2018-2019 Catalog

OGLALA LAKOTA COLLEGE Rebuilding the Lakota Nation Through Education

2018-2019 CATALOG Rebuilding the Lakota Nation Through Education Lakota Oyate kin Lakota Oyate kin Wounspe Tantanhan un Tokata Etkiya Igloapi Kte Wounspe Tantanhan un Tokata Etkiya Igloapi Kte 605.455.6000 • FAX 605.455.2787 • PO BOX 490 • KYLE, SD 57752 • WWW.OLC.EDU Oglala Lakota College He Sapa College Center Piya Wiconi 127 Knollwood Dr., Rapid City, SD 57709 Box 490, Kyle, SD 57752 342-1513 455-6000 FAX 342-8547 FAX 455-2787

Oglala Lakota College Nursing Program Pejuta Haka College Center Box 861, Pine Ridge, SD 57770 Box 370, Kyle, SD 57752 867-5856 455-2450 FAX 867-5724 FAX 455-2671

Eagle Nest College Center Pine Ridge Village College Center Box 476, Wanblee, SD 57577 Box 1052, Pine Ridge, SD 57770 462-6274 867-5893 FAX 462-6105 FAX 867-1241

East Wakpamni College Center Oglala College Center Box 612, Batesland, SD 57716 Box 19, Oglala, SD 57764 288-1834 867-5780 FAX 288-1828 FAX 867-1243

LaCreek College Center Wounded Knee College Center Box 629, Martin, SD 57551 Box 230, Manderson, SD 57756 685-6407 867-5352 FAX 685-6887 FAX 867-1245

Pahin Sinte College Center Cheyenne River College Center Box 220, Porcupine, SD 57772 P.O. Box 100, Eagle Butte, SD 57625 867-5404 964-8011 FAX 867-1242 FAX 964-8012

Pass Creek College Center Box 630, Allen, SD 57714 455-2757 FAX 455-2428

BOARD OF TRUSTEES

Representatives of the Oglala Sioux Tribe Harry Eagle Bull Tribal President's Representative Gloria Coats-Kitsopoulos Tribal Education Committee Representative

South Dakota Representatives Elected by Districts Dennis Brewer Pine Ridge Village Pete Red Willow Eagle Nest Bennett Sierra East Wakpamni Madonna Peterson LaCreek Anthony Wounded Head Pahin Sinte Leonardo Salomon Pass Creek Vacant Pejuta Haka Donovan Youngman White Clay Garfield Apple Wounded Knee Shawn Garnette Student Representative Joe American Horse Council of Elders

Pine Ridge Indian Reservation

District College Centers

FALL 2018 CALENDAR

Support Staff Return July 16th Department Chairs Return July 30th Faculty Return August 13th Registration Ends August 17th Graduate Studies Program Orientation August 17th Assessment Days August 20-24th Course Cancellation Meeting August 21st ADD or DROP August 20-September 7th Classes Begin August 27th Last Week to Drop 100% September 10 -September 14th Labor Day (Office Closed, Classes Meet) September 3rd College Wide Make Up Day September 15th and September 28th Native American Day (Office Closed, No Classes) October 8th College Wide Make Up Day October 27th Veteran’s Day Holiday (Office Closed, Classes Meet) November 12th Registration Begins for spring semester November 13th College Wide Make Up Day November 17th Thanksgiving Day Holiday (Office Closed) November 22-November 23th Classes End December 7th Make-up Period December 10-12th Assessment Days December 13-14th Final Grades and Assessment materials due December 12th Faculty Christmas Holiday December 17-January 7th Support Staff Christmas Vacation December 24-27th SPRING 2019 CALENDAR Support Staff/Chairs Return January 2nd Faculty Return January 7th Registration Ends January 11th Assessment Days January 14-18th Course Cancellation Meeting January 15th ADD or DROP January 14-February 1st Martin Luther King Day (Offices Closed) January 21st Classes Begin (Sunday classes begin January 27th) January 21st Last Week to Drop 100% January 28-February 8th College Wide Make Up Day February 2nd and February 16th President’s Day (Offices Closed) February 18th AIHEC 2018 (Bismarck, ND) March 16-19th Spring Break (No classes) March 18-22nd College Wide Make Up Day March 23rd and April 13th Registration Begins for Fall semester April 15th Easter Holiday (Good Friday) April 19th Application to Graduate Program due April 26th Classes End (Sunday classes end May 12th) May10th Faculty’s Last Day May 17th Make-up Period May 13-15th Assessment Days May 16-17th Final Grades and Assessment materials due May 15th Last Day for Chairs May 31st Memorial Day (Offices Closed) May 27th Graduation/Pow-wow June 14-16th Last Day for Support Staff (24 pay period) June 14th Draft 6/27/2018

Table of Contents Page Board of Trustees 1 Reservation Maps 1 Academic Calendar 2 Table of Contents 3 Mission and Purposes 4 President's Message 5 College History/Accreditation 6-7 Facilities 8 Governance 9-10 Policies and Procedures 10-11 Continuous Improvement and Institutional Effectiveness 11 Registrar 12-21 Financial Aid 22-28 Business Office 29-33 Instructional Division 34-38 General Education 38-40 Assessment Philosophy and Process/Assessment of General Education Outcomes 41-42 Foundational Studies Department 43-50 Learning Resource Center/Archives 51-52 Agriculture and Natural Resource Department 53-55 Community/Continuing Education Department 56 Student Support Services 57 Business Department 58-69 Education/Early Childhood Department 70-100 Humanities and Social Science Department 101-120 Lakota Studies Department 121-134 Math, Science and Technology Department 135-171 Nursing Department 172-178 Department of Social Work 179-188 Vocational Education Department 189-205 Graduate Programs 206-223 District Staff/Faculty List 224-229

THE CATALOG

The catalog is designed as a guide to the programs, policies, and procedures of Oglala Lakota College. The student or community member has the responsibility of becoming knowledgeable about the requirements and behavior expected of people who utilize the college.

The Oglala Lakota College catalog opens with an introduction that includes the Board of Trustees, maps of South Dakota, the Pine Ridge Reservation and the locations of the district college centers, Mission and Philosophy of the college, a note from the President, and general information about the history of Oglala Lakota College.

Subsequent sections of the catalog outline instructional programs, policies and procedures, community and student services, district centers, and course descriptions.

While providing information to students about the curricula and policies of Oglala Lakota College, the provisions of this catalog are not intended to be a contract between the college and the student. Oglala Lakota College reserves the right to withdraw or change any provision or requirement at any time.

OGLALA LAKOTA COLLEGE

VISION, MISSION AND PURPOSES

VISION Rebuilding the Lakota Nation through Education

MISSION

The mission which emanates from the charter of the Oglala Sioux Tribe is to educate students for professional and vocational employment opportunities in Lakota country. The College will graduate well- rounded students grounded in Wolakolkiciyapi-learning Lakota ways of life in the community–by teaching Lakota culture and language as part of preparing students to participate in a multicultural world.

PURPOSES

-Tribal-  Provides the Lakota with outstanding graduates.  Promotes the study and practice of tribal sovereignty.  Works with tribal entities toward building our nation.  Helps students to gain meaningful employment and live healthy lifestyles.

-Cultural-  Utilizes Lakota cultural values in all learning frameworks.  Celebrates Lakota culture including sacred songs and ceremonies.  Research, study, facilitate, and disseminate Lakota language, culture and philosophy.  Provide leadership to maintain and revitalize Lakota culture and philosophy

-Academic-  Encourages high student learning expectations through active and collaborative learning, which will be measured through assessment standards.  Maintains a supportive campus environment through advising, counseling, tutoring, scheduling, and providing financial assistance.  Practices open enrollment and students will acquire relevant knowledge, skills, and values to make a living in a diverse world, and to be a self-fulfilled person who is a contributing member of their family, community and tribe.  Pursues the creation of Oglala Lakota University

-Community-  Supports local communities in educational and other development.  Engages people as active, productive members of their tiospaye and communities.  Offers frameworks for leadership development in the context of communities and organizations.  Provides lifelong learning through continuing education and community activities.

PRESIDENT'S MESSAGE

From its inception in 1971, our college's mission has been to provide educational credentials to our students so they could compete for employment opportunities on the Pine Ridge Indian Reservation. As a result of having a college on the reservation, Lakota people are now employed in teaching, nursing, human services, business, computer, and vocational educational positions on the Pine Ridge Reservation.

