related instruction in order to graduate. The four areas of related instruction are (1) communications, (2) computation, (3) human relations, and (4) Aaniiih/Nakoda language. In some cases, students meet these requirements by completing one of the college’s general education offerings, such as AIS 150 (Nakoda Language I). In other cases, they meet these requirements through program-specific course offerings, such as Introduction to Business Writing (WRIT 122) or through identifiable related instruction courses such as Human Relations (HMS 101), Technical Communications (WRIT 111), and Technical Mathematics (M 103). The related instruction component of each A.A.S. or certificate program is specifically designed by program faculty to support program goals and outcomes, while ensuring that all students completing the program achieve the related instruction learning outcomes published on page 54 of the college catalog.

2.C.10 The institution demonstrates that the general education components of its baccalaureate degree programs (if offered) and transfer associate degree programs (if offered) have identifiable and assessable learning outcomes that are stated in relation to the institution’s mission and learning outcomes for those programs.

Aaniiih Nakoda College’s general education program contains nine components. These include (1) Aaniiih/Nakoda culture, (2) oral and written communication, (3) quantitative reasoning, (4) scientific reasoning, (5) technological competency, (6) social and human analysis, (7) aesthetic perspective, (8) information literacy, and (9) critical thinking and problem solving. General education goals for each component are published on page 53 of the college catalog. Specific learning outcomes associated with each component are stated in the Aaniiih Nakoda College Academic Program Assessment Manual. The plan also includes detailed descriptions of the methods used for assessing each component, as well as the rubrics employed during the assessment process. For assessment purposes, general education components are divided into three clusters and evaluated on a three-year cycle. General education assessment reports document student achievement of learning outcomes and identify changes in instructional practices and/or curriculum resulting from the review process.

In some cases, specific general education courses serve as the primary vehicle for providing students with the skills and knowledge they need to achieve a specific general education goal. For example, students enrolled in Principles of Living Systems (BIOB/L 160) acquire the skills and knowledge they need to achieve the Scientific Reasoning goal of “applying the scientific method of inquiry to draw conclusions based on observations and using scientific reasoning to understand the natural and physical world.” The foundational knowledge gained in this course is then reinforced – and assessed - in other courses across the college curriculum.

In other cases, cross-disciplinary instruction serves as the primary means through which students acquire skills and knowledge and demonstrate proficiency in achieving learning outcomes for general education components embedded across the curriculum. Embedded elements of the college’s general education program include Aaniiih/Nakoda culture, technological competency, information literacy, and critical thinking and problem solving. All course syllabi include activities, assignments, and/or learning objectives that address each of these areas, and student work in a wide variety of disciplines is used to assess student proficiency in achieving learning outcomes associated with these four embedded components.

General education course requirements, goals and associated learning outcomes are directly tied to ANC’s mission and core themes. For example, students are required to complete a minimum of six credits in American Indian Studies, and all courses offered at the college must include some element of American Indian culture. In turn, students are expected to demonstrate a certain level of proficiency in speaking the Aaniiih or Nakoda language and a basic knowledge of American Indian history and culture. Specific learning outcomes in other general education areas (e.g., scientific reasoning, social and human analysis,

64 and aesthetic perspective) also address the inclusion of American Indian ways of knowing and self- expression and reflect the mission-driven, cross-disciplinary nature of general education instruction at the college.

2.C.11 The related instruction components of applied degree and certificate programs (if offered) have identifiable and assessable learning outcomes that align with and support program goals and intended outcomes. Related instruction components may be embedded within program curricula or taught in blocks of specialized instruction, but each approach must have clearly-identified content and be taught or monitored by teaching faculty who are appropriately qualified in those areas.

Student learning goals for each of the college’s four related instruction areas are published on page 54 of the college catalog. Students acquire the knowledge and skills needed to demonstrate proficiency in achieving these goals through courses identified in their program plan of study. As determined by program faculty, these courses may be specific related instruction courses (e.g., Human Relations, Technical Mathematics, Technical Writing), general education courses (e.g., Aaniiih Language I, Nakoda Language I, College Algebra), or program-specific offerings (e.g., Business Mathematics, Introduction to Business Writing, Workplace Ethics & Conflict Resolution). In all cases, related instruction course offerings have clearly-identified content that support program goals and provide students with the knowledge and skills they need to achieve identified related instruction learning goals. Related instruction courses are either taught by discipline-specific specialists (e.g., mathematics instructor, writing instructor, Aaniiih/Nakoda language instructor) or by program faculty that are appropriately qualified to teach in these areas. For example, a business instructor teaches Business Mathematics (BUS 104) for Tribal Management students, a nursing instructor teaches Human Relations (HMS 101) for Health Science students, a chemistry instructor teaches Technical Mathematics for Water Quality (M 108) for Water Quality students, and a carpentry instructor teaches Technical Mathematics (M 103) to Carpentry students.

Graduate Programs

2.C.12 – 2.C.15

Aaniiih Nakoda College does not offer graduate programs.

Continuing Education and Non-Credit Programs

2.C.16 Credit and non-credit continuing education programs and other special programs are compatible with the institution’s mission and goals.

Aaniiih Nakoda College offers continuing education and other special learning programs, including workshops, seminars and short courses, which are compatible with its institutional mission and goals. These special programs are designed, approved, administered, and evaluated using the same policies and procedures that govern the college’s regular educational offerings. Special learning programs are developed in response to identified community needs and interests, often in collaboration with tribal programs and departments. The vast majority of these programs are offered on campus, although workshops are occasionally offered off campus on the southern end of the reservation.

Typically, special learning programs are offered as workshops, seminars, and short courses where participants receive college credit. Continuing education units are awarded when workshops and training programs are provided specifically for in-service teachers. While students take workshops on a pass/no pass basis, students enrolled in continuing education courses may earn a letter grade. The following list provides a few examples of continuing education and special learning programs offered in the past two years that align with institutional mission and core themes, while, at the same time, addressing identified

65 community needs and interests: American Indian language teaching methods, traditional Aaniiih and Nakoda arts and culture, certified nursing assistant (CNA) training, phlebotomy training, commercial driver’s license (CDL) training, emergency medical technician (EMT) training, hazardous waste operations and emergency response (HazWOPER), hazardous materials handling (HazMat), natural resources issue seminars, teacher training workshops, personal computer use, grant proposal writing, and project evaluation.

2.C.17 The institution maintains direct and sole responsibility for the academic quality of all aspects of its continuing education and special learning programs and courses. Continuing education and/or special learning activities, programs, or courses offered for academic credit are approved by the appropriate institutional body, monitored through established procedures with clearly-defined roles and responsibilities, and assessed with regard to student achievement. Faculty representing the disciplines and fields of work are appropriately involved in the planning and evaluation of the institution’s continuing education and special learning activities.

Aaniiih Nakoda College is solely responsible for the academic quality of its continuing education and special learning programs. These programs are planned, administered, and evaluated as part of the college’s regular instructional program to ensure their compatibility with institutional mission and core themes. The academic dean bears the primary responsibility for administering continuing education and special learning programs, with assistance from full-time faculty with relevant content knowledge and expertise. According to guidelines outlined in Section 306.00 of the ANC Personnel Policies and Procedures Manual, all proposals for workshops, seminars, and continuing education courses should be submitted to the academic dean at least one semester in advance. Proposed courses are then approved or rejected by the academic dean in consultation with appropriate faculty. Instruction is provided either by the college’s current faculty or through contractual agreements with part-time instructors who possess sufficient qualifications and credentials in the field of instruction. Course syllabi are required for all workshops, seminars, and short courses, and these documents outline course content, objectives, and learning outcomes. This oversight process ensures that all continuing education and special learning programs support institutional mission and core themes, are taught by qualified instructors, and meet institutional standards for academic quality. At the conclusion of each continuing education or special learning program, participants are asked to complete instructor/course evaluations, which are reviewed by the academic dean to assess instructional quality and effectiveness.

2.C.18 The granting of credit or Continuing Education Units (CEUs) for continuing education courses and special learning activities is: a) guided by generally-accepted norms; b) based on institutional mission and policy; c) consistent across the institution, wherever offered and however delivered; d) appropriate to the objectives of the course; and e) determined by student achievement of identified learning outcomes.

Aaniiih Nakoda College awards credit for continuing education and special learning programs based on institutional policies consistent with generally-accepted norms and practices. The college adheres to the standard practice of granting one semester hour of credit for 15 contact hours of instruction. Definitions of courses and credits, including workshops, are presented in Section 306.00 of the ANC Personnel Policies and Procedures Manual and appear on page 41 of the college catalog. These policies are applied consistently across the institution, regardless of where or how the course is delivered. Syllabi for all continuing education and special learning programs clearly identify course objectives, as well as the learning outcomes students must achieve to earn credit for the course.

2.C.19 The institution maintains records which describe the number of courses and nature of learning provided through non-credit instruction.

Aaniiih Nakoda College does not offer non-credit programs or courses.

E. Standard 2.D: Student Support Resources

2.D.1 Consistent with the nature of its educational programs and methods of delivery, the institution creates effective learning environments with appropriate programs and services to support student learning needs.

Through its Student Services Department, Aaniiih Nakoda College offers students a comprehensive suite of programs and services that supports the mission and core themes of the institution and creates a campus environment that fosters student learning and success. Student programs and services are grounded upon an educational philosophy that reflects the abiding relevance of Aaniiih and Nakoda cultures and promotes the values of equality, diversity, and respect. Programs and services are provided in a manner that is sensitive to student and community needs, while encouraging lifelong, inter- generational learning and strong family involvement.

The goals of ANC’s Student Services Department are to provide students with cordial and efficient services in admissions, registration, financial aid, tutoring, and personal and academic counseling. The department seeks to provide students opportunities for enhancing their leadership skills and abilities through participation in co-curricular activities, student organizations, and student government. Student services personnel also are responsible for spearheading recruiting and outreach efforts, administering the veterans’ benefits program, offering student leadership programs, and sponsoring awards banquets and student recognition ceremonies.

The department operates under the supervision of the dean of students and includes ten full-time staff members. In addition to the dean of students, financial aid officer, and registrar/admissions officer, the department also includes two programs funded by the U.S. Department of Education: Native American Career and Technical Education Program (NACTEP) and Title III – American Indian Tribally Controlled Colleges and Universities (TCCU). The NACTEP project employs a director, administrative assistant, and counselor. The college’s Title III project supports a retention coordinator, student assistance associate, institutional research assistant and Student Success Center coordinator. The NACTEP and Title III projects have been in continuous operation at ANC since 2001.

Aaniiih Nakoda College’s student services programs are staffed by qualified individuals whose academic preparation and professional experience are appropriate to their assignments. Three staff members hold master’s degrees, four hold bachelor’s degrees, and two support staff hold associate’s degrees. Together, they have more than 100 years of service at Aaniiih Nakoda College. Resumes of student services staff reflect qualifications, experiences and years of service at ANC. Position descriptions clearly define staff duties and responsibilities.

Aaniiih Nakoda College’s student programs complement instructional programs by providing a wide range of support services. The registrar/admissions office provides admissions and registration assistance, maintains student records, monitors academic standing, and prepares transcripts. The registrar/admissions officer and her assistant also bear primary responsibility for disseminating current and accurate student data to departments across campus, as well as to external stakeholders such as the Fort Belknap Tribal Higher Education Department, American Indian Higher Education Consortium (AIHEC), and governmental agencies. The registrar/admissions officer and her assistant use the institutional management software and database, Empower, to store all permanent student information (including term of attendance, course number, title of course, grade earned, transfer credits, high school diploma or

HISET earned, placement test scores, date of birth, and indication of credit or non-credit), generate data reports, maintain student records and prepare transcripts. Empower is also used by faculty members to record student attendance, submit student progress reports, and make student referrals.

The financial aid office is staffed by the financial aid officer and student assistance associate. They administer all student aid programs and manage the college’s scholarship program, which is funded primarily through the American Indian College Fund (AICF). The scholarship committee meets at least twice per semester to select recipients of AICF scholarship awards. During student orientation programs, the financial aid officer meets with new students to review the financial aid policies, procedures and opportunities. If students are experiencing problems or not understanding the financial aid process, the financial aid officer will provide further information as needed.

ANC’s NACTEP project is an integrated career and technical education program that combines challenging and relevant training programs in Health Careers, Computer Technology, Natural Resources, Building Technology, and Business Technology with a continuum of support services. These services include academic advising and career counseling, classroom directed field experiences, summer employment opportunities, job placement services, transfer assistance, and direct financial support in the form of stipends, tuition and fees, books and supplies, transportation, and child care.

The student services component of the Title III project focuses on improving student retention through early alert and referral systems, effective tutoring services, improved data collection processes, enhanced student orientation and enrichment activities, and better access to financial assistance. In addition, the project operates the Student Success Center, which provides a place for students to study, access computers, and receive tutoring assistance. The Success Center coordinator provides professional tutoring services and coordinates tutoring services across campus, including peer tutoring services in science, technology, and mathematics available through the college’s NSF-TCUP (National Science Foundation- Tribal Colleges and Universities Program) project and USDA Tribal Colleges Equity Grants Program project.

Academic and career counseling are provided by several operating components of the student services program. In particular, the NACTEP counselor and Title III retention coordinator meet with students to explain academic requirements and institutional rules and regulations. They assist students in registering for classes and work with students as they identify their educational and occupational goals. They also monitor student progress and ensure that students are taking the required courses needed to complete their degree programs. Through individual counseling sessions, student services staff ascertain the needs of each student and provide assistance for overcoming any barriers that may impede student success. Staff also provide career education through annual career fairs and career exploration activities offered through the Freshman Seminar course.