Oglala Lakota College was one of the first tribally controlled colleges in the United States. The concept of a tribally controlled college is that it be sanctioned by an Indian tribe and its governing body be comprised of tribal members; and meet the needs of reservation people in their pursuit of higher education.

From its initial status as a community college, Oglala Lakota College has grown to now offer Baccal- aureate degrees and a Master's degree in Lakota Leadership with an emphasis in Educational Administration along with A.A. degrees and certificates

Oglala Lakota College is a North Central Accredited college and was approved by the Higher Learning Commission. Our credits are transferable to any college depending on each institution's particular method of accepting transfer credit.

The Board of Trustees, local boards, administration, and faculty offer their support in your efforts to advance yourself through higher education. Thomas Shortbull

ADMINISTRATION Thomas Shortbull, President Diane Clifford, Assistant to the President Faith Richards, Personnel Director Vacant, EAP/Student Services Coordinator Marilyn E. Pourier, Development Director Cathy Ferguson, Gifts Coordinator Wanda O’Rourke, Data Entry Clerk Vacant, Athletic Director Leonard Ferguson, Maintenance Director

COLLEGE HISTORY AND ACCREDITATION

Since the creation of the Pine Ridge Indian Reservation, Oglala leaders have pressed the federal government to meet the educational obligations it promised in treaties and agreements. With the advent of efforts to extend tribal sovereignty by American Indians throughout the United States came a recognition by Lakota’s that control of education is also control of its destiny. On March 4, 1971, the Oglala Sioux Tribal Council exercised its sovereignty by chartering the Lakota Higher Education Center. This marked the commence- ment of a vision's realization, which continues to evolve in the history of the Oglala Lakota.

During its non-accredited years, the college entered into agreements with Black Hills State College (now Black Hills Statue University, University of South Dakota, and University of Colorado to "borrow" their accreditation for various associate degree programs. Students were taught on the reservation by faculty chosen by the college, but approved by the state institutions, who taught the same courses offered by South Dakota's colleges. It was a complicated system, which met the needs of our students.

The college awarded its first associate degrees in 1974. In 1978, the name of the college was changed to Oglala Sioux Community College to reflect its status as community college.

In 1979, Oglala Sioux Community College became a candidate for North Central Association accreditation. The college settled into its dispersed, decentralized campus system, which features college centers in each of the nine reservation districts.

In 1980, the Oglala Sioux Tribal Council allowed the college to occupy its present administrative center. Piya Wiconi is the most visible symbol of the college but the district centers are where the mission is being fulfilled.

When accreditation was granted in 1983, the degree offerings were a Bachelor's degree in Elementary Education and Associate Degrees in Business, Education, General Studies, Lakota Studies, Nursing and vocation fields. In subsequent accreditations by North Central in 1987, 1992, and 1994, the college expanded its offerings to include Bachelor Degrees in Applied Science, Human Services, and Lakota Studies in addition to a Master's Degree in Tribal Leadership.

At the 1983 annual retreat, OSCC underwent another name change to Oglala Lakota College to reflect its status as a four-year degree granting institution and to replace the word Sioux with Lakota. Since Sioux is not a word in our language, the proper word to describe our people is Lakota.

A 13 member Board of Trustees governs Oglala Lakota College with membership coming from nine reservation districts, one designee from the Oglala Tribal Council, one designee from the Oglala Sioux Tribe President’s Office, one designee from the Council of Elders, and a student representative.

The comprehensive accreditation review in March of 1998 resulted in the Higher Learning Commission (HLC) granting continuing accreditation for all existing degrees including the Master’s degree in Lakota Leadership/Management and adding a Master’s Degree emphasis in Educational Administration. HLC removed all of its previous distance and site limitations as result of the 1998 review.

Oglala Lakota College stands ready to meet the education challenges of the 21st Century and will continue to assume a vital role in the development of this reservation's resources, people, and land.

6 Oglala Lakota College has been accredited by the North Central Association of Colleges and Schools since June 20, 1983.

Oglala Lakota College is accredited by the Higher Learning Commission. On February 25, 2016, the Higher Learning Commission reaffirmed accreditation and removed the College from Notice. The College was placed on the Standard Pathway. On October 2, 2017, Oglala Lakota College successfully completed the Standard Pathway: mid cycle review with no sanctions. The college is required to submit an Interim Report in December of 2018.

The Higher Learning Commission is a commission of the North Central Association of Colleges and Schools, 230 South LaSalle Street, Suite 7-500, Chicago, Il 60604-1411, telephone number 800-621-7440 or 312-263-0456, www.ncahlc.org, FAX 312-263-7462. The college offers accredited degree programs and certificates. The programs in Elementary Education, Educational Administration, and in Nursing are approved by the State of South Dakota. Graduates of the elementary education program are certified by the South Dakota Division of Education, and graduates of the nursing program are permitted to sit for the National Council Licensing Examination (NCLEX) to become Registered Nurses. The Bachelor of Social Work degree was accredited by the Council of Social Work Education in spring of 2010.

7 FACILITIES

PIYA WICONI (located 6 miles southwest of Kyle)

Administration Building: President, Vice President, Business Office, Community/Continuing Education, Faculty offices, Financial Aid, Maintenance Office, Registrar

Woksape Tipi: Library-Archives, Faculty Offices, Studio.

Applied Science Building: Agriculture Education Office, Headstart Office, Vocational Education Dept.

Math & Science Building: Chemistry Lab, Dirt & Water Labs, GIS labs, Math & Science Faculty offices, Meeting rooms Native Science Field Center, SEMAA-AEL Classroom

Historial Center: Historical photographs and artwork displays chronicling the history of the Oglala Lakota from the early 1800s to the Wounded Knee Massacre in 1890. Graduates Studies and Lakota Studies Departments

Multi-Purpose Building: Athletics Department, Lakota Woglaka Wounspe School

District Centers: (located in the nine major reservation towns-see map on page 1) Offices for Center Directors, Assistant Center Director, Counselors, Classrooms, Computer labs, Library room, Tutors. Most classes are held at these centers.

He Sapa College Center: (located in Rapid City) Offices of Center Director Assistant Center Director, Counselor, Classrooms, Computer labs, Library room, Tutor

Nursing Building: (located in Pine Ridge Village) Offices of Nursing Program faculty and staff, classrooms Classes also facilitated at Pine Ridge Hospital and off reservation hospitals.

Cheyenne River College Center: (located in Eagle Butte, SD) Extension college center with offices for Academic Dean, Center Director, faculty, staff, Art studio and classrooms.

Community Facilities: Because of the size of the District Centers, classes are also held in local schools, churches, and other buildings. The cooperation and support of the entire reservation community has been a major factor in OLC's success.

GOVERNANCE

An Overview of the Structure:

The Piya Wiconi Okolakiciye as the all College Senate is one element in the governance of Oglala Lakota College. Governance consists of the Board of Trustees, the President, the Piya Wiconi Okolakiciye, the local District College Center Boards and the Student Government Organizations.

The Board of Trustees is the only governing body which can make policy for the College. Nine board members are elected from the districts; two members represent the Oglala Sioux Tribe which are designees of the President, and OST Council, also one Student Representative from our Student Senate and a Council of Elder. The Board does receive many recommendations from many sources, and the above process provides an orderly means for all college inquiries and constituents to channel policy recommendations to the Board of Trustees.

Although only the BOT can make policy decisions, they have shared responsibilities with constituent organizations in its desire to assure influence and participation by students, staff, the president and local communities.

The District College Center Boards have delegated authority from the BOT as their actions pertain to the district college centers. There are nine (9) District College Center Boards: Eagle Nest, East Wakpamni, LaCreek, Pahin Sinte, Pass Creek, Pejuta Haka, Pine Ridge Village, Oglala, and Wounded Knee. Each of these centers make programmatic and personnel recommendations to the Board of Trustees. District Boards can approve community and other activities for their respective districts.

The President of Oglala Lakota College is the chief administrator for the college. The line and supervisory staff of the college implement BOT policy, make policy recommendations and develop procedures for implementing Board policy. The administrative structure follows a delineated table of organization for providing governance and operational decisions to the President who is responsible to the BOT. The organization of the college includes the Division of Instructional Affairs, the Division of Student and Community Services, the Institutional Development, and the Office of Fiscal Management.

The student governments are elected at the district level and represent the students from each district. Student input into the governance of the college flows through the District College Center Boards. Student representation is included in the Piya Wiconi Okolakiciye.

PIYA WICONI OKOLAKICIYE

Rationale:

The Piya Wiconi Okolakiciye provides the internal means by which all staff and students are assured their ideas and efforts will be considered. Individuals are elected to PWO as representatives of their constituency, not as a result of their position in the table of organization or their relationship to the district boards and district student government/organizations.

Institutions of higher education are unique organizations in that they are comprised of several distinctive constituencies. Each of these constituencies is served by the college and each has important knowledge to contribute to the services provided by the college. Oglala Lakota College recognizes the need for input from each constituency in the determination of policy and procedures.

The college constituencies are: The Board of Trustees, Administration, District College Centers, Students, Faculty and Staff. The Oglala Sioux Tribe is represented through their constituencies. Prior to the creation of PWO, input from each of the college’s constituencies worked its way through the levels of the college structure. Piya Wiconi Okolakiciye was created to assure participation in the governance of the college by members who did not have direct access. This organization within the college is specifically for students, faculty, and staff. It provides a forum for addressing college-wide concerns and making consensus policy and procedure recommendations to the President and Board of Trustees.

Standing Committees:

Standing committees are the primary working subdivisions of PWO and transact business assigned by either PWO or the President of the college. Committees of the college include: Activities, Institutional Development, Instructional Affairs, and Student Services.

POLICIES & PROCEDURES

Oglala Lakota College is unique. The college is planned and operated to meet the specific needs of the people on this reservation. This means an emphasis on Lakota culture and content in its programs meeting students’ needs from the very basics of study skills and high school equivalency tutoring and testing to college programs designed to prepare its graduates to enter the workforce. There are also workshops on specialized subjects ranging from horseshoeing to women's rights to Indian law. Finally, there are cultural events such as movies, film festivals, nationally known guest speakers on Indian literature, art and history and our own arts and crafts shows.

We feel Oglala Lakota College is an exciting and stimulating environment in which to learn and teach. We hope you will adopt this enthusiasm. Examine it critically -- then pitch in to make the college even better for your having been there.

STUDENT INFORMATION

Students at Oglala Lakota College have the right to the highest quality education possible and to fair and equitable treatment by all departments of the college. The college is obligated to provide students with the best possible environment, instruction, curriculum and resources. However, the responsibility for the quality of learning is that of the student. A quality education happens when learning is balanced interaction between students and staff.

In the event of a perceived unfair ruling made against a student, Oglala Lakota College has established a grievance policy and procedures for fair and equitable resolution of the issue. The grievance policy and procedures are detailed in the OLC Student Handbook.

DRUG-FREE ENVIRONMENT

Oglala Lakota College requires a drug-free work environment. All employees and students are required to comply with this policy. This policy is published in the OLC Policy and Procedure Manual and the Student and Employee Handbooks. Disciplinary measures may be necessary for violations of this policy will be referred to the appropriate professionals and officials. The College maintains an Employee Assistance Program and student assistance program to provide aid to individuals who may be experiencing problems.

GUN-FREE/WEAPON-FREE CAMPUS

Oglala Lakota College adheres to its Gun-Free/Weapon-Free campus policy (refer to #52-500). All dangerous weapons, (defined as any firearm, knife, or device, instruments, materials, or substances, whether animate or inanimate which is calculated to inflict death or serious bodily harm) are banned from the Oglala Lakota College campus and properties. Weapons brought onto or carried on Oglala Lakota College property must have prior approval and conform to the safety regulations identified in the procedures. Weapons carried by authorized law enforcement personnel or used in military activities are exempt.

ACADEMIC DISHONESTY

Academic dishonesty is the taking of an examination or the preparation of papers for credit wherein the student knowingly represents the work of another as his/her own; and/or knowingly breaks stated examination rules. A student may be expelled from the institution and barred from enrolling in future classes upon proof in a hearing of academic dishonestly.

STUDENT MISCONDUCT

1. Misconduct refers to any actual or threatened physical violence, gross disorderly conduct, interruption of classes or college business, repeated verbal abuse or harassment, vandalism to OLC college premises or property, attending college classes or under the influence of alcohol or drugs, failure to properly supervise children on college premises, and any other student conduct causing a disruption in college classes or any transaction of college business.

2. A student may be expelled or barred from further classes for misconduct toward a College staff member, community member, another student, or a board member when this misconduct stems from College business or on college premises.

3. A student may also be expelled or barred for student misconduct occurring on the college premises or when occurring during college classes or events.

CONTINUOUS IMPROVEMENT AND INSTITUTIONAL EFFECTIVENESS

Oglala Lakota College is committed to a comprehensive, deliberative, and continuous process of self- reflection and examination by using the results to enhance and improve all aspects of life at the college. Institutional effectiveness at Oglala Lakota College is defined as a process in which all members of the college community examine the extent to which an institution achieves its mission and goals . The college's institutional effectiveness process is an on-going, college-wide process of planning and assessment for the purpose of documenting the college’s achievement of its mission and goals while continuously improving its programs and services.

The institutional effectiveness process starts with the College’s Mission Statement, Vision Statement and Strategic Goals. The process devolves down to individual administrative and academic units and includes (a) developing a unit purpose statement and annual objectives and/or student learning outcomes supporting the college's mission and goals (b) developing procedures/assessment methods and criteria for measuring the success of the unit's objectives/learning outcomes and (c) documenting results and using results to showing that the unit is continuously improving its programs and/or services. The institutional effectiveness process at Oglala Lakota College is a continuous planning-implementing-evaluating- improving cycle and is applied at every level of the institution.

REGISTRAR’S OFFICE

Leslie R. Mesteth, Registrar Don Giago, Assistant Registrar Kacena One Horn, Assistant Registrar

The primary purpose of the Registrar’s Office is to provide service. Through our service, we not only derive professional satisfaction, but students have a right to expect this from us. Counselors are available at each district college center to assist students with tutoring, attendance, personal and financial aid counseling. Counselors may also refer students to other resources if they are unable to assist students in their needs.

The college is interested in the welfare of its students. Students should work closely with their local district college center counselor. The personal contact of students with each district college center counselor begins within the community, during registration and continues throughout the year.

ACCREDITATION

Oglala Lakota College (OLC) courses are accredited by the North Central Association of Schools and Colleges, Higher Learning Commission. The Bachelor of Science in Elementary Education is accredited by the South Dakota Division of Education. The Associate’s Degree in Nursing is accredited by the South Dakota Board of Nursing.

COLLEGE ADMISSION POLICY

Oglala Lakota College pursues an open door policy in which all qualified students will be admitted without regard to race, religion, origin or political belief. Enrollment in the college does not guarantee admission to any specific program, nor to any and all courses of study. To qualify for full access to college level courses, students must demonstrate minimum 10.1 grade level of reading comprehension as indicated by college readiness assessment (see policy 70-300).

General Admission All applicants seeking admission to Oglala Lakota College must send each of the items listed below BEFORE, being admitted:

1. Complete Admission Application and declare a major.

2. Furnish a signed official copy of your high school transcript, or official General Education Development (GED) transcripts MANDATORY.

3. A student with a Bachelor’s Degree or higher will be required to submit documentation verifying the degree awarded.

4. Transfer students must send official college transcripts from all college/universities previously attended.

5. Verification of Tribal Enrollment if the student is a tribal member of a Federally Recognized Tribe.

6. Complete College Readiness Assessment (see policy 70-300).

Any student falsifying information is subject to being dropped from all classes. Oglala Lakota College does not admit under the “Ability to Benefit” criteria.

ADMISSION (PROCEDURE)

A. Non-Degree Seeking Students Non-degree seeking students are students who are taking classes for professional development, certification renewal, or personal fulfillment and do not qualify for financial aid. • A non-degree seeking student with a baccalaureate degree must provide a copy of their unofficial college transcripts indicating the degree and year awarded. • A non-degree seeking student with no baccalaureate degree must meet all admission requirements including any pre-requisites in order to receive credit. • Tribal members wishing to visit the class may do so with instructor and center director approval (see policy 81-950). This is for non-credit.

B. New Entering Freshman Students New entering freshman students are students who have never attended a college or university must: • Attend mandatory institutional student orientation. • Review the student handbook. • Meet with the academic department advisor. • Complete the course readiness assessment (see policy 70-300). • Review the department handbook.

C. Transfer Students Transfer students are students who have attended another college/university and wish to transfer courses to OLC, students must provide: • OFFICIAL copy of all college transcripts to the Registrar’s office. • Adhere to the general admission criteria. • Transfer students who do not have approved transfer college credit for Freshman English and College Algebra must complete the college readiness assessment (see policy 70-300).