Students at ANC are given opportunities to enhance their leadership abilities through participation in student organizations and student government. Active student organizations at ANC include Student Senate, American Indian Business Leaders (AIBL), Phi Theta Kappa, and Red Lodge Society. Staff or faculty serve as advisors for each organization, and all are accountable to the Student Senate. Student Senate also sponsors events such as the annual Spring Fling, and representatives sit on the college board of directors and serve on various committees across campus. Through their participation in these activities, students gain valuable experiences that encourage the development of both teamwork and leadership.

Nakoda Hall is the home of Aaniiih Nakoda College’s Student Services Department. This 3,545 square- foot facility includes the dean of student’s office, the registrar/admissions office, financial aid office, retention coordinator’s office, and Student Success Center. It also houses two academic programs: the

USDA-funded ANC Extension Office and the U.S. Department of Education-funded Indian Education Professional Development Program (IEPD) project. All offices provide adequate space to serve students, while the registrar/admissions office and financial aid office also contain sufficient space for housing locking file cabinets and fireproof safes needed for the safe and secure maintenance of student files. The Student Success Center contains seven computer work stations available for student use and provides a place where students can study, receive tutoring, and hold meetings. The NACTEP project office is located in Returning Buffalo – a 13,630 square-foot workforce training center that includes three classrooms, a computer laboratory and a shop for welding and carpentry instruction. All student services offices seek to create an atmosphere that is student-friendly, inviting, and helpful, while providing students with the support they need to achieve their educational and personal goals.

2.D.2 The institution makes adequate provision for the safety and security of its students and their property at all locations where it offers programs and services. Crime statistics, campus security policies, and other disclosures required under federal and state regulations are made available in accordance with those regulations.

Aaniiih Nakoda College intends to provide a safe and secure campus environment for all students, visitors, staff, and faculty. Campus security policies follow the Crime Awareness and Security Act of 1990, Student Right-To-Know and Campus Security Act of 1991, and Higher Education Amendments of 1992. These policies are referenced on page 20 of the college catalog and described in detail on pages 26- 27 of the ANC Student Handbook. Student services personnel review this information with students and go over procedures for reporting criminal activities during student orientation sessions held at the beginning of each semester.

ANC does not employ law enforcement personnel, but the campus is located only one block from the Fort Belknap Law Enforcement Department. The college maintains a security alarm system for all campus buildings, and internal and external surveillance cameras have been installed across campus. Security lights illuminate parking lots and building entrances.

The dean of students serves as the designated campus security officer, and the physical plant manager, who also is a member of the Fort Belknap Volunteer Fire Department, acts as the campus safety officer. In the case of any crime or emergency occurring on campus, all personnel are required to contact the dean of students, unless the incident requires immediate police or medical action. In these cases, Fort Belknap Tribal Law Enforcement or Indian Health Service should be contacted immediately.

In keeping with institutional and federal policies, the dean of students prepares an annual Campus Safety and Security Report that includes crime statistics for the previous year. Data from the Fort Belknap Law Enforcement Department is included in the report, which is filed with the U.S. Department of Education and made available to all campus constituencies.

2.D.3 Consistent with its mission, core themes, and characteristics, the institution recruits and admits students with the potential to benefit from its educational offerings. It orients students to ensure they understand the requirements related to their program of study and receive timely, useful, and accurate information and advising about relevant academic requirements, including graduation and transfer policies.

Aaniiih Nakoda College recruits and admits students with potential to benefit from its educational programs. The college recruits students from the surrounding communities, and an open door admission policy encourages attendance among potential students with diverse educational backgrounds and goals. To help students attain these goals, the college provides a wide range of student support services,

69 including financial aid, student orientation, academic advising, tutoring, co-curricular activities, and a full service bookstore.

Aaniiih Nakoda College’s open door admission policy is consistent with its mission, core themes and characteristics. Admission policies specify qualifications for admission, are clearly stated in institutional publications, and are adhered to in practice. According to ANC’s open door admission policy, which is clearly stated on page six of the catalog, the college allows admission to any student who holds a valid high school diploma or an official HiSET. Admission is not restricted to American Indian students. In keeping with the college mission and core themes, this policy provides all residents of the Fort Belknap Indian Reservation and surrounding communities who have fulfilled their secondary education requirements with access to quality post-secondary education opportunities. No potential student who holds a high school diploma or official HiSET and submits a completed, acceptable admission application is ever denied admission to ANC.

Institutional admission policies also allow pre-HiSET students to register for non-degree credit academic skills courses. Pre-HiSET students complete the college’s regular application process and are allowed to enroll in up to six credits of academic skills coursework per semester for no more than two semesters. Tuition and fees are waived for these courses, although students are responsible for buying their own books. The purpose of this program is to help students prepare for the HiSET exam, and policies and procedures governing this program are outlined on page nine of the college catalog.

ANC also offers a dual enrollment program for currently enrolled high school seniors. To participate in this program, high school students must complete the regular admission process and meet additional eligibility requirements listed on page ten of the college catalog. Upon acceptance, they may take regular college courses, although tuition, fees, and book charges are not waived.

Eighty-four percent of ANC students are American Indian, and, among this American Indian student population, 91 percent are Aaniinen or Nakoda. The college mission statement places special emphasis on meeting the unique educational needs of this segment of the student body “by offering [students] an opportunity to maintain the cultural integrity of the Gros Ventre and Assiniboine Tribes.” The college’s efforts to fulfill its mission and meet the educational needs of Nakoda and Aaniinen students manifest themselves across campus and are reflected in course content, general education requirements, degree programs, faculty/staff hiring practices, student organizations, co-curricular activities, campus facilities, and library and archive holdings. Aaniiih and Nakoda culture permeates the entire college campus and informs the delivery of all institutional programs and services.

At the same time, however, it is the mission of Aaniiih Nakoda College to provide quality post-secondary education opportunities for all local residents, including non-Indians living in communities surrounding the reservation. ANC’s commitment to providing all area residents with equal access to higher education is evident in its open door admission policy and is clearly articulated in the equal opportunity policy printed on page four of the college catalog: “Aaniiih Nakoda College is committed to a program of equal opportunity for education, employment and participation in college activities, without regard to race, color, sex, age, religious creed, political ideas, marital status, physical or mental handicap, or national origin or ancestry, within the confines of applicable laws.” All educational programs, services, and activities offered at Aaniiih Nakoda College are open to all students, except in those cases where special restrictions apply. For example, eligibility for certain scholarship awards may be limited to American Indian students, depending upon guidelines established by donors.

Aaniiih Nakoda College also places great emphasis on meeting the special needs of its low income students. The great majority of ANC students are members of families whose income is 50 percent less than the federal poverty level, and 95 percent of ANC’s total student population qualifies for financial aid.

To accommodate the needs of its low income students, the college offers a number of financial assistance programs that provide scholarships, grants, stipends, and employment opportunities for qualifying students. In addition, NACTEP, IEPD and other programs provide child care allowances for students with young children, as well as transportation assistance for students commuting to college from outlying communities such as Hays and Lodgepole.

Aaniiih Nakoda College provides student orientation at the beginning of fall and spring semesters. Orientation programs are planned and coordinated by the retention coordinator and student services staff. Because the majority of students begin classes in the fall, the fall orientation program is longer and more comprehensive. Fall orientation is two and one-half days long, and the spring orientation lasts for one day. Students completing the entire fall orientation session receive one credit for Freshman Seminar (GS 115). The goals of the orientation session are to “frontload” students with the skills and knowledge they will need to succeed during the upcoming semester and throughout their college careers, as well as to provide students with information about the resources available on campus to foster their success. The student orientation schedule for Fall Semester 2013 outlines the typical topics taught and information provided during fall orientation sessions. Spring semester orientation sessions provide the same information in an abbreviated form. Due to its shorter length, no academic credit is awarded to students attending the spring orientation session.

Orientation sessions provide students several opportunities to meet with their advisors. Instructors from each academic program offer breakout sessions describing program and graduation requirements, career opportunities and transfer options to small groups of declared majors. Students also have one-on-one meetings with their assigned advisor at the instructor’s office. During the final day of orientation, students meet again with their advisors to develop a class schedule for the upcoming semester and to complete advising and registration forms. This intensive contact is intended to establish a personal connection between student and advisor at the very beginning of a student’s educational career. At the same time, it ensures that incoming students understand program-specific requirements, as well as general academic policies related to academic performance, graduation and transfer. This information is reinforced during regular advising sessions throughout a student’s academic career at ANC. Annual meetings for prospective graduates are scheduled to provide these students with graduation application packets and a detailed review of graduation requirements.

In general, ANC makes every effort to design and deliver student orientation programs that address the educational, cultural, and socioeconomic needs of its unique student body. Special consideration is given to providing first generation, low income, American Indian students with an orientation experience that meets their informational needs and fosters positive student engagement and success.

2.D.4 In the event of program elimination or significant change in requirements, the institution makes appropriate arrangements to ensure that students enrolled in the program have an opportunity to complete their program in a timely manner with a minimum of disruption.

Aaniiih Nakoda College’s policy governing situations in which an enrolled student’s academic program is eliminated or its requirements are significantly changed appears in Section 406.01(Academic Program Changes and Graduation) of the ANC Personnel Policies and Procedures Manual. In general, students are guaranteed the opportunity to complete their academic program as it appeared in the college catalog during the year in which they originally enrolled. Although ANC has not eliminated any academic programs in the past decade, the college has modified a number of academic programs in recent years, resulting in new program names (e.g., Integrated Environmental Studies) and changes in program requirements. In these instances, ANC facilitates student completion of modified programs by (1) continuing to offer all program requirements that students need to graduate, (2) providing independent study opportunities for students to complete required coursework, and/or (3) substituting similar courses

71 included in the modified program for original program requirements. These efforts are carried out through the collaborative efforts of the affected students, faculty advisors, relevant department chairs, and the academic dean.

2.D.5 The institution publishes in a catalog, or provides in a manner reasonably available to students and other stakeholders, current and accurate information that includes: (a) Institutional mission and core themes; (b) Entrance requirements and procedures; (c) Grading policy; (d) Information on academic programs and courses, including degree and program completion requirements, expected learning outcomes, required course sequences, and projected timelines to completion based on normal student progress and the frequency of course offerings; (e) Names, titles, degrees held, and conferring institutions for administrators and full-time faculty; (f) Rules, regulations for conduct, rights, and responsibilities; (g) Tuition, fees, and other program costs; (h) Refund policies and procedures for students who withdraw from enrollment; (i) Opportunities and requirements for financial aid; and (j) Academic calendar.

The Aaniiih Nakoda College Catalog is published annually. Paper copies are available at no cost to prospective and enrolled students, and an electronic copy is posted on the college website. Additional copies are available upon request in Nakoda Hall. Copies also are distributed to all Montana University System campuses and tribal colleges.

The dean of academics, with assistance from the registrar/admissions officer, bears the primary responsibility for preparing the college catalog. The Curriculum Committee is responsible for reviewing the academic portion of the catalog to ensure its accuracy with respect to course descriptions and program requirements.

The following table lists each of the items required for compliance under standard criterion 2.D.5, as well as the specific page numbers where that information appears in ANC’s current catalog:

Location of Required Information in ANC Catalog

Item Required for Compliance ANC Catalog Institutional mission i Core themes 1 Entrance requirements and procedures Pages 6-10, 14 Grading policy Pages 41 & 46 Information on academic programs and courses, including degree and Pages 52-111 program completion requirements, expected learning outcomes, required course sequences, and projected timelines to completion Names, titles, degrees held, and conferring institutions for Pages 112-113 administrators and full-time faculty Rules, regulations for conduct, rights, and responsibilities Pages 15-21 Tuition, fees, and other program costs Page iv Refund policies and procedures for students who withdraw from Pages 30-32 enrollment Opportunities and requirements for financial aid Pages 22-38 Academic calendar Page iii Table 2.4: Location of Required Information in ANC Catalog

2.D.6 Publications describing educational programs include accurate information on: (a) National and/or state legal eligibility requirements for licensure or entry into an occupation or profession for which education and training are offered; (b) Descriptions of unique requirements for employment and advancement in the occupation or profession.

Aaniiih Nakoda College publishes informational brochures for degree and certificate programs offered at the college. Brochures include general program information, goals and learning outcomes, as well as potential employment and transfer opportunities for students completing these programs. Brochures describing short term (less than one year) training programs contain information about program requirements, learning outcomes, potential employment opportunities, and professional examination and licensure requirements. Pages 73-75 of the college catalog present brief descriptions of the college’s short term training programs in Hazardous Waste Operations & Emergency Response (HazWOPER), Montana Certified Nursing Assistant, Phlebotomy, and Basic Emergency Medical Technician. These catalog descriptions include the same employment, testing and licensure information found in program brochures.

2.D.7 The institution adopts and adheres to policies and procedures regarding the secure retention of student records, including provision for reliable and retrievable backup of those records, regardless of their form. The institution publishes and follows established policies for confidentiality and release of student records.

All student records are maintained in accordance with the Family Educational Rights and Privacy Act (FEPRA). According to ANC policy, “Access to student records is limited to authorized personnel only. Information may not be disclosed from these files unless permitted pursuant to 43 CFR 2.56. The student records may not be altered or destroyed except as authorized by 43 CFR 2.52. FERPA contains provisions for criminal penalties, disclosing information from student files unless properly authorized.” ANC policy allows for the release of “directory-type” information to staff and faculty without prior student consent. This includes name, address, major, number of credits currently taking, diplomas or certificates, honors, and date of completion. All FERPA requests are recorded and filed in the student’s permanent records. ANC reviews FERPA regulations with faculty every semester, and a detailed FERPA statement appears on pages 13-14 of the college catalog. FEPRA regulations also are published on pages 10-11 of the ANC Student Handbook and in student planners given to all students at the beginning of the academic year.

All official student records are housed in fireproof locked file cabinets located in the registrar/admissions office. Original final grade reports from instructors also are maintained in fireproof cabinets. The files are only accessible to the registrar/admissions officer and her assistant. Office doors are locked when the office is unoccupied, and outside doors to the building are locked and secured with an alarm system at the end of each day. There is no through traffic in the registrar/admissions office.