D. Degree Specific Admissions Students who are completing the general education requirements of the declared major must apply for admission into the professional degree area as specified in the Department Specific handbook; students must meet all degree entrance requirements and complete the following: • Attend departmental specific orientation. • Meet general admission criteria.

E. Early Entry • Junior or senior high school students with a GPA of 2.00 or higher may enroll in college level courses (see Policy 80-200-1). • Early Entry students must complete the college readiness assessment and meet the 10.1 reading level.

F. Readmission • Former students of Oglala Lakota College not enrolled for two semesters or longer, must apply for readmission to the Registrar by submitting a returning student application. • Official transcripts of additional work completed at any other college must be submitted. • If a student has dropped out for more than two semesters and has not successfully completed Engl 103 or Math 103 he/she must complete the college readiness assessment.

G. Admission of Veterans • Veterans wishing to attend the college may use their veteran’s educational benefits. Applications may be found on the GI Bill website, http://www.benefits.va.gov/gibill .

• Continuing students should notify the Registrar to fill out an enrollment certification for the semester (s) he/she will be attending OLC. • The spouse or child of a former or current service member may also qualify for VA educational benefits. • The veteran will need to stop in at the Registrar's Office and sign the enrollment certification a month before classes begin to receive certification and authorization prior to registration in order to receive monthly subsistence without delay.

H. General Education Development Classes (GED) • Students who have not completed high school and who do not have a G.E.D. may enroll for free G.E.D. classes at any of the college centers throughout the reservation. • For further information, contact the college center director or tutor in your local district.

STUDENT RIGHTS AND RESPONSIBILITIES

Rights Students at Oglala Lakota College have the right to the highest quality education possible and to fair and just treatment by all departments of this college. Student’s records and transcripts are confidential. Students have the right to timely and accurate financial statement and billing.

Students are to be treated with respect and to be fairly graded. Students can participate in the governance of OLC by active involvement in their local student organization and boards, Piya Wiconi Okolakiciye and may visit any College Board meetings. Students have the right to appeal any actions against them through the grievance procedures outlined in the policy manual.

Responsibilities Oglala Lakota College is obligated to provide students with the best possible environment, instructors, curriculum and resources for your education. However, the responsibility for the quality of learning is that of the students. It is the student's responsibility to be in class, or to make arrangements for obtaining the information if he/she must miss a class.

It is the student's responsibility to attend class prepared. This constitutes having the needed materials, completing required assignments, and being ready to learn. It is the student's responsibility to drop a class if they can no longer continue. It is the responsibility of the student to let the instructor/counselor know when information is not clearly understood or extra help is needed. It is the student's responsibility to study course material outside the classroom. Learning is an active process which cannot be obtained by passively listening to a lecture.

At OLC, the student has a wide range of rights which are stated and protected by the policy manual. Quality learning is only possible when the student accepts his/her responsibilities. Learning is the role of the student. The college's role is to assist the student in the process of learning. Together, we can build a great future for you and the Lakota people.

REGISTRATION (POLICY)

Registration is held at each of nine district college centers throughout the reservation and at the Rapid City Extension and Cheyenne River College Center. Registration for Fall semester begins in April and registration for Spring semester begins in November.

To be considered for registration, the applicant must meet all admission requirements.

STANDARDS OF CONDUCT

OLC students will abide by the standards of conduct while on college premises. Every student has the right to a safe learning environment. To ensure this safety, OLC applies the following as acts of misconduct subject to disciplinary action: • Any actual or threatened physical violence. • Gross disorderly conduct. • Verbal abuse or harassment. • Vandalism of OLC premises. • Attending classes under the influence of alcohol or drugs. • Failure to properly supervise children on college premises. • Any other student conduct that causes a disruption in classes or business transactions on college premises. • Failure to abide by the College’s Gun-free/Weapon-free Policy.

Oglala Lakota College shall have a zero tolerance for student confrontations that result in a violent act by one student against another student or any employee of Oglala Lakota College. A violent act shall include but not be limited to hitting or shoving another student.

EARLY ENTRY PROGRAM

Oglala Lakota College provides opportunities for high school students to achieve college credit under specific criteria called early entry. This program is offered to junior and senior high school students who would like to enroll into college courses up to seven credit hours a semester. They must have a written statement from their high school Principal or Counselor stating they are prepared for college level work, approve the student’s enrollment at OLC, and verification the student maintains a G.P.A. of 2.0 or above. An official transcript from the high school must be submitted with the statement. Early entry students must complete the college readiness assessments and meet the 10.1 reading level.

VISITING CLASSES

Tribal members are invited to visit, with the approval of the instructor and center director, all classes taught at Oglala Lakota College. Those who wish to pursue a course throughout the semester are invited to do so. There is no fee for "visiting" and no record will be kept. Those taking courses on a "visiting" basis must purchase their own books.

STUDENT ADVISING

The district staff will advise the student on which classes to register for from the CORE courses including General Education and Lakota Studies courses that are offered. It is expected that a student will complete the CORE component of the curriculum before beginning study in the major. A student who has already decided on a major should consult the admission requirements of the department of his/her major.

The student must satisfy all admission requirements for the major department and, in conjunction with the department chair and staff to determine a plan of study.

PELL will only be applied to those courses that relate to the declared degree and students can only work towards one degree at a time. Students may make their first change of major at this time without question. Once a student is admitted to a baccalaureate program, a second plan of study will be developed with the Department Chair.

Students whose plan of study changes for a second or third time must submit their reasons in writing. The reasons for a change in majors must be approved by the Registrar and the academic departments involved. Academic advising can be requested at any time by contacting center staff or the department chair to set up an appointment.

STATUS SHEETS

Once a student enters a degree area, the student must obtain a status sheet/degree audit for that degree program from their official record on the Jenzabar website by going to advisor tab and degree audit, please review this with your counselor or academic advisor to ensure that it is correct. When thirty (30) credit hours have been completed, a student must review his/her progress with the department chairperson. This status sheet/degree audit should always be consulted when making course requests and enrolling for classes. (If a student fails to maintain continuing enrollment for one (1) semester, the student will come back in on the current status sheet.) All students in the education degree department move to the new status sheet, if any changes occur, due to state requirements.

STUDENT COURSE LOAD

During the fall, spring and summer semesters, 12 credit hours per semester is considered a full time course load. Students may enroll for up to 18 credit hours per semester. In special cases, upon the approval of the Department Chairperson(s), this maximum load may be increased. In all cases, a half-time load is one-half a normal full-time load.

HOURS OF RESIDENCE

A minimum of thirty (30) resident hours must be earned from Oglala Lakota College for consideration of awarding an associate degree or a bachelor’s degree. To receive an associate degree from OLC, 11 semester hours of the last 24 must be earned during the last year. To earn a bachelor’s degree from OLC, the last semester credit hours must be earned from OLC.

ENROLLMENT LIMITS

Oglala Lakota College reserves the right to cancel any class which does not have an enrollment of six or more students. The college will make every effort to offer courses requested and in a sequence which permits most students to obtain a degree in a two of four year cycle. To avoid class cancellations, each student should meet regularly with his/her district college center counselor in order to plan schedules for each semester.

Class size at Oglala Lakota College is limited to 30 students. If need exceeds 30 students, the same course will be offered the next semester. Foundational Studies class sizes are limited to the size of the computer lab at the college center.

ATTENDANCE

The purpose of the attendance policy is to ensure student success and support the financial aid office in Pell disbursement. Students are required to attend classes regularly. A student will be dropped from a course after three consecutive or five scattered absences by the instructor. OLC understands special circumstances of their students. At the discretion of the Instructor, up to two absences can be made up (see Attendance procedure 81-350-1). If the student is not dropped this may result in a failing grade and impact their financial aid and in-house scholarships. Absences not made up within one week will remain an absence.

Student’s Responsibility: • Notify the instructor of an absence prior to the start of class. • Work with the instructor to make up an absence. • Comply with the course expectations to make up the class within one week. • Monitor attendance to ensure that attendance is correct. • Follow add/drop policy 80-300 and process 80-300-1. • Work with faculty and OLC College center staff when an early alert is submitted. Instructor’s Responsibility: • Attend faculty/adjunct faculty orientation • Seek assistance with recording attendance in Jenzabar. • Record attendance after each class for 15 weeks • Enter attendance in Jenzabar. • Monitor attendance to ensure that attendance is correct. • Notify students and center staff of cancelled and rescheduled class dates. • Make up all cancelled classes prior to the end of the semester. • Reschedule class in Jenzabar. • Follow add/drop policy 80-300 and process 80-300-1. • Determine and document special circumstance. • Work with students who demonstrate a special circumstance. • Ensure that student make up missed class within one week of approved absence. • Submit early alert and follow the early alert policy and procedures • Drop student from a course after three consecutive or five scattered absences. Monitoring • Weekly submission of attendance will be monitored by the Vice President for Instruction office: Administrative Assistant. • It is the Department chair’s responsibility for corrective action of faculty. • It is the Vice President for Instruction’s office responsibility for corrective action of adjunct faculty. *See procedures in student handbook.

DROP/ADD PROCEDURE

During registration and the first week of classes, all students who meet the registration deadline may change their enrollment by the following: Log on the Jenzabar website exweb.olc.edu/ics using your username and password that you acquire from the Registrar’s Office. If a student discontinues a subject and fails to follow the prescribed procedure for dropping a course, it may be recorded on his/her permanent record as an “F”. It is the student’s responsibility to verify that their schedule shows that the course is officially dropped. If a class is dropped after the third week, the student will be liable for the total cost of the tuition.

INCOMPLETES

An incomplete grade is given only when the instructor feels that special circumstances warrant it. In addition to the faculty providing all information necessary to determine an appropriate grade for the student, instructor, and Department Chairperson must sign a contract. Unless stated in the contract, all incomplete grades must be made up within one calendar year.

GRADE POINT AVERAGE

Graduating with an Associate of Arts or Bachelor’s degree from OLC requires twice as many grade points as credit hours attempted (A cumulative GPA of 2.0). Grade points are as follows: A-4 grade points F-0 grade points W-not applicable B-3 grade points I-not application AU-not applicable C-2 grade points NP-No Progress, not applicable D-1 grade point SP-Satisfactory Progress, not applicable (Note! Some programs of study require a higher GPA above 2.0)

CLASSIFICATION OF STUDENTS

Freshmen students must maintain a cumulative GPA of 1.50 up to 30 credit hours completed. Thereafter, the student must maintain a cumulative GPA of 2.00. This is consistent with the minimum graduation requirements at Oglala Lakota College.

TRANSFER STUDENTS

Transfer students will be responsible for maintaining a GPA of 2.00, if their transfer total applied and Oglala Lakota College credits equal more than 30 semester hours. They will be responsible for a GPA of 1.50, if the total applied credits equal less than 30 hours. All credits are not transferable to every education institution.

DEGREE OR CURRICULUM CHANGES

When a student changes degree objectives, he/she will be subject to the maximum time frame of the new degree without regard to time spent pursuing the previous degree. The student must realize that federal financial aid will be calculated according to the original time frame.

GRADUATION REQUIREMENT COURSE

The purpose of a Graduation Requirement Course is to assist the student with continued persistence and timely completion of his/her degree. Graduation Requirement courses are intended for degree seeking students only. Non degree seeking students or students in special programs do not qualify for a GRC. Not all courses can be taught through this mode of delivery. All courses suitable for a GRC are designated by the Department Chair and approved by the Vice President for Instruction and Registrar. All GRC requests must be approved by the Department Chairperson and the Vice President for Instruction.

A GRC will not be allowed if the same course is offered on-line or within fifty (50) miles of the student’s home center. However, if there is a scheduling conflict, a student may still apply. Students are allowed two graduation requirements courses per semester. Students who successfully complete 45 hours towards their first AA/AAS or 96 hours towards their first Bachelor’s degree are eligible to apply for a GRC. Students must have an overall Grade Point Average of at least 2.75 and be in good standing, or 3.00 for the previous 24 credit hours, verified by the Registrar’s Office. Students must have demonstrated ability to work independently, utilize technology and be familiar with the current student information system.

Faculty will be required to utilize the approved student information system throughout the semester to enter attendance equivalent to the amount of work required by the course, midterm and final grades. Faculty must have the GRC syllabi that outline the expectations of the student. Faculty must fully inform the student of what is expected from the GRC. Faculty must keep record of this course orientation through sign in sheet and approved syllabi signed by both the faculty and the student.

Department Chairs must ensure that the course is appropriate to be delivered in the GRC format, the syllabus is appropriate for GRC and will met the student learning outcomes, and departmental requirements for students success and assessment.

Remuneration and mileage

1. Faculty will be paid at the rate of $100.00 per credit hour for each GRC. Mileage will be paid to instructors for travel associated with GRC as per OLC mileage policy.

TRANSCRIPT REQUEST

Any student requiring a transcript must put their request in writing to the Registrar’s Office. Any student requesting a transcript needs a complete file (High School Transcripts, GED transcripts, Tribal Enrollment). The initial request will cost $5.00 and when multiple copies are needed each additional copy will cost $2.00. If a faxed or scanned copy is needed that same day, it shall cost an additional $2.00. These fees are Non- Refundable. Requests may take 2-3 business days to process. Requests shall be kept on file for one (1) academic year due to limited filing space.

APPLICATIONS FOR GRADUATION

Oglala Lakota College officially certifies graduates at the end of each semester and awards all degrees/certificates in the spring term. Students must apply for graduation to their counselor and/or faculty advisor who submit the application, fee, and typed status sheet to the Registrar’s office by the Fall Deadline is October 1st and the spring Deadline is March 1st.

It is the responsibility of the student to complete an application form for graduation and forward to the Registrar with the non-refundable graduation fee of $10.00. The district counselor and/or advisor will make every effort to assist the student in this process. All students must have a minimum cumulative G.P.A. of a 2.00 to graduate.

Note: If a student fails to complete the requirements for graduation by June 1st in the spring semester in which he/she applies, the student must reapply for graduation.

GRADUATION ASSISTANCE PROGRAM

Students who graduate from Oglala Lakota College shall be eligible for assistance to pay outstanding tuition, fees and bookstore bills, or any outstanding debt.

Students who have graduated with an equivalent degree or higher degree are not eligible to receive assistance for additional lower or equivalent degrees or certificates at a later date. (i.e.: A student received a Bachelor’s Degree in 2013 and then received an AA Degree in 2014, the student is not eligible for the assistance in 2014 because he/she received a higher degree in the previous year.)

REGISTRATION FOR STUDENTS WITH MORE THAN SIXTY HOURS

Students with 60 or more credit hours should know that only the courses for their AA Degree may transfer to another institution four year program.

ACADEMIC PROBATION/SUSPENSION

ACADEMIC PROBATION POLICY Any student who does not earn a grade point average of 2.0 (1.5 for students with 30 earned hours or less) in any enrolled semester or any student who has withdrawn from all of their credit hours in the past semester will be placed on academic probation.

ACADEMIC PROBATION PROCEDURE

1. A student on Academic Probation can enroll for 12 or more credit hours but to be removed from Academic Probation a student must satisfactorily complete the following semester and earn a grade point average of 2.0 (1.5 for students with 30 earned hours or less). 2. The Registrar shall initiate probationary proceedings by informing the student and district center staff in writing (where the student has claimed to be his or her “Home Center”). 3. The decision shall be binding and final for all courses offered by Oglala Lakota College. 4. The Registrar will maintain a current list of all students on probationary status.

ACADEMIC SUSPENSION POLICY

If a student does not earn a grade point average of 2.0 (1.5 for students with 30 earned hours or less) while on probation, the student will be placed on (Academic Suspension One). This means the student cannot enroll for one semester.

Students will remove themselves from Academic Suspension One by first sitting out for one semester, next by enrolling for the following semester and earning a grade point average of 2.0 (1.5 for students with 30 earned hours or less). There is no appeal for academic suspension one.

ACADEMIC SUSPENSION PROCEDURE

After sitting out for this one semester, they must successfully complete all enrolled classes in the following semester with a 2.0 grade point average (1.5 for students with 30 earned hours or less) or better.