The Empower database system contains all required permanent student information, including term of attendance, course number, title of course, grade earned, transfer credits, high school diploma or HiSET earned, placement test scores, date of birth, and indication of credit or non-credit. Access to the Empower database system requires a user ID and password. Input accessibility is only given to the registrar/admissions officer and her assistant. Read only access is limited to faculty and staff needing to access student data reports. The Empower database system operates on its own server, and all files are saved to an automated backup system on a daily basis.

2.D.8 The institution provides an effective and accountable program of financial aid consistent with its mission, student needs, and institutional resources. Information regarding the categories of financial assistance (such as scholarships, grants, and loans) is published and made available to prospective and enrolled students.

Aaniiih Nakoda College provides an effective and accountable program of financial aid governed by the policies and procedures described in the ANC Catalog (pages 22-38) and ANC Student Handbook (pages 28-47). The program provides financial aid information and assistance through individual consultations,

73 as well as training sessions conducted each semester as part of student orientation activities. The financial aid office is located in Nakoda Hall and employs a full-time financial aid officer and her assistant, as well as an occasional work study student. The office is open Monday through Friday, from 8:00 a.m. to 12:00 p.m., and from 1:00 p.m. to 5:00 p.m.

Financial aid office personnel assist students in preparing their Free Application for Federal Student Aid (FAFSA) forms, which are then submitted online at www.fafsa.ed.gov. The financial aid office submits requests and reports to the Common Originator Disbursement (COD) site using EDConnect. Electronic submission speeds up the application process and gives students a better analysis of their eligibility regarding Pell Grants, Federal Supplemental Educational Opportunity Grants (FSEOG), and federal work study. Additional forms of financial available at Aaniiih Nakoda College include tuition waivers for senior citizens, high school graduates and ANC students with academic honors; scholarships from the American Indian College Fund, State of Montana, tribal entities, and other donors; and grant assistance and stipends provided through the NACTEP and IEPD projects. In providing financial aid assistance, the financial aid officer and her assistant make every effort to be sensitive to the financial circumstances of incoming students and give due consideration to the socioeconomic conditions existing on the Fort Belknap Indian Reservation.

Student financial aid files are kept in a secure and fireproof file cabinet, and after 3-5 years they are transferred to the student services storage area. The financial aid officer and her assistant are responsible for entering student financial aid data into the Empower database system throughout the academic year. Individual student budgets are kept on spreadsheets to provide a concise picture of each student’s financial aid status.

All federal and state financial aid reports, as well as scholarship reports submitted to private donors and organizations, are submitted electronically, and hardcopies are kept in the financial aid office for further documentation. Each fall, the financial aid officer submits an annual Fiscal Operations Report and Application to Participate (FISAP) report to the U.S. Department of Education accounting for all Title IV funds received by the college during the previous year. Results of the most recent external audit of financial aid office operations, which occurred in spring 2012, document the activities and effectiveness of the college’s financial aid program.

Information regarding the categories of financial assistance available at Aaniiih Nakoda College is published on pages 23-28 of the ANC Catalog and on pages 29-33 of the ANC Student Handbook. These include Pell Grants, federal work study, FSEOG, tuition waivers, scholarships, and veterans’ programs. This information is reviewed each semester during student orientation and is presented during “College Goal Sunday,” which is hosted by the college in February. In addition, the financial aid application includes information concerning available scholarships and waivers, and signs announcing scholarship competitions are posted on bulletin boards in Nakoda Hall, White Clay People Hall, Wakpa Juk’an Wasnokya Tibi, and Returning Buffalo.

Aaniiih Nakoda College receives a significant amount of funding to support student scholarship programs. The American Indian College Fund (AICF) provides the majority of funds (approximately $100,000 per year), while the State of Montana is the second major provider of scholarships. State- supported scholarships include the Governor’s Scholarship, Montana Tuition Assistance Program (MTAP), Montana Higher Education Grant (MHEG), Montana Access Grant, and Gear-Up/Pathways Scholarship. Other sources of scholarships include tribal entities, tribal higher education programs, individual donors, and private foundations.

Students receiving AICF scholarships are selected by the ANC Scholarship Committee based upon donor requirements and institutional selection criteria. All other scholarships are strictly need-based and

74 awarded through the financial aid office based on students’ unmet need. The financial aid officer chairs the Scholarship Committee, whose members may include, but are not limited to, one Business Office representative, one faculty representative, one student services representative, and one at-large staff member. The committee meets twice a semester to evaluate student applications and to distribute scholarship funds based on merit and financial need. A complete list of scholarship funds awarded at Aaniiih Nakoda College during the 2012-2013 academic year indicates the sources and amounts of scholarship funding available to ANC students.

2.D.9 Students receiving financial assistance are informed of any repayment obligations. The institution regularly monitors its student loan programs and the institution’s loan default rate.

Students receiving Pell and FSEOG grants receive information regarding repayment obligations in several ways. The college’s Return of Title IV Funds Policy and associated regulations appear on pages 29-36 of the ANC Catalog and on pages 38-44 of the ANC Student Handbook. This information is reviewed at student orientation sessions each semester. Finance office staff review repayment obligations with students during registration, and these obligations are stated on registration forms signed by students. The financial aid officer sends letters to all students who have repayment obligations and/or who are no longer eligible to receive federal financial aid.

Students participating in the college’s Indian Education Professional Development (IEPD) project receive stipends, and they are required to sign payback agreements consistent with U.S. Department of Education regulations. The project director is required to report participant status to the Department of Education, and any students failing to fulfill program requirements are subject to collection efforts and penalties imposed by the department.

Aaniiih Nakoda College does not have a federal student loan program.

2.D.10 The institution designs, maintains, and evaluates a systematic and effective program of academic advisement to support student development and success. Personnel responsible for advising students are knowledgeable of the curriculum, program requirements, and graduation requirements and are adequately prepared to successfully fulfill their responsibilities. Advising requirements and responsibilities are defined, published, and made available to students.

Aaniiih Nakoda College provides a systematic and effective program of academic advisement that helps students achieve their academic and career goals. The advisement program’s goals, policies, procedures, and responsibilities are defined and published in several institutional documents, including the ANC Personnel Policies and Procedures Manual (Section 402.00), ANC Faculty Handbook (page 17), ANC College Catalog (page 43) and ANC Student Handbook (pages 8-9). All students receive copies of the catalog and student handbook during the admissions, orientation and registration process.

Students are assigned a faculty advisor when they declare a major at the beginning of the registration process. New students meet with their advisors during orientation week to discuss their academic and career goals and to develop a class schedule for the upcoming semester. Advisor recommendations are based upon student interests, as well as on a review of Compass test scores, placement exam results, and transcript information. Copies of documents are placed in student advising files for future reference and recorded in the Empower database system.

Academic advising for returning students occurs primarily during orientation week at the beginning of each semester. Throughout the academic term, faculty maintain attendance records, submit mid-term grade reports, and make student referrals using the Empower institutional management software. Faculty

75 advisors also meet with advisees on an informal basis throughout the academic year to discuss students’ academic progress and career plans.

All full-time faculty members serve as academic advisors. They possess in-depth knowledge of the college curriculum, program requirements and graduation requirements, and they are well prepared to fulfill their advising responsibilities. The dean of instruction is responsible for providing faculty with training and supervision in carrying out their advising duties. Academic advising policies and procedures are reviewed with all full-time instructors during faculty orientation sessions held at the beginning of each academic year. Additional training is provided at this time by the registrar/admissions officer, who holds a M.S. in Academic Advising from Kansas State University. All faculty receive training and technical support in using the Empower software and are required to use this system to submit weekly attendance records and mid-term grade reports. In addition, all first-year faculty members are mentored by returning faculty during the pre-registration and registration periods. This provides them with the hands-on training needed to become effective and knowledgeable advisors during their second year of teaching.

Faculty advisors are expected to maintain accurate and updated advising files for each advisee. These files include, at a minimum, (1) results from a student’s placement exams, (2) declaration of major form, (3) program sheet listing graduation requirements for the student’s chosen course of study, and (4) copies of advising forms used to develop a student’s class schedule and maintain a record of courses taken during each semester. Documents included in advising files are reviewed each semester during the advising session and used to monitor student progress and guide course selection for the coming term.

Results from the Noel-Levitz Student Satisfaction Inventory (see Questions 3, 14 and 22) are used to evaluate the quality and effectiveness of the college’s academic advising program.

2.D.11 Co-curricular activities are consistent with the institution’s mission, core themes, programs, and services and are governed appropriately.

Aaniiih Nakoda College offers co-curricular activities consistent with its mission statement, core themes, programs and services. Co-curricular activities and programs reflect the needs and interests of the college’s unique student body and seek to encourage participation among all students.

The primary co-curricular activities and programs offered at ANC include student government, student organizations, AIHEC Student Conference, Spring Fling, and cultural activities. Together, these organizations and activities provide a variety of opportunities for all students – traditional and non- traditional, part-time and full-time, Native American and non-Native American, male and female – to participate in co-curricular programs that build teamwork and leadership skills, promote student engagement, and encourage cultural expression and/or education. Except for activities requiring at least half-time enrollment and/or a minimum grade point average, all students are eligible - and encouraged - to participate in co-curricular programs.

Aaniiih Nakoda College’s Student Senate acts as the official representative body of ANC students. A Student Senate representative serves on the college board of directors, and additional representatives are assigned to numerous campus committees. A Student Senate representative also travels with the college president to the annual AIHEC winter meetings in Washington, D.C. to lobby Congress on behalf of tribal colleges and to participate in AIHEC’s National Student Congress. Under the guidance of their staff advisor, Student Senate members plan and carry out the annual Spring Fling celebration and sponsor a variety of campus events. Funds to support Student Senate activities are derived from student activity fees and allocated as a separate line item of the Student Services Department’s annual budget. A description of the Student Senate’s purposes and structure is provided on pages 12-13 of the college catalog and on page 17 of the student handbook.

In addition to Student Senate, Aaniiih Nakoda College sponsors several other student organizations. These include local chapters of American Indian Business Leaders (AIBL) and Phi Theta Kappa, as well as the Red Lodge Society. Students participating in local chapters of national organizations (AIBL and Phi Theta Kappa) have the opportunity to attend national and regional conferences, apply for scholarships and internship opportunities, and/or participate in sponsored competitions. The Red Lodge Society was established to promote cultural education programs on campus and has, in recent years, hosted pow wow celebrations and stick games. Members of all organizations gain valuable experiences in planning and carrying out group activities, sharing responsibilities, managing and raising funds, and working as a team to achieve common objectives.

Each spring, select ANC students attend the annual AIHEC Student Conference, where they participate in student competitions and interact with students from the other 36 tribal colleges. In recent years, students have participated in the Knowledge Bowl, Science Bowl, basketball tournament (men’s and women’s), talent contest, stick game competition, and numerous other activities. ANC supports student involvement in the AIHEC Student Conference by providing faculty/staff coaches, transportation, entrance fees, and travel allowances for participating team members.

In May, the Student Senate sponsors its annual Spring Fling, a day-long celebration that draws hundreds of community members to the ANC campus. The entire community is invited to attend a free barbeque and to participate in a variety of activities, including a fun run/walk, mud volleyball, children’s events, and traditional contests. The event is a great way for the college to celebrate the end of the academic year, while promoting positive public relations in the larger community.

Cultural events aimed at maintaining and promoting the cultural integrity of the Aaniinen and Nakoda tribes form a significant part of the college’s co-curricular programs and activities. In 2006, the Student Services Department began sponsoring a series of activities to celebrate Native American Week. Activities have included presentations by tribal elders concerning traditional plant use and food preparation, educational programs on tribal history and the restoration of historical photographs and documents, stick games, teepee building contests, and community meals.

Aaniiih Nakoda College’s co-curricular programs are governed by appropriate policies and procedures. The ANC Student Senate operates under a constitution and by-laws approved by the board of directors. The Student Senate acts as the governing and oversight body for all student organizations on campus, although each organization has its own rules, policies, and charter. All student organizations must be recognized by and registered with the ANC Student Senate and dean of students. All have staff/faculty advisors and receive minimal budget allocations, which they are expected to supplement through their own fundraising efforts. Members of student organizations are responsible for adhering to organizational policies and procedures and for keeping their advisors and the dean of students informed of all planned activities and expenditures. They must document their activities and expenditures and submit copies of these records to the dean of students. Financial reports are prepared twice a semester, and at the end of the year, the dean of students submits a final financial report to the comptroller and president. Through these established policies and procedures, students and the institution share in the planning and implementation of co-curricular programs.

2.D.12 If the institution operates auxiliary services (such as student housing, food service, and bookstore), they support the institution’s mission, contribute to the intellectual climate of the campus community, and enhance the quality of the learning environment. Students, faculty, staff, and administrators have opportunities for input regarding these services.

Aaniiih Nakoda College operates one auxiliary service: the ANC Bookstore. The bookstore supports the college mission and directly contributes to the intellectual and cultural climate of the campus community. The bookstore is located in Wakpa Juk’an Wasnokya Tibi and staffed by one full-time employee. Its hours of operation are Monday through Friday, 8:00 am to 5:00 pm. Policies and general information related to the bookstore are presented in Section 500.00 of the ANC Personnel Policies and Procedures Manual and on page twelve of the college catalog, respectively.

In addition to stocking all required course textbooks for each academic term, the bookstore carries academic supplies (i.e., pens, pencils, paper, notebooks, and jump drives), clothing (i.e., coats, t-shirts, shorts, sweats, and caps), and miscellaneous souvenirs displaying the college logo (i.e., mugs and key chains). It also maintains a permanent stock of general interest books dealing with American Indian issues of local interest. Among these books are works of local authors, including The Seven Visions of Bull Lodge (gathered by Fred Gone and edited by George Horse Capture), From Our Ancestors: Art of the White Clay People (edited by Joe D. Horse Capture, George Horse Capture and Sean Chandler), and Land of the Nakoda [compiled by First Boy (James L. Long)].

The bookstore operates under the supervision of the ANC Business Office in accordance with established Bookstore Policies, which are published and made available to faculty and students. Faculty members submit textbook orders through established procedures, and the book store manager, in consultation with Business Office staff, selects the remaining stock of merchandise. The establishment of a bookstore committee made up of students, faculty, and staff would provide a vehicle for these campus constituencies to play a greater role in bookstore operations and procurement.

2.D.13 Intercollegiate athletic and other co-curricular programs (if offered) and related financial operations are consistent with the institution’s mission and conducted with appropriate financial oversight. Admission requirements and procedures, academic standards, degree requirements, and financial aid awards for students participating in co-curricular programs are consistent with those for other students.

Aaniiih Nakoda College established an intercollegiate athletic program for men’s and women’s basketball in 2009. The program provides the opportunity for all interested and eligible students to engage in intercollegiate athletic competition as part of a holistic postsecondary education, while promoting the core values of culture, respect, wellness and leadership among student-athletes. Participation in the college’s athletic program is understood as a privilege, and academics are at all times recognized as the student- athlete’s first priority.

ANC’s basketball teams compete with other tribal colleges under the auspices of the AIHEC Athletic Commission. As a member of the Commission, ANC recognizes the Commission’s authority and agrees to abide by its rules, regulations and eligibility requirements.

ANC’s athletic program is under the direct supervision of the dean of students. Program finances are included as part of the institution’s general fund operating budget and subject to the same budgeting processes, control mechanisms, and oversight as all college finances. ANC student-athletes are subject to the same admission requirements and procedures, academic standards, and degree requirements as all other students on campus. Student athletes must be degree-seeking students, register for at least nine credits per semester, maintain a minimum grade point average (GPA) of 2.00, and demonstrate satisfactory academic progress. ANC does not offer any special financial aid awards for student-athletes.

2.D.14 The institution maintains an effective identity verification process for students enrolled in distance education courses and programs to establish that the student enrolled in the distance education course or program is the same person whose achievements are evaluated and credentialed. The

78 institution ensures the identity verification process for distance education students protects student privacy and that students are informed, in writing at the time of enrollment, of current and projected changes associated with the identity verification process.

Aaniiih Nakoda College does not offer distance education courses.

F. Standard 2.E: Library and Information Resources

2.E.1 Consistent with its mission and core themes, the institution holds or provides access to library and information resources with an appropriate level of currency, depth, and breadth to support the institution’s mission, core themes, programs, and services, wherever offered and however delivered.

Aaniiih Nakoda College’s library and information resources provide access to holdings with sufficient currency, depth, and breadth to support the college’s mission and promote the achievement of core theme objectives associated with academic quality, cultural integrity, and student success. The primary information resource and service centers at ANC are the Aaniiih Nakoda College Library and Aaniiih Nakoda College Tribal Archive. Together, these information centers contain holdings needed to support the effective delivery of high-quality academic programs, promote the maintenance and revitalization of Aaniiih and Nakoda culture, and facilitate the intellectual, cultural, and technological development of ANC students.

Library

The Aaniiih Nakoda College Library was established in 1984 to support the educational mission of Aaniiih Nakoda College and serve as an information resource center for the entire Fort Belknap community. The current library or “Book Lodge” [Ah sit sit tsah ta neen (Aaniiih), Yawa Tibi (Nakoda)] facility opened in 2008 and is located in Wiyukja Wicoti. Occupying an area of 2,850 square feet, it provides ANC students and community members with access to a comfortable, quiet setting for studying, doing research, and working on computers. In addition to the main library area, which contains stacks, study carrels, computer work stations and a circulation desk, the library houses a multipurpose room that can accommodate up to 30 people for meetings and instructional programs. The ANC Library contains 12,785 holdings, including 1,700 reference books, 340 videos, 65 journal titles covering nearly all areas of study, and 14 newspapers (local, state, regional and national). Library collection data provide a detailed account of library holdings. The library also maintains subscriptions to more than 25 online databases, including Ebscohost, Ethnic NewsWatch and World Book Online. These databases provide students, staff, and faculty with access to articles from thousands of academic journals and reference materials and are available to students wherever they have internet access. Patrons also have access to additional information resources through the library’s interlibrary loan service. The library has 15 new computers (purchased in June 2013), a networked printer, two typewriters, photocopier, and scanner available for student use. All library records are maintained on a computerized catalog and circulation system.

The library currently employs one full-time library director and one full-time paraprofessional library assistant. It is regularly open year-round at least 45 hours per week. During academic semesters, the library opens at 7:30 a.m. and stays open until 7:00 p.m. for one or two evenings each week (depending on the availability of staff). On the weekends prior to midterm exams and final exams, the library is open from 12:00 p.m. to 4:00 p.m.

The library’s core collection has been planned and developed to support all academic programs offered at the institution. Library holdings are organized according to the Dewey Decimal System. The following list presents the general Dewey classification number(s) associated with each of ANC’s educational programs, as well as associated databases and periodicals:

Allied Health/Health Science - 61X. Databases: Academic Search Elite, Academic Search Premier, CINAHL with Full Text, Health Source Nursing/Academic Edition, and MEDLINE Periodicals: American Biology Teacher, Bioscience, Health, New Scientist, Science, Science News, and Scientific American.

American Indian Studies/Tribal Management - The library’s Native American collection is categorized according to Dewey Decimal System numbers for specific subject areas (i.e., religion, history, costume, etc.). Databases: Ethnic NewsWatch, Academic Search Elite, Academic Search Premier, Biography Reference Center, and History Reference Center Periodicals: American Indian Art Magazine, American Indian Quarterly, Journal of American Indian Education, Native Peoples, Tribal College Journal, and Winds of Change.

Business/ Business Technology - 33X, 36X, 65X. Databases: Academic Search Elite, Academic Search Premier, and Business Source Elite. Periodicals: Consumer Reports, Economist, Fortune, Kiplinger’s Personal Finance, Montana Business Quarterly and Occupational Outlook Quarterly.

Carpentry (694)/Welding (671-672) - Academic Search Elite, and Academic Search Premier Periodicals: none

Computer Information Systems – 00X. Databases: Academic Search Elite, and Academic Search Premier Periodicals: PC World.

Early Childhood Education/Elementary Education- 37X. Databases: Academic Search Elite, Academic Search Premier, ERIC, Professional Development Collection, and Teacher Reference Center Periodicals: Education Digest, Highlights for Children, Instructor, Journal of American Indian Education, Parents, Phi Delta Kappan and Reading Teacher.

Human Services/ Psychology – 15X, 36X. Databases: Academic Search Elite, Academic Search Premier, CINAHL with Full Text, and Psychology and Behavioral Sciences Collection Periodicals: Journal of Alcohol and Drug Education and Psychology Today.

Integrated Environmental Science/Water Quality - 58X, 59X. Databases: Academic Search Elite, Academic Search Premier, Environment Complete Periodicals: Montana Crop and Livestock Reporter, Montana Magazine, Montana: the Magazine of Western History, Montana Outdoors, Natural History, and Range.

Liberal Arts - various Dewey Decimal numbers. Various databases, including Academic Search Elite, Academic Search Premier, Ethnic NewsWatch Periodicals: American Indian Art Magazine and Writer

The Aaniiih Nakoda College Library Collection Management Policy guides the selection, acquisition, and maintenance of library materials in accordance with identified collection development goals and guidelines, thereby ensuring that library holdings remain sufficiently current, broad and deep to support the college’s academic offerings.

Tribal Archive

The tribal archive serves as a repository for photograph collections, family histories, audio recordings, film recordings, historical documents, tribal artifacts, and numerous other items. The archive provides community members and students with opportunities to research documents, photographs, and other materials that pertain to the history and culture of the Aaniinen and Nakoda tribes. The archive is housed in the Ekib-Tsah-ah-Tsik Cultural Center, a location it has occupied since 2006. It covers an area of 1,257 square feet and includes a repository and viewing room. In addition to hundreds of archival items, the facility contains 14 computer workstations, three printers, digital cameras and camcorders, QTVR equipment, projectors (slide, film, and digital), surveillance equipment, film editing and animation software, recording and lighting equipment, and microfilm viewer. The archive is operated within the college’s American Indian Studies Department, and the department chairperson manages the archives.

Archival materials are arranged and catalogued using Past Perfect Archival Software. Digital copies of archival material are stored on computers in the director’s office. Hard copies of photographs and documents are stored in acid free boxes and arranged inside the humidity controlled archive room. The archive room also contains fireproof safes for storing artifacts. This room is locked with a security code, and the entire Ekib-Tsah-ah-Tsik Cultural Center is secured with an alarm system and surveillance cameras.

The Aaniiih and Nakoda cultures are the focus of ANC’s Tribal Archive collection. Photographic collections consist of over 400 digital photos depicting Aaniiih and Nakoda ancestors in portraits, ceremonies, and dance. The majority of old audio files contain interviews of ancestors speaking and singing the Aaniiih and Nakoda languages. Specific collections within the archive include

 Digital copies of historical photographs of Aaniiih and Nakoda ancestors from the late 1800’s to early 1900’s  Digital audio recordings of Aaniiih and Nakoda ancestors from the early 1900’s to 1950’s  Digital and VHS video of Aaniiih and Nakoda elders and ancestors from the 1950’s to present day  Audio cassette and reel-to-reel tapes of Aaniiih and Nakoda elders and ancestors from the 1950’s to present day  Aaniiih and Nakoda tribal artifacts from late 1800’s to early 1900’s  Digital photos and video of current day ceremonies  Microfilm and other documents relating to the history and culture of the Fort Belknap Indian Reservation and its tribes.

The ANC Tribal Archive directly supports the achievement of the college’s core theme goal of “providing educational programs and services grounded in the lifeways of the Aaniiih and Nakoda tribes.” The archive’s core collection supports instruction in the college’s general education curriculum (which requires six credits of American Indian Studies coursework) and American Indian Studies degree program. It also provides faculty with valuable resources for supporting efforts to integrate cultural content in course offerings and degree programs across the curriculum.

In general, the Aaniiih Nakoda College Tribal Archive is open from 8:00 a.m. to 5:00 p.m., Monday through Friday. However, staff limitations reduce the number of hours that the archive is actually available for student, faculty, staff, and community use. Presently, the director is the only archive staff person. He also is a full-time faculty member, chairperson of the American Indian Studies Department, and part-time instructor at the White Clay Immersion School. Because of his busy schedule, the archive director typically arranges visitation times with interested students and community members on an

81 individual basis. Most archival materials are accessible for viewing in the Wuhatanathak Reading Room, which is located adjacent to the archive room.

2.E.2 Planning for library and information resources is guided by data that include feedback from affected users and appropriate library and information resources faculty, staff, and administrators.

The library director uses several data sources and frequent feedback from key campus constituencies to guide planning efforts for library collections, programs and services. The library conducts patron surveys to gather information regarding user perceptions and satisfaction, as well as to solicit suggestions for improving library services. Patrons can complete the survey onsite or online at any time. The library director compiles and analyzes survey data on an annual basis. Library patron survey results were most recently compiled and analyzed in October 2013. The library director also maintains extensive statistics on library usage. Patron usage data (hourly usage, computer usage, database usage and circulation statistics) provide a comprehensive picture of how students and community members use the library and its resources. In addition, the library director occasionally contracts the services of a professional library consultant to evaluate the quality and effectiveness of library resources and services. As part of these evaluation visits, the consultant provides the library director with an external evaluator report that includes a series of recommendations for improving library services. The most recent external consultant evaluation occurred in 2009.

Faculty members play a critical role in shaping library planning and development through frequent and regular consultation with the library director to ensure that resources and services address current student and faculty needs. Faculty members provide input on acquisitions and periodical subscriptions, and they request information resources for classroom use. In turn, the library director regularly solicits faculty input in developing library collections and making acquisitions. She meets with the entire faculty at the beginning of each semester and continues to hold informal meetings with individual instructors throughout the academic year. During these meetings, the library director and faculty discuss available library services, plan library and information literacy instruction, identify new acquisitions, and formulate relevant library assignments that enhance course content. The library director also is a member of the ANC Curriculum Committee and uses this forum to maintain regular contact will all full-time faculty and solicit ongoing input into the planning of library and information resources.

The resources and services provided by the Aaniiih Nakoda College Tribal Archive are directly linked to, and determined by, the college’s mission and core themes. The archive director, who also is head of ANC’s American Indian Studies Department and a full-time faculty member, is primarily responsible for planning the acquisition of new archive materials. In selecting and acquiring archival materials, the archive director conducts research into the location and availability of Fort Belknap materials at other institutions across the country. Materials also are sought within the local community and surrounding areas. Considerations guiding the acquisition and presentation of materials include their educational and cultural value in preserving and maintaining Aaniiih and Nakoda cultures, languages, and traditions, as well as cost and availability of funds. Equipment purchases are based upon the equipment’s capabilities to best preserve, restore and promote Aaniiih and Nakoda cultures utilizing today’s technology.

2.E.3 Consistent with its mission and core themes, the institution provides appropriate instruction and support for students, faculty, staff, administrators, and others (as appropriate) to enhance their efficiency and effectiveness in obtaining, evaluating, and using library and information resources that support its programs and services, wherever offered and however delivered.