Should the student fail to successfully complete his or her classes, they will be placed on Academic Suspension Two. Students placed on Academic Suspension Two will be barred from enrollment for one academic year or three semesters. Students may submit an appeal to their local board. Appeal Process for Suspension Two 1. A student can appeal the Academic Suspension Two decision to his or her district local board. The center director shall coordinate with the local board a time and place for the hearing. 2. The District Local Board and center director will schedule a hearing and notify the student in writing and request the student to provide a written and oral justification of their failing academic record with a plan as to why and how they will successfully complete a college education goal. Local Board members will recuse themselves due to conflict of interest and/or nepotism. 3. The District Board will only allow students to enroll in Oglala Lakota College with documented extenuating circumstances, i.e., personal health, medical issues, death in the immediate family, or other significant family issues. The appeal process is not intended to be used for common occurrences (i.e., work, transportation, family responsibilities, etc.). It is expected that individuals who have chosen to attend college be able to manage their studies in addition to other commitments and responsibilities. 4. The District Board will notify the Registrar and the student of its decision in writing. The decision will be binding and final for all courses offered by Oglala Lakota College.

a. If the District Board’s decision is for the student to remain on Academic Suspension Two, the student will not be allowed to enroll for three semesters or one academic year following the decision. b. If the District Board’s decision is to allow the student to re-enroll, the student will again be placed on Academic Probation (see above). 5. If the student does not complete the following semester with the required grade point average, the student will not be allowed to have another hearing and will be barred automatically from enrollment at Oglala Lakota College for a period for two (2) academic years, Academic Suspension Three.

After sitting out for two (2) academic years, students will be allowed to enroll in Oglala Lakota College without being on probation or suspension and will be required to take the placement tests if they have not previously completed the core Math and English requirements. The student will use the most recent status sheet for their declared major.

The Registrar shall maintain and update a list of the status of all students on academic suspension three.

Note: *The President will appoint a committee to provide all hearings for the students placed on Academic Suspension Two from the Rapid City and Cheyenne River Extension Centers.

FIACIA AI

Billi K. Hornbeck, Financial Aid Director Cindy Iron Cloud, Financial Aid Officer Faith Moves Camp, Financial Aid Assistant

MISSION STATEMENT:

To help those students who need assistance to further their education. Priority will be given to those people with the greatest need. Aid is administered in accordance with the applicable laws of the United States regulations and policies of the Board of Trustees and the Oglala Lakota College, regulations of the college stated in the Oglala Lakota College catalog and the policies and procedures in this manual.

Free Application for Federal Student Aid (FAFSA) should be completed as soon as possible once it is available in the Spring. The application may be filed by going to fafsa.ed.gov.

Financial Aid is available at Oglala Lakota College in the form of Grants, Employment, and Scholarships. Due to the limited amount of funds available through these aid programs, students who meet Satisfactory Academic Progress toward their declared major and who can demonstrate a need will be given priority.

Classification of Students. Freshman students (up to 30 hours attempted) must maintain a cumulative GPA of 1.50. Thereafter, the student must maintain a cumulative GPA of 2.00. This is consistent with the graduation requirements at Oglala Lakota College.

GRANTS

Pell Grant Entitlement Program. Students must have filed the Free Application for Student Aid (FAFSA) on file. This is a federal program that offers assistance to any eligible student who needs it to attend a post-secondary educational institution. The value of the award may vary from $1,524 to $6095, depending on the amount of assistance reasonably available from the family. This award helps eligible students work toward an undergraduate degree. Once a student has earned a first Bachelor’s Degree, they are no longer eligible to receive PELL.

OST Higher Education Grant. Presently administered by the Oglala Sioux Tribe. Students must file the OST Higher Education Grants application. Students must also have a Free Application for Federal Student Aid (FAFSA), Pell Grant Application, on file before a needs analysis can be completed and submitted to Higher Education.

FSEOG. The Federal Supplemental Opportunity Grant Program provides grants to undergraduate students who demonstrate a financial need. The average award to a student is 1,000 per semester.

Federal Work Study. Students employed under the Federal Work Study (FWS) Program can work a maximum of twenty hours a week, depending on the amount of the award. Students will be compensated at an hourly rate of $9.00 per hour. The average award is $1,800 per student per semester, but varies based on need.

Eligibility of Student:

A. Preference to students with greatest aid eligibility, who have indicated on their FAFSA that they are interested in work. B. At least half time students (except during the summer session). C. U.S. Citizen, permanent resident, or in the United States for other than a temporary purpose. D. Not in Default/or owe a refund to any Title IV programs. E. At least two work-study students will be hired in each district college center. F. Assignment of FWS to district centers is contingent on satisfactory compliance by the center in developing job descriptions, recruitment, supervision and evaluation.

SCHOLARSHIPS

The Student Services Committee reviews and approves all institutional scholarship at OLC. Only complete applications submitted online will be considered for selection. The web site is www.collegefund.org where a student fills out the personal information, lists all extra-curricular activities, volunteer work, honors, distinctions and a personal essay. The student then contacts the college center staff to take a digital photo. • Students with complete submitted applications will be considered for selection. This includes the application, essay and photograph. • All photographs will be screened by the Financial Aid for appropriateness. Examples of inappropriate pictures are baby pictures, students wearing sunglasses, bandanas, unclear pictures, etc. Any repugnant or obscene photos will not be considered for a scholarship award. • Students must complete a FAFSA to be considered for selection to determine the financial need of each student. • All scholarships require a minimum of 2.0 cumulative G.P.A. • Students may receive up to two scholarship sources per semester, the scholarships total will not exceed the student’s financial need which includes all funding. • Native American students are to be considered first preference for all scholarships. • Students must be enrolled in at least 3 credit hours to qualify.

Students who receive in-house scholarships who drop or are dropped from all classes after their scholarship disbursement will be ineligible for in-house scholarships for the following semester. A student’s in-house scholarship privileges will be reinstated after a one semester ineligibility period. Eligibility will continue thereafter, unless a student again drops all of their classes after disbursement. After the second drop, a student will be in final suspension and no longer eligible for in-house scholarships. There is no appeal process if a student is suspended from in-house scholarships. All scholarships are need based.

Richtmyer Scholarship: In 1980, Dr. Robert Richtmyer presented Oglala Lakota College with a gift in memory of his late wife, Jane. Scholarship amounts vary depending on the amount of interest earned from the Richtmyer Endowment fund during the year. Students must present evidence of creative ability in Native American arts and crafts.

Crazy Horse Scholarship: Students must be of Lakota ancestry, must be in good standing academically, demonstrates a need and must submit a letter stating their educational goals.

Wilms Scholarship: Established for the purpose of financially assisting "young Indian males" to achieve a college education. This award is also based on the interest accrued from the Wilms Scholarship Endowment fund per academic year. Criteria to be considered will be: academics, school and community activities, leadership, potential for completing college and financial need. $500.00 will be awarded per student, in good standings, per semester. Males to be considered must be 35 years or younger.

McAlpine Scholarship: This scholarship is open to Indians and non-Indians. The applicant must be an incoming freshman student; enrolled full-time; and an essay of her/his dream, vision, or something that pertains to achieving her/his goals.

Fund Exchange Scholarship: Applicants must be an enrolled member of a Federally-recognized tribe, must be a potential graduate for the current academic year, have an unmet need for financial assistance, be enrolled in a least 6 credit hours, have demonstrated academic achievement and have a cumulative semester GPA of 2.0 or better.

Edith Kooyumjian: Applicant must be an O.S.T. member, enrolled in at least 6 hours, 23 years of age or older, an undergraduate student, a need to support a family, and a financial need.

Davis: This is for students with a Voc-Ed major, enrolled member of a federally recognized tribe and a full-time student.

Lawlor: This scholarship is for students with a Lakota Studies Major, full-time enrollment, an Oglala Sioux Tribal member and an unmet financial need.

Long Wolf Memorial: This is for two undergraduate students who have demonstrated potential and sincere desire to perform college level academic work. Must be a member of federally recognized tribe, at least part-time enrollment, and demonstrate financial need.

American Indian College Fund: This is not a single scholarship, but is a number of scholarships we receive from the AICF with their own criteria and change every semester. Selections are to be decided by the Scholarship Committee.

Board of Trustees Scholarship: This scholarship has many different criterions scholarships are awarded to students with Perfect Attendance, Outstanding Community Involvement, A well written essay, and by Dept.: Applied Science, Humanities & Social Sciences, Education, Social Work, Lakota Studies, Agriculture, Math & Science, & Nursing. All students must have a minimum 3.0 overall GPA, Financial Need to be considered.

FINANCIAL AID REQUIREMENTS

All students must be aware of the following when applying for financial aid:

A. The student must apply for all financial aid in a timely manner to determine if he/she will receive Financial Aid to help pay for his/her educational costs. The general rule is if you plan to attend OLC, your financial aid application should be completed the semester prior to registering for classes.

B. Students are required to declare a major in order to receive any type of financial aid.

C. Selected students must verify the information reported on the FAFSA. If a tax return was filed, an IRS Tax Return transcript and verification worksheet must be in the students file in the Financial Aid Office. D. Students must not be in default on a federal student loan or owe any type of federal student aid repayment.