The Aaniiih Nakoda College Library serves as an information resource for all students, faculty, and staff at ANC, as well as members of the Fort Belknap community at large. One of the library’s primary objectives is to help patrons develop “information literacy,” which the library defines as follows:

An information literate person can internalize information, integrate it as knowledge, and return it to the world as wisdom. Through collaboration between members of the college community (staff, faculty and students), Aaniiih Nakoda College will provide the student an integrated approach to information literacy. This will be accomplished by providing the tools needed so that the student will be able to recognize an information need, access and utilize appropriate resources, evaluate resources, then synthesize and communicate the information in a coherent, effective and ethical manner. In order to achieve this objective, library personnel provide reference services and individualized assistance for all library patrons. However, consistent with institutional core themes related to academic quality, cultural integrity and student success, the primary focus of the library staff is to serve ANC students. Specifically, the library director works with ANC faculty to facilitate students’ achievement of the college’s embedded general education goal for Information Literacy. Based on the library’s information literacy objective, this general education goal states that, “ANC students will recognize an information need, access and evaluate appropriate resources, then utilize the information in a coherent, effective, and ethical manner.”

The library director is an active member of ANC’s general education assessment sub-committee for information literacy and has been instrumental in developing and implementing the assessment plan for this general education goal. She works with faculty to plan effective research assignments using library and information resources that help students acquire the skills and knowledge they need to achieve the information literacy general education goal’s four learning outcomes. In addition, she offers formal library instruction at the request of ANC faculty members. Each instructional session is tailored to fit the specific needs of the class being taught. In general, library instruction sessions provide training in how to find books in the library using the online catalog, how to select a database and find relevant information, how to evaluate online resources, and how to access and use print resources. Class research assignments require students to put these skills and knowledge into practice, thereby demonstrating their proficiency in achieving four distinct learning outcomes related to recognizing, accessing, evaluating, and utilizing information resources regardless of subject matter. Syllabi for all courses taught at the college must include evidence of library use, regardless of subject matter.

The ANC Tribal Archive offers students and community members outstanding opportunities to research documents, photographs, and other materials pertaining to the history and culture of the Aaniinen and Nakoda tribes. All ANC students and community members are encouraged and welcomed to visit the archive. Archive users are given basic instructions in the use of Past Perfect software in order to locate materials of interest. Once located, the archive director will retrieve the requested materials from the archive room. The director also provides instruction on using the microfilm reader upon request. Some archival materials may be marked as restricted because they have been deemed culturally sensitive, meaning that they may be of religious/ceremonial significance too powerful to be viewed by the general public. Examples of such materials include photographs or film footage from pipe ceremonies and sun dances.

2.E.4 The institution regularly and systematically evaluates the quality, adequacy, utilization, and security of library and information resources and services, including those provided through cooperative arrangements, wherever offered and however delivered.

Aaniiih Nakoda College evaluates the quality, adequacy, utilization, and security of library and information resources at both the unit level and the institutional level.

At the unit level, the library director is responsible for coordinating an integrated planning and evaluation process in which evaluation efforts provide the data used to inform ongoing planning for collections, programs, and services. Primary sources of evaluation data include those described under criterion 2.E.2:

83 patron survey results, collection data, patron usage data, and external evaluator reports. Secondary sources of data that are used to indirectly inform the evaluation and planning of library resources and services include results from relevant questions included on the Noel-Levitz Student Satisfaction Inventory (see Question 6), student course evaluations (see Questions D.5 and D.6), and community educational needs assessments (Community Educational Needs Assessment: Summary of Results, 2009). The library director compiles and reviews these data annually to evaluate the quality of library resources, programs and services; the adequacy of library resources, programs and services for meeting the needs of ANC students, faculty and community; and the utilization of library resources, programs, and services among key constituencies. Through this evaluation-planning process, library personnel are able to assess the library’s success in achieving its goals and meeting the needs of its patrons, while identifying new strategies for continuously improving the quality, relevance, and accessibility of library resources, programs and services.

Results from evaluation efforts conducted at the unit level also are linked to Aaniiih Nakoda College’s framework for assessing overall institutional effectiveness. For example, two indicators for assessing the institution’s success in providing instructional support services that “provide the teaching/learning resources needed to deliver quality educational programs” (Core Theme Objective 1.D) are directly related to library patron satisfaction and faculty input into planning for library acquisitions and educational programming. Similarly, the institutional evaluation framework for assessing Core Theme Objective 2.D (“ANC will provide members of the Fort Belknap community with opportunities to participate in Aaniiih and Nakoda cultural education activities and programs.”) includes one indicator specifically tied to the maintenance and expansion of the ANC Tribal Archive, as well as its appropriate use by students, community members, and visiting scholars. Results from institution-wide evaluation efforts are used to guide future planning efforts, inform resource allocation, and implement changes that result in the continuous improvement of educational programs and services across the institution, including programs and services associated with library and information resources.

The Aaniiih Nakoda College Library has entered into collaborative arrangements with other libraries in Montana through its participation in the Montana Shared Catalog and the statewide interlibrary loan consortium. One hundred sixty-seven libraries in Montana participate in the shared catalog, which provides online cataloging and circulation services. The Montana Interlibrary Sharing Protocol serves as the guidance document for the free, in-state interlibrary loan network that includes 255 libraries in Montana, including the ANC Library. Through these arrangements, the ANC Library is able to expand its reach and provide students, faculty, staff, and community members with access to information resources that complement and enhance the library’s own core collection, while guaranteeing the quality, adequacy, and security of resources and services offered to local constituents.

G. Standard 2.F: Financial Resources

2.F.1 The institution demonstrates financial stability with sufficient cash flow and reserves to support its programs and services. Financial planning reflects available funds, realistic development of financial resources, and appropriate risk management to ensure short-term solvency and anticipate long-term obligations, including payment of future liabilities.

Aaniiih Nakoda College has been a model of financial stability for the past 13 years. During this time, it has grown its endowment, established and maintained its reserve fund, and dramatically increased its fixed assets. Data for these three indicators of financial stability are presented in the table below.

Indicators of Financial Stability, 1999-2013

Fiscal Year Endowment Funds Unrestricted Reserves Fixed Assets 1999 $427,547 $(-529,329) $1,913,445 2000 $460,469 $46,359 $2,193,170 2001 $568,357 $209,442 $2,653,503 2002 $614,534 $192,944 $2,697,264 2003 $758,363 $182,573 $3,112,894 2004* $937,822 $361,139 $2,305,355 2005 $1,056,668 $559,262 $3,136,483 2006 $1,246,115 $429,822 $3,459,080 2007 $1,464,436 $311,057 $3,615,028 2008 $1,010,857 $718,359 $5,087,073 2009 $1,026,199 $460,672 $5,344,800 2010 $1,330,524 $948,349 $5,990,797 2011 $1,152,682 $1,156,278 $6,671,289 2012 $1,303,685 $317,271 $8,304,522 2013 $1,449,948 $398,104 $9,249,011 Table 2.5: Indicators of Financial Stability - Growth in Endowment Funds, Unrestricted Reserves, and Fixed Assets, 1999-2013 (*Financial statement presentation was changed to comply with the required format of GASB 34.)

Throughout this period of fiscal responsibility and stability, Aaniiih Nakoda College has continued to provide adequate funding to support its educational programs. In fact, the college has been able to significantly increase the size of its full-time faculty, expand its educational programs and services, operate an Aaniiih language immersion school, construct new buildings, upgrade its technological infrastructure, and increase its fixed assets by more than $7 million – all while maintaining a positive general fund balance and without going into debt. Financial statements presented in external auditors’ reports document this history of financial stability. Since 2000, the college has received unqualified opinions on its annual external audits, with no findings or questioned costs since 2005. Due to this consistently strong performance, ANC is considered a “low risk auditee,” as defined in OMB Circular A- 133.

ANC’s financial stability is the result of short-term and long-term financial planning that reflects a thorough understanding of, and extensive experience working within, the unique funding situation facing most tribal colleges (see criterion 2.F.2 for details). The comptroller is responsible for preparing long- term budget forecasts based on informed estimates of available funding from the college’s primary revenue sources, as well as careful estimates of current and anticipated operating costs and expenditures. These rolling, five-year budget projections are updated annually and shared with the college’s administration and governing board to guide financial planning and budgeting.

Aaniiih Nakoda College adheres to the cash management policies and procedures described on page 28 of the ANC Finance Policies and Procedures Manual to ensure sufficient cash flow to support institutional programs and services. Forward funding of federal appropriations from the U.S. Department of Interior ensures sufficient cash flow throughout the entire fiscal year, and electronic draw downs facilitate timely access to grant funds. Since 2000, the college has maintained an unrestricted reserve fund available to meet short-term fluctuations in operating revenues and expenses. Typically, ANC aims to maintain an unrestricted reserve fund of $300-$400,000. During the past six years, however, the college has occasionally carried year-end reserves in excess of this amount due to delays and/or changes in the timing

85 of federal appropriations. As of June 30, 2013, the unrestricted reserve fund balance was $398,104. While sufficient for subsidizing short-term delays or losses of funding for key services and programs, the fund is admittedly insufficient for covering substantial reductions in revenues, particularly those from grant- funded programs, over an extended period of time.

Part of the long-term solution to this problem is the continuing growth of the college’s endowment fund. In addition to providing a valuable source of emergency funding to address issues of short-term solvency, the interest earned from future endowment fund growth will enable ANC to meet its long-term financial obligations. As part of P.L. 95-471, the U.S. Department of Interior (Bureau of Indian Affairs) provides an annual endowment appropriation to all eligible tribal colleges who contribute a 50 percent match. Between 1992 and 2004, BIA’s average endowment appropriation was approximately $45,000 per college; however, since that time, endowment funding has been significantly reduced or, in some years (2005, 2008 and 2009), eliminated altogether. In 2013, endowment funding was set at $4,542 per college. Decreased federal appropriations have reduced ANC’s ability to make significant contributions to its endowment in recent years. In addition, the college has, on two occasions (2008 and 2011), transferred interest earned from endowment funds to offset short-term cash flow needs due to fluctuating federal funding cycles. Despite these reductions, however, the size of ANC’s endowment has returned to pre- 2008 levels (approximately $1.4 million) and has exhibited very strong growth during the past four years. The Aaniiih Nakoda College Board of Directors administers the college’s endowment funds, and the comptroller acts as the board’s designated liaison in managing the endowment, following the investment management policy described on pages 32-34 of the ANC Finance Policies and Procedures Manual. The college maintains complete and accurate records concerning its endowment and complies with applicable legal requirements.

2.F.2 Resource planning and development include realistic budgeting, enrollment management, and responsible projections of grants, donations, and other non-tuition revenue sources.

Aaniiih Nakoda College’s unrestricted general operating budget is supported by funding from three primary sources: (1) student tuition and fees, (2) P.L. 95-471 funds received from the U.S. Department of Interior, and (3) indirect costs recovered from grant funded programs. The following table lists general fund and total revenues during the past ten years, as well as the percentage of general fund revenues relative to total revenues:

Aaniiih Nakoda College Revenues, 2004-2013

Fiscal Year General Fund Revenues Total Revenues General Fund Revenues as Percentage of Total 2004 $1,581,309 $6,328,010 25% 2005 $1,651,116 $6,654,764 25% 2006 $1,662,810 $6,346,973 26% 2007 $1,650,624 $6,384,788 26% 2008 $1,817,335 $7,348,868 25% 2009 $1,818,321 $5,979,188 30% 2010 $2,667,289 $7,673,440 35% 2011 $2,104,429 $7,381,764 29% 2012 $797,156 $7,244,809 11% 2013 $2,117,908 $8,980,326 24% Table 2.6: Aaniiih Nakoda College Revenues, 2004-2013

As Table 2.6 indicates, general fund revenues typically account for approximately one-quarter of the college’s total annual revenues. In 2012, Aaniiih Nakoda College changed its fiscal year calendar from an August year-end to a June year-end, thereby creating a 10-month fiscal year for 2012. The release of federal appropriations under P.L. 95-471 occurred during the summer of that year, and, as a result, no P.L.95-471 funds were recorded for fiscal year 2012. This explains the artificially low general fund revenues for that year. Similarly, the timing of forward-funded appropriations in 2010 resulted in higher than average general fund revenues for that year.

The amount of P.L. 95-471 funds received each year is based upon the previous year’s Indian Student Count (ISC), which is calculated using the total number of credit hours completed by Indian students during each semester. Aaniiih Nakoda College’s average annual ISC is presented in the table below.

Average Annual Indian Student Count (ISC) – 2004-2013

Fiscal Year ISC 2004 202.17 2005 193.97 2006 199.32 2007 200.17 2008 196.62 2009 194.58 2010 195.17 2011 195.75 2012 203.67 2013 205.25 Table 2.7: Average Annual Indian Student Count (ISC) – 2004-2013

The amount of funding received per ISC is determined by Congress and varies from year to year. Currently, tribal colleges receive approximately $5,600 per ISC. As the historical enrollment data in Table 2.7 illustrate, ANC averages approximately 200 ISC per year. This enrollment estimate serves as the basis for estimates of revenue generated from both tuition and fees and P.L. 95-471 funding, which together make up approximately 80-90 percent of the college’s general fund revenues. The other source of general fund revenues, indirect costs recovered from grant programs, is estimated based on the grantor- approved budgets for grant projects already awarded for the coming fiscal year. Based on historical enrollment data, established revenue streams, and actual indirect cost rate projections, ANC administrators are able to create realistic and accurate annual budgets for the institution’s unrestricted general operating fund.

The remaining three-quarters of the college’s revenues are provided by grant funding. The director of sponsored programs is responsible for identifying potential sources of grant funding and facilitating the proposal development and submission process. Grant writing priorities are determined by the President’s Executive Team in accordance with institutional mission, core themes, and strategic planning documents. The following table provides a general overview of the results of the college’s grant writing efforts over the past ten years:

Aaniiih Nakoda College Grant Writing Activities, 2004-2013

Academic Year Number of Number of Amount of Funds Amount of Funds Applications Applications Requested Awarded Submitted Funded 2004 17 13 $4.76 million $3.20 million 2005 13 12 $6.19 million $5.39 million 2006 15 15 $2.73 million $2.73 million 2007 16 12 $5.16 million $4.16 million 2008 13 10 $7.40 million $4.48 million 2009 13 11 $4.33 million $3.58 million 2010 16 12 $7.45 million $5.47 million 2011 16 11 $6.42 million $4.65 million 2012 12 11 $2.79 million $2.53 million 2013 14 9 $10.05 million $4.02 million Table 2.8: Aaniiih Nakoda College Grant Writing Activities, 2004-20131

In seeking grant funding, the college submits proposals to a variety of federal agencies, as well as to state government and private foundations. The following table presents a breakdown of funds awarded by federal, state, and private entities during the past ten years:

Grant Funds Provided by Federal, State and Private Entities

Academic Year Total Amount of Federal Funds State Funds Private Funds Funds Awarded Awarded Awarded Awarded 2004 $3.20 million $3.17 million $0 $0.03 million 2005 $5.39 million $5.35 million $0 $0.04 million 2006 $2.73 million $2.27 million $0.30 million $0.16 million 2007 $4.16 million $3.73 million $0.02 million $0.41 million 2008 $4.48 million $4.45 million $0.03 million $0 2009 $3.58 million $3.48 million $0 $0.10 million 2010 $5.47 million $5.37 million $0 $0.10 million 2011 $4.65 million $4.59 million $0 $0.07 million 2012 $2.53 million $1.80 million $0 $0.73 million 2013 $4.02 million $4.02 million $0 $0 Table 2.9: Total Amount of Grant Funds Awarded by Federal, State and Private Entities, 2004-2013

As the preceding table illustrates, the great majority of the college’s grant funds come from the federal government. Among federal agencies, Department of Education funds provide the greatest support, followed by significant contributions from Department of Agriculture (USDA), National Science Foundation (NSF), Department of Health and Human Services (HHS), and Department of Labor. The National Endowment for the Humanities (NEH), National Aeronautics and Space Administration (NASA), Department of Defense (DoD), and National Institutes of Health (NIH) also have provided occasional funding over the past ten years. Aaniiih Nakoda College carefully monitors federal funding opportunities and is constantly looking for grant programs that can support the college’s educational programs and services and help facilitate the achievement of institutional mission and core themes. Annual schedules of expenditures for selected federal awards are included in external auditors’ reports.

1 The amount of funds received in any given year includes project totals for multi-year projects. Funds are only credited to the year in which the grant was originally awarded.

Although they contribute far less than federal programs, grant funds from private foundations also make up a significant portion of the college’s restricted fund revenues. Over the past ten years, ANC has received more than $1.6 million from private foundations, including W.K. Kellogg Foundation, Lannan Foundation, Eli Lilly Endowment, Walmart Foundation, Van Vlack Family Fund, Theodore and Vivian Johnson Foundation, and American Indian College Fund. These private funds have been instrumental in supporting immersion school operations, providing direct student support, offering professional development opportunities for staff and faculty, enhancing institutional outreach efforts, expanding research capacity, and constructing campus facilities. They also provide an important source of non- federal matching funds that can be used to leverage additional federal dollars.

For the past five years, state budgets have been very tight, and little grant funding has been available from state programs. However, with recent improvements in the state budget situation, ANC hopes to increase the amount of state funding received in the future.

Well-defined proposal development and review processes ensure that all externally funded projects support the mission, core themes and strategic planning priorities of the institution. Proposals are submitted through the Sponsored Programs Office and require the signature of the college president, who serves as ANC’s authorized organizational representative (AOR). As part of this internal review process, the comptroller reviews and approves all proposed project budgets. If funded, grantor-approved budgets guide the expenditure of project funds in accordance with applicable government regulations, funder restrictions, terms and conditions of specific grant award agreements, and institutional policies.

The college president, comptroller, and director of sponsored programs meet regularly to review the status of currently funded grant projects and pending applications. During these meetings, they also review and update projections of anticipated funding opportunities for the upcoming year. Together, this information is used to develop coordinated and strategic plans for pursuing, acquiring and using grant funds in a manner that advances the institution’s mission and core themes and supports its educational programs and services.

ANC recognizes the inherent uncertainty related to its heavy reliance on grant funds to achieve these purposes. However, through years of experience and intimate knowledge of its unique funding situation (including zero tax base, zero alumni support and miniscule state funding), ANC administrators have developed an effective financial planning and budget framework that draws from the college’s unrestricted general fund budget and its restricted fund program budgets to provide the financial resources needed to achieve its mission, core themes and identified planning priorities, as evidenced by the past 13 years of financial stability and institutional growth.

2.F.3 The institution clearly defines and follows its policies, guidelines, and processes for financial planning and budget development that include appropriate opportunities for participation by its constituencies.

Aaniiih Nakoda College follows the policies, guidelines, and procedures for developing annual budgets outlined on pages 7-10 of the ANC Finance Policies and Procedures Manual. The manual includes policies and procedures regarding both restricted and unrestricted fund budgets, as well as issues related to budget modifications and amendments. Any significant budget revisions are brought to the attention of the board of directors for their review and approval.

In general, the unrestricted fund operating budget originates with financial requests from the ANC Budget Committee, which is comprised of the president, comptroller, two deans, sponsored programs officer, and several department heads across campus (e.g., facilities, radio station, and information technology).

Members of the committee submit funding requests for their respective departments based on input from staff at the unit level. The comptroller then uses these requests, as well as unrestricted fund expenditures from the previous year and anticipated funding available for the following year, to develop an initial draft budget, which is brought back to the Budget Committee for discussion and review. Following this initial review, the draft budget is submitted to the President’s Executive Team for further review and revision, prior to approval by the president, who then presents the proposed general fund budget to the board of directors for final approval and authorization. This multi-tiered budgeting process ensures that all constituencies across campus have opportunities to participate in the process, while still providing senior management with appropriate administrative oversight and authority.

The board of directors authorizes the base unrestricted fund budget pending the release of funds provided under the Tribally Controlled Community College Assistance Act (P.L. 95-471). Once the college learns the exact amount of the appropriation and receives its funding, the college president may choose to modify the base budget accordingly, and these changes are presented to the board for their review and approval. Aaniiih Nakoda College has adopted this budget development and approval process in response to chronic delays in congressional appropriations and uncertainty regarding the exact amount of federal funding appropriated.

The college’s restricted fund budgets are determined by project budgets approved by external funding agencies and subject to the terms and conditions of each individual grant award agreement.

2.F.4 The institution ensures timely and accurate financial information through its use of an appropriate accounting system that follows generally-accepted accounting principles and through its reliance on an effective system of internal controls.

Aaniiih Nakoda College’s accounting system follows generally-accepted accounting principles. The college adheres to pronouncements of the Governmental Accounting Standards Board (GASB) when presenting financial statements for its audit. ANC’s management and use of federal funds follow guidelines set forth in 2 CFR, Part 220, which includes circulars A-21 (Cost Principles), A-110 (Administrative Requirements), and A-133 (Audit Requirements). Detailed policies, guidelines, and procedures governing ANC’s accounting and financial management system are clearly outlined on pages 1-7 of the ANC Finance Policies and Procedures Manual. The college’s adherence to these principles is clearly attested to in the auditors’ opinion presented in external audit reports, which reads: “In our opinion, the financial statements referred to above present fairly, in all material respects, the respective financial position of the governmental activities and each major fund of Aaniiih Nakoda College Inc. as of and for the year ended June 30, 2013, and the respective changes in financial position for the year then ended in accordance with U.S. generally accepted accounting principles.” Aaniiih Nakoda College has not had any qualifications with respect to this issue for the past 13 years.

The adequacy of the college’s internal control procedures and reporting processes is also well documented in external auditors’ reports over the past 13 years. The strength of these internal control systems is reiterated in external evaluations conducted in accordance with the terms and conditions of a number of the college’s grant-funded projects. The college has established an effective reporting system that is described on pages 11-12 of the ANC Finance Policies and Procedures Manual. Monthly, quarterly and annual financial reports provide program directors, department heads, the president and governing board with current and accurate financial information needed for the effective management of college programs and services and continuous, multi-tiered oversight of financial activities.

2.F.5 Capital budgets reflect the institution’s mission and core theme objectives and relate to its plans for physical facilities and acquisition of equipment. Long-range capital plans support the institution’s mission and goals and reflect projections of the total cost of ownership, equipment, furnishing, and

90 operation of new or renovated facilities. Debt for capital outlay purposes is periodically reviewed, carefully controlled, and justified, so as not to create an unreasonable drain on resources available for educational purposes.

Major capital development plans at Aaniiih Nakoda College follow the ANC Campus Master Plan, which was first developed in 2006, as well as current capital planning priorities identified in mission-driven strategic planning documents. Developed over the course of several years, the campus master plan provides a long-range (20 years) vision of the ANC campus and establishes campus construction priorities for the future. Recent capital projects, including the construction of Returning Buffalo, the addition of two immersion school classrooms to Ekib-Tsah-ah-Tsik, and the completion of a two-phased campus landscaping project, have addressed the master plan’s highest capital construction priorities. With the completion of these projects, ANC is currently seeking funding to address its next major capital construction project – a student center – as identified in both the campus master plan and the 2013-2015 strategic plan.

Funds to support major capital projects are derived solely from grants. The president and her Executive Team identify capital priorities for grant applications based on a careful review of strategic planning priorities and the institution’s infrastructure needs. They also consider total costs of ownership, including furnishings, equipment, maintenance and operations, when preparing proposals for capital improvements. For example, in recent years, the college has applied for and received funding from USDA-Rural Development (Tribal Colleges Initiative) and U.S. Department of Education (Title III – American Indian Tribally Controlled Colleges and Universities Program) to address deferred maintenance needs, including re-roofing older campus buildings, installing high-efficiency lighting, renovating classrooms, and upgrading instructional technologies (e.g., patient simulators and Smart Boards). Wherever possible, technology improvements are funded through strategic grant writing efforts, with recent funding coming from a variety of sources, including USDA, U.S. Department of Education, U.S. Department of Labor, and the National Science Foundation. Planning and budgeting for these capital improvements, both large and small, occur during a collaborative proposal development process. Upon funding, agency-approved budgets determine the nature of capital expenditures at the institution. In cases where external grant funds are not available for facilities and technology improvements, these capital expenditures are included in the annual unrestricted general fund budget, following guidelines for capital budgets outlined on page seven of the ANC Finance Policies and Procedures Manual.

Aaniiih Nakoda College does not incur debt to support capital improvements. The college has been debt free since 2002, and all major capital improvements over the past decade have been funded exclusively through strategic grant writing efforts. While institutional policy allows the college to borrow for these purposes (see page 29 of the ANC Finance Policies and Procedures Manual), ANC’s dependence on restricted grant funds precludes the ability to accurately forecast funding that could be used for debt service.

2.F.6 The institution defines the financial relationship between its general operations and its auxiliary enterprises, including any use of general operations funds to support auxiliary enterprises or the use of funds from auxiliary services to support general operations.

Aaniiih Nakoda College operates one auxiliary enterprise: the college bookstore. The bookstore has its own budget within the college’s general operating budget and operates on a break-even basis (zero profit). As such, no funds from bookstore operations support general operations of the institution. The bookstore provides essential support for the college’s academic programs, and mark up on bookstore items is kept to a minimum in order to reduce costs for ANC students, the vast majority of whom live below the federal poverty level.

2.F.7 For each year of operation, the institution undergoes an external financial audit, in a reasonable timeframe, by professionally-qualified personnel in accordance with generally-accepted auditing standards. Results from the audit, including findings and management letter recommendations, are considered in a timely, appropriate, and comprehensive manner by the administration and the governing board.

Aaniiih Nakoda College’s Board of Directors hires an independent audit firm to conduct an external audit of the institution’s finances. External audits are performed on an annual basis by an independent certified public accounting firm and conducted in accordance with generally accepted auditing standards (GAAS) and generally accepted government auditing standards (GAGAS). The audit firm provides its own affirmation and attestation of credentials to ANC on an annual basis.

Audit procedures follow the guidelines established on page twelve of the ANC Finance Policies and Procedures Manual. The president and comptroller review audit report results with the board of directors at the first board meeting following publication of the report. Upon review, the board formally votes to approve and accept the report. Copies of external auditors’ reports are kept on file in the Office of the President and made available to the public upon request.

As mentioned previously, Aaniiih Nakoda College has received unqualified opinions on external audit reports for the past 13 years, with no findings or questioned costs since 2005. Due to this consistently strong performance, ANC is considered a “low risk auditee,” as defined in OMB Circular A-133.

2.F.8 All institutional fundraising activities are conducted in a professional and ethical manner and comply with governmental requirements. If the institution has a relationship with a fundraising organization that bears its name and whose major purpose is to raise funds to support its mission, the institution has a written agreement that clearly defines its relationship with that organization.

Aaniiih Nakoda College seeks financial support from outside sources primarily through its Sponsored Programs Office, which operates under the direct supervision of the college president. Institutional development efforts are limited to the preparation and submission of grant applications. Proposals for external funding are subject to established internal review and approval processes, and grant writing efforts are tightly integrated with financial and strategic planning to ensure that they address the college’s financial needs, support its mission and goals, and promote the achievement of its identified planning objectives. The development and submission of grant proposals, as well as the administration of grant funding, are carried out in a highly professional and ethical manner, following all applicable government regulations.

Aside from grant writing activities, Aaniiih Nakoda College engages in a minimal amount of fundraising activities. Occasionally, campus units (e.g., student services, radio station, and immersion school) will engage in small-scale fundraising activities to support specific program activities. When this occurs, the parties responsible must follow institutional fundraising policies described on page 34 of the ANC Finance Policies and Procedures Manual.