E. All applications should include Oglala Lakota College school code, which is 014659. Students, who need financial aid, are urged to contact the local District College center staff or the Financial Aid Office for general information. All Federal Financial Aid funding regulations state that a student receiving Federal Financial Aid must maintain satisfactory progress.

SATISFACTORY ACADEMIC PROGRESS POLICY

In order to qualify and receive Federal Student Aid, the U.S. Department of Education requires that students maintain satisfactory academic progress in a program of study that leads to a degree program. Federal Student Aid includes Federal Pell Grant, Federal Supplemental Educational Opportunity Grant (SEOG), and Federal Work-Study. Also, other agencies including tribal and scholarship programs may require students to maintain Satisfactory Academic Progress for their aid programs. The entire academic record of all students will be monitored at the end of each term to ensure compliance with the requirements specified below. Therefore, even the academic record of those who have not received Federal Student Aid in the past will impact future eligibility. Failure to meet the following standards will cause financial aid ineligibility for students who may have otherwise qualified for Federal Student Aid.

Satisfactory academic progress has both a qualitative and quantitative measure to monitor a student’s progress toward a degree or certificate:

1) Qualitative Requirement: Students must maintain a cumulative grade point average.

a) Freshman (1-30 attempted credit hours) – 1.50 b) Sophomore (31-60 attempted credit hours) – 2.00 c) Junior (61-90 attempted credit hours) – 2.00 d) Senior (91 or more attempted credit hours) – 2.00

2) Quantitative Requirements:

The students must demonstrate their pace of progression through their program of study. The pace is measured at the end of each term. The students must satisfactorily complete 67% of their courses in which the student has attempted overall.

Examples:

Term 1 Term Pace Cumulative Pace 9 hours completed = 75% 9 = 75% 12 hours attempted 12

Term 2 6 hours completed = 50% 15 = 62.5% 12 hours attempted 24

Term 3 12 hours completed = 100% 27 =75% 12 hours attempted 36

“Satisfactory Completion” means earning a passing grade of A, B, C, D, or P. Grades of I, W, or F are not considered passing grades.

If a student withdraws during the first two weeks of the term, it is not considered credit hours attempted. All courses withdrawn from the third week of the term to the end will be counted as credit hours attempted.

Incomplete grades are considered credit hours attempted.

*Please see the Credit Hour Maximum Policy for the required completion rate to receive a degree at OLC.

REMEDIAL COURSES

Remedial courses will be counted towards the students’ overall pace of progression or the cumulative hours attempted.

REPEATS

Courses that are failed or withdrawn from, then repeated are considered in the hours attempted. Title IV funding can only pay a student one time for repeating a course that the student has passed with a “D". In accordance with Title IV (PELL, FSEOG, FWS) regulations, test out courses will not be paid by Title IV aid.

REVIEW

Following each term the Grade Point Average and number of credits attempted and completed for each Financial Aid recipient will be reviewed.

FINANCIAL AID WARNING

If a Financial Aid recipient fails to satisfy the Satisfactory Progress Rule in a particular term, the recipient will be given a Financial Aid Warning during the succeeding term of enrollment. Students are still eligible to receive Financial Aid during the warning period, but they must satisfactorily complete 67% of their overall enrollment with a cumulative Grade Point Average of: 1.50 for Freshman and 2.0 for Sophomores, Juniors and Seniors.

NON-SATISFACTORY ACADEMIC PROGRESS

FINANCIAL AID WARNING

If a Financial Aid recipient fails to satisfy the Satisfactory Progress Rule in a particular semester, the recipient will be given a Financial Aid Warning during the succeeding semester of enrollment. Students are still eligible to receive Financial Aid during the warning period, but they must satisfactorily complete 67% of their overall enrollment with a cumulative Grade Point Average of: 1.50 for Freshman and 2.0 for Sophomores, Juniors and Seniors. Unless the student totally withdrawals from all of their courses any time during the semester.

FINANCIAL AID INELIGIBLE

1. If a Financial Aid recipient fails to comply during the warning period, the Student will be placed on Financial Aid Ineligible status for all financial aid.

2. When a Financial Aid recipient totally withdrawals from all their courses any time during the semester, they will automatically be placed on Financial Aid Ineligible status for all financial aid.

APPEAL OF FINANCIAL AID NON-SATISFACTORY ACADEMIC PROGRESS

1. A student may appeal Non-Satisfactory Progress by completing the Financial Aid Appeal Form and attach supporting documents to the Financial Aid Office by mid-term of the term during which the student is not eligible for financial aid.

a. Reasons why he/she did not achieve minimum academic requirements which should include any type of unusual circumstances they may have been experiencing at the time. Unusual Circumstances that will be considered but not limited to are: illness, death in the family, injury, casualty losses due to weather (hurricane, tornado, mud slides, ground subsidence and other natural disasters), fire, theft, acts of God, or terrorism.

b. An explanation of what has changed that will allow the student to make Satisfactory Academic Progress at the end of the next term.

c. The appeal request will include an academic plan showing how the student will make SAP and the student must make academic progress under the plan at the end of the next term.

d. Students may have multiple appeals – but must be for different reasons.

2. An appeal committee will review the appeal and determine whether the Financial aid appeal is justified. The appeal committee’s decision is final. The student will be advised in writing of the decision for approval or reason of denial of his/her appeal no later than five days after receipt of such appeal.

a. If the appeal is approved and the student can demonstrate that they can make Satisfactory Academic Progress in one term they will be placed on Financial Aid Probation for one term.

b. If the appeal is approved and the student cannot demonstrate that they can make Satisfactory Academic Progress in one term, they will be required to submit an academic plan. This plan has to show how they are going to get back on track in a reasonable time. The plan will demonstrate the students map to graduation.

The academic plan will then replace the SAP standards. At the end of each term, the student’s Satisfactory Academic Progress will be measured against their plan. The students will have to follow the plan in order to receive financial aid. If the student fails or withdraws from any courses on their plan, the student they will again be required to meet the minimum SAP requirements in order to be eligible for any type of financial aid: 1. 67% overall completion rate 2. 1.5 (Freshman) 2.0 (All other students) overall grade point average

c. If the student’s appeal is not approved, the student will not be eligible for financial aid until they meet the minimum SAP requirements and is able to complete their degree within the maximum timeframe policy.

CREDIT HOUR MAXIMUMS

The U.S. Department of Education has established a limit on the number of credit hours a student can attempt and still remain eligible for Federal student Aid. This limit is based on 150% of the credit hours needed to complete the degree for which the student is pursing.

This will allow for curriculum changes, repeats, and enrichment course work that may be required for the field of degree.

This includes all attempted Oglala Lakota College courses as well as all transfer credit hours. In addition, this includes all semesters at Oglala Lakota College with or without financial assistance.

Academic Progress toward the degree program will be measured at the end of each semester. The student will receive an update, as to the amount of financial aid left, with the satisfactory progress letter at the end of each semester.

If at any time, it becomes mathematically impossible for a student to complete their program with the number of credits left in their 150% timeframe – the student is no longer making Satisfactory Academic Progress and not eligible for Title IV aid.

The student will then request in writing, a reset in attempted hours to reflect their current major.

PELL GRANT LIFETIME ELIGIBILITY USED (LEU)

The amount of Federal Pell Grant funds a student may receive over his or her lifetime is limited by a new federal law to be the equivalent of six years of Pell Grant funding. Since the maximum amount of Pell Grant funding a student can receive each year is equal to 100%, the six-year equivalent is 600%. This is in effect as of the academic year 2012-2013. This includes all past Pell Grant awards each student received and the awards coming in the future semesters.

Therefore, if a student received a reset in their Pell hours for their current major and they have exceeded the 600%, they are no longer Pell Eligible as the LEU overrides the reset.

DUAL MAJORS

Students can only declare one major. Each semester, courses will be verified that they are on the students’ current degree plan. All Title IV funding will only pay for courses that are on each students’ degree plan. If a student chooses to take classes not on their status sheet, they will be liable for tuition and fees of the course(s) not on their degree plan.

The Financial Aid Student academic Progress will be reset with a change of major up to 3 times in a student’s academic career at Oglala Lakota College.

TRANSFER CREDITS

Transfer credits earned at another institution that are accepted at Oglala Lakota College toward the degree/certificate a student is currently pursuing shall be used in computing the total credits attempted and earned.

Once a student earns a Bachelor’s Degree, they are no longer eligible for a Federal PELL Grant.