The college receives a very small amount of unsolicited donations, and these are deposited and utilized within the college’s unrestricted fund to support general operations, unless donors designate a specific use for the gift. All fundraising efforts are coordinated with Business Office staff. Fundraising by student organizations must be coordinated with, and approved by, the dean of students.

Aaniiih Nakoda College does not have any relationships with fundraising organizations or a foundation.

H. Standard 2.G: Physical and Technological Infrastructure

Physical Infrastructure

2.G.1 Consistent with its mission, core themes, and characteristics, the institution creates and maintains physical facilities that are accessible, safe, secure, and sufficient in quantity and quality to ensure healthful learning and working environments that support the institution’s mission, programs, and services.

The Aaniiih Nakoda College campus reflects the institution’s unique dual mission and creates a teaching and learning environment that facilitates the achievement of core theme goals related to academic quality, cultural integrity and student success. Over the past decade, the college has initiated a planned and orderly process for expanding and upgrading its physical facilities, and these efforts have transformed the face of the ANC campus. Campus facilities meet the needs of the college’s educational programs and services and provide students, staff and faculty with an accessible, safe and secure setting for teaching and learning. The following table provides a general overview of current campus facilities.

Aaniiih Nakoda College Campus Facilities

Building Name Year Built Square Type(s) of Use (Expanded) Footage Nakoda Hall 1991 3,545 Student Services, Student Success Center White Clay People Hall 1993 (2008) 6,400 Administrative Offices, Classrooms, Conference Room Wakpa Juk’an Wasnokya 1996 (1999) 14,710 Classrooms, Laboratories, Commons Tibi Area, Bookstore, Faculty and Staff Offices KGVA Radio Station 1998 1,600 Radio Station Ekib-Tsah-ah-Tsik 2005 (2013) 9,668 White Clay Immersion School, Classrooms, AIS Offices, Archive, Round Room, Meeting Room Maintenance Shop & 2006 3,600 Storage, Physical Plant Department Storage Greenhouse 2006 2,400 Extension Program and Instructional Support Wiyukja Wicoti 2008 8,908 Information Technology Department, Library, Classrooms, Faculty Offices Returning Buffalo 2013 13,630 Classrooms, Computer Laboratory, Shop, Staff and Faculty Offices, Career and Technical Education Programs TOTAL 64,461 Table 2.10: Aaniiih Nakoda College Facilities

The ANC Campus Map shows the locations of these facilities.

Instructional facilities are sufficient in quality and quantity for the delivery of high quality education programs. ANC’s current classroom and laboratory spaces meet the teaching and learning needs of the college’s 23 instructors (17 full-time) and approximately 200 students. Collectively, the campus buildings contain 14 classrooms, 4 science laboratories, 4 computer laboratories, a building trades shop, and a

93 greenhouse available for instructional purposes. The majority of ANC’s classrooms can accommodate 12- 25 students, except for one larger classroom with auditorium-style seating that can accommodate up to 40 students. The main biology/chemistry lab (Suk Pe) is set up for 16 students, and the two smaller teaching labs can accommodate eight students apiece. A small research lab has capacity for up to four students. The Tasina Waka Computer Laboratory contains work stations for 20 students, the computer lab in Returning Buffalo contains 25 work stations, and computer labs in Wiyukja Wicoti contain a total of 30 work stations. Given the small size of ANC’s student body and low average course enrollments, these classroom and laboratory facilities are, in most cases, large enough to meet the needs of students and faculty. Occasionally, however, high enrollment classes may be split into two sections due to limited seating availability.

A skilled and experienced physical plant staff maintains, manages and operates all campus facilities to ensure their continuing quality, security, safety, and accessibility. The six-person staff includes the facilities manager, plant manager, maintenance technician, and three custodians. The Aaniiih Nakoda College Physical Plant Policy Manual describes the policies and procedures governing the maintenance, management, and operation of campus facilities and equipment. Specific sections of the manual outline policies and procedures related to procurement, property management, disposal, security, maintenance, inventory, rentals, and vehicle use.

All facilities are cleaned and maintained following pre-established maintenance schedules, with special maintenance logs kept for furnaces, air conditioners, and water distillation systems. When minor maintenance needs arise, the college employs a work order system that enables physical plant staff to address these needs in a prompt and orderly fashion. The facilities manager brings major maintenance issues to the Executive Team to determine the appropriate course of action. Typically, immediate concerns are addressed with funding from the college’s unrestricted physical plant budget; for long-term maintenance issues, the college seeks external funding available through grants from USDA-Rural Development (Tribal Colleges Initiative) and U.S. Department of Education (Title III – American Indian Controlled Colleges and Universities Program). Over the past five years, ANC has used funds from these sources to re-roof the five oldest buildings on campus, re-stain building exteriors, re-paint interior walls, replace carpets, install energy efficient lighting, update aging HVAC systems, and complete several other deferred maintenance projects.

Regular and frequent maintenance ensures that all campus facilities are functioning properly and safely. In addition, physical plant personnel have prepared maps of all campus buildings that indicate the locations of key safety features, including electrical panels, fire extinguishers, fire alarms, fire exits, first aid kits, and gas and water shut off valves. All buildings on campus are equipped with security systems and security lights. All buildings constructed after 2000 are also equipped with surveillance cameras to provide additional security.

ANC constructs and maintains all campus facilities with due regard for health and safety and for access by the physically disabled. Except for the greenhouse (which was purchased as a kit and erected according to designer specifications), all campus facilities constructed since 2000 have been built using construction plans prepared by professional architecture/engineering firms. These plans have adhered to the highest standards for building materials and practices, and they have been carried out by professional building contractors in full compliance with existing codes and regulations. Campus facilities constructed during the past twelve years have been designed to comply with Section 504 of the Rehabilitation Act of 1973 (24 CFR, Part 8.21) and the Americans with Disabilities Act of 1990 (42 U.S.C. 1202 et seq.), and, wherever possible, older buildings have been renovated to improve access for the physically disabled. As a result, these buildings provide well-designed, structurally-sound, safe, and accessible facilities that will continue to meet the needs of staff, faculty, students, and community members for generations to come.

2.G.2 The institution adopts, publishes, reviews regularly, and adheres to policies and procedures regarding the safe use, storage, and disposal of hazardous or toxic materials.

In general, Aaniiih Nakoda College uses very few hazardous materials. Hazardous chemicals used in science laboratory courses are stored in designated hazardous materials storage cabinets, along with their Material Safety Data Sheets (MSDS). When hazardous materials are used for chemistry and biology experiments, instructors follow guidelines for safe usage outlined in MSDS and in laboratory manuals. Over the past several years, science faculty and physical plant staff have worked together to develop a Hazardous Waste Policy and Science Laboratory Safety Manual to guide the procurement, storage, use and disposal of hazardous materials across campus. The ANC Board of Directors approved this policy in February 2014.

2.G.3 The institution develops, implements, and reviews regularly a master plan for its physical development that is consistent with its mission, core themes, and long-range educational and financial plans.

Aaniiih Nakoda College’s master plan for campus development is consistent with the institution’s mission and core themes. The plan establishes capital construction priorities and provides guidance and direction for the institution’s strategic planning efforts. Plans for acquiring and allocating financial resources to fund capital construction projects are appropriate for ANC’s financial situation, consistent with the institution’s financial policies and practices, and carried out in a strategic manner.

Aaniiih Nakoda College developed its first campus master plan in conjunction with strategic planning efforts conducted in 2003. This five-year plan identified several campus construction priorities, including additional classroom/laboratory space, a cultural learning center, storage shed/maintenance facility, and new greenhouse. Between 2003 and 2006, ANC completed each of the short-term construction priorities listed above.

In 2006, the college contracted the services of Civic Design, Inc. of Great Falls, Montana (a licensed architecture/engineering firm), to prepare its current long-term campus master plan to guide campus growth for the next 20 years. Through a participatory planning process that included board members, faculty, staff and students, the plan created a comprehensive vision for ANC’s campus and identified the institution’s highest short-term and long-term construction priorities. Concurrent with these efforts, ANC worked with landscape design faculty at Montana State University-Bozeman to develop a comprehensive campus landscape design plan for ANC. This plan is based on the campus master plan and addresses numerous campus design elements, including plant materials, walkways, artwork, signage, and outdoor gathering places.

To date, the college has made significant progress in addressing a number of short-term construction priorities and carrying out key elements of the campus master plan. Specifically, the college has constructed a new technology center (Wiyukja Wicoti) and library (Ah sit sit tsah tah neen/Yawa Tibi), completed a Business Office addition to White Clay People Hall, built Returning Buffalo (career and technical education facility), added two immersion school classrooms to Ekib-Tsah-ah-Tsik, and created recreational facilities on campus (immersion school playground and outdoor basketball courts). In addition, the college has completed the first two phases of the campus landscaping plan, which includes a central arbor, native plant materials, sprinkler systems, sidewalks, parking lots and signage. Collectively, these campus improvements have transformed the face of Aaniiih Nakoda College, while clearly reflecting the mission and core themes of the institution. New instructional facilities have enabled the college to expand and strengthen its academic programs and to provide students with improved access to the educational resources they need to succeed. New immersion school classrooms enhance ANC’s ability to offer effective cultural education programs, and landscaping features and new facilities across campus

95 contain numerous cultural elements that promote the cultural integrity and vitality of the Aaniinen and Nakoda tribes.

Throughout its campus planning process, ANC administrators regularly review the campus master plan and update capital construction priorities to address the needs of the college’s evolving educational programs and to respond to ever-changing student and community interests. For example, several of the college’s original long-term construction plans, such as a campus museum and student housing, have been removed from the priority list, while others, such as a business building, have been assigned a lower priority. Currently, the college’s highest ranking capital construction priorities include a student union, wellness center, math-science building, and fine arts center, all of which were identified as long-term priorities in the original campus plan. Among these, the most immediate and highest-ranking priority – a student union building – has been included in the college’s current 5-year strategic plan to ensure the continued alignment of campus development efforts with ANC’s strategic planning process.

Aaniiih Nakoda College exercises extraordinary care in acquiring and allocating financial resources used to implement its campus master plan and to address its identified capital construction priorities. Back in the mid-1990s, Aaniiih Nakoda College took out several loans to offset the cost of construction projects. This practice resulted in institutional indebtedness that, by 1999, exceeded $800,000. Lacking sufficient revenues to establish a manageable debt repayment plan, this looming debt load placed the future of the entire institution in jeopardy. Fortunately, with the generous assistance of the American Indian College Fund and conservative financial management practices, Aaniiih Nakoda College was able to eliminate its debt in 2002 and has remained debt free ever since. Since that time, it has been the practice of the current college administration and board of directors to maintain the college’s debt free status and to refrain from incurring any new debt to pay for major construction and renovation projects. As such, all building projects completed within the past 13 years have been funded exclusively through grants from federal agencies and private funding sources. Building projects carried out over the past five years have been funded primarily through grants from the U.S. Department of Education and USDA-Rural Development.

To ensure that construction grant applications reflect institutional planning priorities, proposal development efforts are tightly integrated with facilities planning and strategic planning processes. All grant applications for campus construction projects are prepared by the sponsored programs officer, who also is responsible for coordinating facilities planning and strategic planning efforts in cooperation with other members of the President’s Executive Team. As funding opportunities for construction projects become available, Executive Team members review campus planning priorities, discuss possible options, and identify a preferred course of action. The sponsored programs officer then prepares the funding application accordingly, often with the assistance of professional personnel from local architecture/engineering firms. Through this process, ANC acquires and allocates construction capital in a manner that supports the achievement of institutional mission and core themes without jeopardizing its hard-earned fiscal stability.

2.G.4 Equipment is sufficient in quantity and quality and managed appropriately to support institutional functions and fulfillment of the institution’s mission, accomplishment of core theme objectives, and achievement of goals or intended outcomes of its programs and services.

Aaniiih Nakoda College provides students, faculty, and staff with the equipment needed to support all institutional functions and fulfill the college’s mission and core themes. Requests for general equipment items needed to support unit functions are submitted as part of departmental budgets included in the institution’s unrestricted general fund budget. Equipment needs addressed through externally funded grant projects are identified in the proposal development process and purchased in accordance with project budgets and applicable procurement regulations.

The Aaniiih Nakoda College Physical Plant Policy Manual outlines institutional procedures for the maintenance, inventory, control (including check-out/check-in and rental), and replacement of its equipment resources. New equipment is inventoried at the Business Office before being released to the particular program/department responsible for its maintenance, use and safekeeping. All equipment records are entered into the college’s procurement and inventory database and reviewed annually. Business Office staff verify the location of inventoried property across campus on an annual basis. Physical plant staff use standardized log sheets to monitor and record the inventory, maintenance, and replacement of equipment such as vehicles, furnaces, air conditioners, and water distillers.

Classrooms and laboratories are well-equipped to meet the teaching and learning needs of the college’s instructors and students. Classrooms are equipped with up to date instructional technologies, including Smart Boards and portable projector systems. Science laboratories are similarly well-equipped and include a wide range of equipment and materials to support classroom instruction, laboratory exercises, field-based learning, and faculty-student research. Other equipment items that support field-based science instruction and research include an automated weather station, GPS units, four-wheel drive vehicles, all- terrain vehicles, tractors, boat, and snowmobile. ANC’s extensive equipment holdings for laboratory and field-based instruction reflect an educational philosophy that places strong emphasis on active, inquiry- based learning.

Technological Infrastructure

2.G.5 Consistent with its mission, core themes, and characteristics, the institution has appropriate and adequate technology systems and infrastructure to support its management and operational functions, academic programs, and support services, wherever offered and however delivered.

Aaniiih Nakoda College offers a wide array of computing, networking, and telecommunications resources and services to students, faculty, and staff. These resources and services support teaching, learning, research, and institutional management in accordance with institutional mission and core themes.

ANC currently has 442 network associated technology devices. This includes workstations, desktops, laptops, printers, servers, IPADs, LCD displays, Smart Boards, wireless access/bridges, copiers, scanners, and network secured system. The college operates and maintains six computer laboratories and two portable laptop laboratories. The distribution of computer workstations, laptops, and IPADs is presented in the following table.

Distribution of Computer Resources at Aaniiih Nakoda College

Location Computing Resource Computer Laboratory, Wakpa Juk’an Wasnokya Tibi 21 Workstations Computerized Math Laboratory, Wiyukja Wicoti 10 Workstations Computer Laboratory/Cisco Training Center, Wiyukja Wicoti 15 Workstations 15 Hardware Workstations Portable Mathematics Laboratory 20 Laptops Portable Environmental Science Laboratory 15 IPADs Portable Science Laboratory 15 Laptops Student Success Center, Nakoda Hall 7 Workstations Library Computers, Ah sit sit tsah tah neen/Yawa Tibi 15 Workstations Computer Laboratory, Returning Buffalo 25 Laptops Faculty and Staff Offices 5 IPADs 16 Laptops

73 Workstations Table 2.11: Distribution of Computer Resources at Aaniiih Nakoda College

ANC network associated devices and 15 servers are equipped with the software needed to perform their required educational and/or administrative functions, and all computers on campus have antivirus protection and are maintained regularly.

Faculty and staff have access to up-to-date computers that are connected to the local network and networked printers. Printers include five black and white laser printers and four color laser printers, 18 desktop printers, and two plotters. The network system includes 18 switches, one main core switch, and one main router, along with five switches that are available for classroom instruction in computer technology courses.

ANC’s Information Technology Department is responsible for planning and procurement of information technology resources (including all hardware and software), maintaining and operating the campus network and ensuring its security and reliability, providing desktop support for all technology users on campus, and providing troubleshooting and technical assistance for all aspects of campus technology systems. The IT Department is housed in Wiyukja Wicoti and employs three full-time staff: a director (manager of information systems), a network/e-learning specialist, and a desktop computer technician. Depending on the availability of funding, the department may also employ part-time student interns.

2.G.6 The institution provides appropriate instruction and support for faculty, staff, students, and administrators in the effective use of technology and technology systems related to its programs, services, and institutional operations.

ANC’s information technology resources and services support all educational programs in the curriculum, regardless of subject matter or course content. Students in all degree programs make frequent use of the college’s technology resources for preparing reports, making presentations, conducting research, sending/receiving email, and completing various class assignments. The IT Department encourages students to become independent learners by providing them the materials and resources they need to access information and solve problems. In addition, department staff provide periodic training sessions for students on using the campus internet, email system and Moodle. Information technology resources and services play a prominent role in the delivery of courses offered through the college’s Computer Information Systems and Business Technology degree programs. Specialized software programs such as ArcView and Derive 6 also support instruction in other degree programs, as well as in the college’s general educational curriculum. ANC’s IT staff meets with faculty to determine software and hardware requirements for each semester’s course offerings. IT staff have provided training, technical support, and administrative oversight for faculty wishing to incorporate online elements into their classes using Moodle, an electronic blackboard course platform. ANC continues to use Moodle in hybrid courses where online instruction is used to supplement in-class instruction. Students enrolled in hybrid courses attend regularly scheduled classes and have full access to the college’s information resources and services, as well as frequent opportunities for interaction with faculty.

ANC’s IT personnel provide oversight and technical support for the college’s institutional management applications for student records and financial management. The college uses Empower software to manage a robust student information and records system that supports a wide range of academic management needs, from initial contact through alumni status. Current system features employed by the college include student records, financial aid, student billing, admissions, and degree audit. Currently, faculty and staff have security-controlled access to certain student records used during the advising process through Empower’s comprehensive Web Portal. Future plans will allow students to use the Web Portal for self-service access for inquiries, applications, and other features, all under strict security

98 controls. The ANC Business Office uses Micro Information Products (MIP) from Sage Software to operate its financial management and accounting system. Business Office personnel use the system’s fund accounting application to manage budgets and produce accurate and up-to-date financial reports.

2.G.7 Technological infrastructure planning provides opportunities for input from its technology support staff and constituencies who rely on technology for institutional operations, programs, and services.

Technology infrastructure planning activities occur at both the institutional level and departmental level and provide campus constituents with multiple opportunities to shape the development of information resources and services. At the institutional level, board members, administrators, faculty, and staff provide input through the college’s participatory strategic planning process. For example, the college’s current three-year strategic plan identifies a number of specific implementation strategies directly related to strengthening information technology resources and services. The manager of information systems is identified as the person responsible for leading these efforts, and he works with IT staff to ensure their effective implementation. At the departmental level, ANC’s Information Technology Policy and Procedure Handbook and Policy Standards for Information Technology: Handbook for Employees and Students describe policies and procedures governing the planning, purchase and use of technology across campus. Both of these documents are posted on the college web site, and Policy Standards for Information Technology: Handbook for Employees and Students is printed in the ANC Student Handbook.

In addition, frequent and regular consultation with faculty and staff ensures that information technology resources and services address current student and faculty needs. All IT-related equipment and software purchases must be approved by the MIS to ensure that the new technology is compatible with the college’s network system.

2.G.8 The institution develops, implements, and reviews regularly a technology update and replacement plan to ensure its technological infrastructure is adequate to support its operations, programs, and services.

The IT Department follows established procurement procedures when purchasing computers and other technological equipment. These procedures are outlined in the Information Technology Policy and Procedure Handbook. IT Department staff are responsible for assessing equipment needs and conducting research to identify appropriate equipment requirements that provide the most cost effective way to meet end users’ needs in a timely manner. The great majority of the college’s IT equipment and computers are purchased with restricted grant funds. As such, the nature of these IT acquisitions is identified through the college’s strategic proposal development process, determined by funder-approved budgets, and regulated by the terms and conditions of specific grant award agreements. All computers and related technology equipment are inventoried and entered into a database system and maintained and updated in accordance with an established maintenance and replacement plan. According to this plan, desktop computers are scheduled for replacement every three to five years, and servers are scheduled for replacement every five to seven years. All printers are replaced every three years or as needed. Copy machines and fax machines are replaced every five to seven years. Recently, the college secured funds to upgrade the network infrastructure from multi-mode fiber to single-mode fiber, which will result in faster speed and higher performance between buildings and the main network system.

VI. Conclusion

This document describes Aaniiih Nakoda College at the midway point of its seven-year accreditation review and self-study cycle. The college’s Year One Self-Evaluation Report, which was completed in 2011, provided ANC with an opportunity to identify and articulate the institution’s understanding of mission fulfillment, as well as its three core themes and associated goals, objectives, indicators and outcomes. Through this process, ANC gained renewed clarity with respect to its essential mission and purpose: offering quality educational programs, promoting and revitalizing Aaniiih and Nakoda lifeways, and facilitating student success. The process also produced an evaluation framework with which the college will be able to effectively and systematically assess ANC’s overall effectiveness in fulfilling its mission and achieving its core theme goals.

Following submission of the Year One Self-Evaluation Report, ANC has continued to refine this evaluation framework and use it to more effectively integrate the institution’s planning and assessment processes. Based on suggestions from peer reviewers and external advisors, the college’s three Core Theme Subcommittees revised several core theme outcomes and indicators to more accurately and meaningfully measure institutional achievement of core theme objectives. At the same time, ANC used the framework as the foundation for developing the college’s new strategic plan (2013-2015). Core theme goals and objectives provide clear direction for where ANC wants to go, while core theme indicators and outcomes offer equally clear means for evaluating the institution’s success in getting there. By linking institutional planning and evaluation, ANC has established an integrated system for strategically growing the institution, measuring progress, and making data-driven decisions that will results in continuous improvement of core programs and services.

ANC’s Year Three Self-Evaluation Report builds on these efforts and provides a detailed description of the resources, capacity and infrastructure available at the college that will enable us to achieve our anticipated outcomes, accomplish our planning goals and objectives, and ultimately, fulfill our mission. Working in seven subcommittees over the course of an 18-month period, staff, faculty and administrators worked together to answer the question: “Does Aaniiih Nakoda College have what we need to take us where we want to go?” Or, more specifically, “Do we have the resources, infrastructure, systems, policies, procedures, and organizational capacity needed to fulfill our mission and achieve our core theme goals and objectives?” Across campus, the answer has been a resounding “Yes,” and this report reflects that institutional confidence. To be sure, ANC faces its share of challenges, both internal and external. However, college personnel believe that ANC is an institution on the rise – one well-positioned to meet its current challenges, adapt to unforeseen circumstances, and sustain itself far into the future. At the same time, ANC is an institution that remains firmly grounded in the vision and values of its founders and committed to fulfilling its mission and core theme goals through the delivery of high quality, culturally- grounded, student-centered academic programs and services.

ANC prepared this Year Three Self-Evaluation Report between August 2012 and February 2014. Summer retreats involving board members, staff, faculty and administrators took place in August 2012 and 2013 and provided valuable opportunities for all campus constituencies to come together in full group sessions and smaller subcommittee meetings to discuss each standard criterion and outline appropriate responses. Subcommittee work continued throughout the eighteen-month period, guided by ANC’s Self-Evaluation Steering Committee. As such, this report represents the collective efforts of these committees and the individuals who participated in their meetings, as listed below. Please note that many individuals participated in more than one committee’s discussions. Participants were asked to rotate through several committees during retreat sessions so that they could share their perspectives and ideas regarding multiple elements and criteria. Subcommittee chairs were responsible for gathering input from all participants and weaving this material into responses to each criterion of their respective element.

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Self-Evaluation Steering Committee Carole Falcon-Chandler, President (Chair) Carmen Taylor, Dean of Academic Affairs Clarena Brockie, Dean of Student Affairs Debra Eve, Comptroller Eva English, Library Director Michele Lewis, Assistant to the President Dixie Brockie, Registrar/Admissions Officer Harold Heppner, Manager of Information Systems Scott Friskics, Director of Sponsored Programs

Element 2.A (Governance) Subcommittee Carole Falcon-Chandler, President (Chair) Clarena Brockie, Dean of Student Affairs Lynette Chandler, Immersion School Director Kim Brockie, Bookstore Manager Greg Drummer, Business Instructor Cheryl Morales, NSF TCUP Project Coordinator Susan King, Environmental Science Instructor Sean Chandler, American Indian Studies Instructor

Element 2.B (Human Resources) Subcommittee Michele Lewis, Assistant to the President (Chair) Alwayne LaRoque. Maintenance Gerald Stiffarm, KGVA Station Manager Elizabeth McClain, Science Instructor Tony Rider, Mathematics Instructor John R. Strike, Plant Manager John “Frenchy” Dillon, Human Services/Psychology Instructor Janardan Pokharel, Physics and Mathematics Instructor Amber Azure, Immersion School Office Assistant Jessica Stiffarm, Academic Skills Instructor Toma Campbell-Hoops, Financial Aid Director

Element 2.C (Education Resources) Subcommittee Carmen Taylor, Dean of Academic Affairs (Chair) Susan King, Environmental Science Instructor Annette Vander Ven, Mathematics/Computers Instructor Greg Drummer, Business Instructor Jessica Stiffarm, Academic Skills Instructor Sue Brown, Project Co-Coordinator Bonnie Bentley, Immersion School Teacher James Flansburg, Information Systems Specialist Dan Kinsey, Environmental Science Instructor Donna Miller, Education Instructor Jorie Nussbaum, Environmental Science Instructor Janardan Pokharel, Physics and Mathematics Instructor Carol Krominga, Assistant Business Manager Shaun Bell, Welding Instructor* Elizabeth McClain, Science Instructor Pam Azure, Administrative Assistant

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Sean Chandler, American Indian Studies Instructor Iris Adams, Receptionist Tony Rider, Mathematics Instructor

Element 2.D (Student Support Resources) Subcommittee Dixie Brockie, Registrar/Admissions Officer (Chair) Toma Campbell-Hoops, Financial Aid Director Jessica Stiffarm, Academic Skills Instructor Arlene Gardipee, NACTEP Counselor Ann Garcia, NACTEP Administrative Assistant Harlan Mount, NACTEP Director Clarena Brockie, Dean of Student Affairs Camille Stein, Retention Coordinator Dan Kinsey, Environmental Science Instructor Brandi Horn, Student Success Center Coordinator*

Element 2.E (Library and Information Resources) Subcommittee Eva English, Library Director (Chair) Sean Chandler, American Indian Studies Instructor Cheryl Morales, NSF TCUP Project Coordinator Courtney Werk, Library Assistant Eugene Garcia, DemaND Work Keys Administrator Susan King, Environmental Science Instructor Howard “Howdy” Mount, Custodian Manny Morales, USDA Extension Director Alwayne LaRoque. Maintenance

Element 2.F (Financial Resources) Subcommittee Debra Eve, Comptroller (Chair) Melinda Adams, Business Manager Erica McKeon-Hanson, Allied Health Instructor Robert Kittson, Carpentry Instructor Bob Parsley, DeMaND Project Co-Coordinator Danielle Jackson, Institutional Research Assistant Joe Cochran, Custodian Ann Garcia, NACTEP Administrative Assistant Kristine Vessey, Business/Computer Instructor Greg Drummer, Business Instructor Jana McPherson, Allied Health Instructor Sue Brown, DeMaND Project Co-Coordinator James Flansburg, Information Systems Specialist

Element 2.G (Physical and Technological Resources) Subcommittee Harold Heppner, Manager of Information Systems (Chair) Alwayne LaRoque, Maintenance Joe Cochran, Custodian Howard “Howdy” Mount, Custodian Kaine Bishop, Desktop Computer Technician Manny Morales, USDA Extension Director Arlene Gardipee, NACTEP Counselor Robby Bell, KGVA Program Director

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Will Gray, Facilities Manager Elizabeth McClain, Science Instructor

* - No longer employed at ANC

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