SIESS OFFICE

Julie Johnson, Vice President for Business Arlis Pourier, Office Manager Sandra Janis, Accounting Clerk Myreen Iron Cloud, Bookstore Manager Colleen Sitting Bear, Grants/Contracts Compliance Officer Holly Provost, Payroll Officer Desirae Charging Crow, Accounts Payable Sarah Janis, File Clerk/Secretary Alaetra Evans, Bookstore Randi Hunter, Bookstore Stevanna Hernandez, Student Accounts Rebecca Cedar Face, Student Accounts

BOOKS

Students who have completed the financial aid process and have been determined eligible and have enough financial aid may be allowed to charge their books. All others must pay for their books and supplies when they receive them. All previous accounts must be settled prior to the purchase of books for the current semester.

Books will be available at the district centers only on assigned days during the one week before classes begin and/or the first week of class. Students who do not get their books during this time period will have to pick up their books at the OLC Bookstore.

Students should call the bookstore with questions regarding returns and exchanges.

TUITION

A. Tuition 1. Undergraduate tuition at Oglala Lakota College is $84.00 per credit hour for students whose attendance results in “per pupil funding”. * 2. Undergraduate tuition at Oglala Lakota College for any student whose attendance does not result in “per pupil funding” is $103.00 per credit hour. * 3. Graduate tuition is $115.00 per credit hour.

B. Documentation that results in Per Pupil Funding 1. Tribal Enrollment document that is received from the student or the Tribal Enrollment Office. A student can sign a release that allows the Registrar’s Office to obtain the tribal enrollment document from the Tribal Enrollment Office. 2. Tribal Lineage record that establishes that the student is a biological child of a member of a tribe, living or deceased, and this record is received from the student or Tribal Enrollment Office. A student can fill out a tribal lineage form that is accompanied with a birth certificate, and this form can be submitted by the student or the Registrar’s Office to the Tribal Enrollment Office.

*Students who have their tribal enrollment documentation on file with Oglala Lakota College Registrar’s Office does result in “Per pupil funding” and will not be affected by the higher tuition. Why is this documentation required? Simply, the College’s primary source of funding is a Public Law known as the

“Tribally Controlled Community College Assistance Act.” This law requires all who claim to be Native American to provide proof that they are an enrolled member of a Federally recognized tribe or have proof of tribal lineage from their biological parent(s). Any student who does not provide the Registrar’s Office with this information will result in “non-per pupil funding” and will not have the major portion of the cost of their education reimbursed to the College. Tuition and fees only cover a small fraction of the actual cost of a student’s education.

C. Tuition Assistance 1. Financial Assistance, scholarships and grants are available for those students who qualify. 2. Refunds will be made according to the refund policy.

D. Tuition Waiver for Veterans Veterans may be granted tuition waivers. The tuition waiver is good for undergraduate courses only. To qualify, the Veteran must meet the following criteria: a. Must have used all entitlement to, or not be eligible for, educational benefits, (Veterans benefits, Pell grants, Higher Education grants, Scholarships.) b. Must have honorable discharge. c. Must have served more than 181 days in the Military. (Proof of Military Service is the DD-214). d. Must be a first generation college student. e. Tuition waiver will be granted until a first Bachelor’s degree is completed.

Veteran Debt Waiver All Veterans that qualify for the tuition waiver and have debts with Oglala Lakota College will have these debts waived.

E. Members of Local Boards and Board of Trustees will be granted tuition cost waivers when no other financial aid is available or when sufficient financial aid is not available.

F. Withdrawal Refund Students who withdraw voluntarily from Oglala Lakota College, after classes start, may be eligible for a refund of the tuition upon the approval of the Registrar and Financial Aid Officer. Refunds will be made in accordance with the following schedule: Through the 3rd week: 100% refund Starting the 4th week: 0% refund

G. Fees 1. Registration fee is $40.00 per semester. 2. Lab fees vary in courses. 3. Technology fee is $16.00 per credit hour. 4. These fees are non-refundable starting the 3rd week. 5. Level I & II Nursing student will be charged a $120 fee per semester. This fee will cover costs for the computer assisted study programs, standardized testing, the pin and other costs related to the nursing program.

H. Review of Tuition and Fees Schedule 1. The Oglala Lakota College schedule of tuition will be reviewed annually.

LAB AND MATERIALS FEE

POLICY

Fees for consumable materials and rented equipment are required in some courses. In these courses, the student is responsible for these fees at registration. The cost is normally covered for students on financial assistance. There are no refunds.

PROCEDURE

1. Lab fees are defined as those fees for consumable materials and rental equipment required in a course.The students enrolled in such courses are responsible for these fees.

2. Instructors must prepare generalized consumer list of anticipated materials and rental fees for any class which required a lab fee. These lists must be attached to the course syllabus.

3. A student who believes that the class has received no benefits from their lab fees may submit a written complaint to the appropriate department chair and the Vice President for Instruction. If the department cannot document expenditures of 75% of the lab fees for that course to the satisfactory of the V.P. for Instructional Affairs, then the student shall be entitled to a pro-rated refund of those fees.

4. Lab fees will be assessed starting the second week of classes (50% refund week). Students withdrawing after the first week of classes or later shall not be entitled to any refund on lab fees.

5. Instructors will be able to draw down 50% of their initial lab fee money during registration week based on tentative class lists at that time.

6. Instructors shall base their lab fee’s budget upon official class enrollment at the beginning of the second week of the semester. Subsequent change in enrollment figures for those classes will not result in lab fee budgets.

7. Monies collected as lab fee’s but not allocated by the last day of the semester shall be transferred to the college’s general fund.

STUDENT ACTIVITY FEE

General Statement: It is the policy of Oglala Lakota College to collect a pro-rated activity fee based on enrollment per semester.

12 credits ……………………$50.00 9-11 credits…………………..$40.00 6-8 credits……………………$30.00 1-5 credits……………………$20.00

Authorization: The Oglala Lakota College Fiscal Office, specifically the Student Accounts Office, shall have the authority to collect the activity fee.

PROCEDURE

Distribution a. Formula 1. 10% recreation department 2. 20% graduation 3. 20% scholarships 4. 50% local student organizations Beginning academic year 1984. b. Criteria 1. Formal approval of student organization by-laws and officer election by local boards. 2. Budget approval by local boards of student organizations fees annually including changes.

TECHNOLOGY FEE

Based on growth of the Oglala Lakota College in the area of technology, the demand has come from different departments to supplement more in the classroom, a technology fee improvement is needed. The fee is $16.00 per credit hour. This fee will ensure the college will be able to meet its mission to the students to continue to assist in their education.

REGISTRATION FEE

All students are charged a registration fee of $40.00 per semester.

STUDENT BILLING

Tuition, Fees, and Textbook Bill Collection The Student Accounts Office at Oglala Lakota College will have the authority to make collections on all outstanding tuition, fees and book bills.

Any student whose attendance result in “per pupil funding” for Oglala Lakota College and who is not eligible for the full financial aid to cover all costs will have the amount of their tuition not paid recorded as student debt.

For these “per pupil funding” students who has a student debt, any OLC scholarship will have 50% of the scholarship support applied to their current semester’s student debt.

Any student whose attendance does not result in “per pupil funding” for Oglala Lakota College and who is not eligible for the full financial aid to cover all costs must pay their full tuition and fees by the end of the third week of classes. Failure to pay the full tuition and fees by the fifth week of classes will result in an automatic administrative withdrawal from classes at Oglala Lakota College.

If the student still wants to receive college credit for the courses he/she has been taking, the student must adhere to the following requirements: Pay your tuition bill at the end of the semester. Continue attending classes and complete your coursework.

By the end of the semester, if paid in full, the student will be reinstated and receive the grade(s) earned. If the balance is not paid by the end of the semester, the student will have an outstanding debt with the college and withdrawals will show on his/her transcript. Until the outstanding tuition and fees are paid in full, the student will not be allowed to register at Oglala Lakota College.

Students must apply for financial aid and sign an agreement for future financial aid to cover the cost of the semester that the deferred tuition and fees payment request is granted.

AUTHORIZATION

The Oglala Lakota College, specifically the Student Accounts Office, shall have the authority to collect the activity fees.

COMPUTER ACCOUNT AND NETWORK POLICY

Oglala Lakota College provides network access, including internet to students and staff to promote educational excellence. Network access provides resource sharing, innovation and communication to the Pine Ridge Reservation. Network users are responsible for their actions in accessing available resources. The user is responsible for making sure any information received does not contain pornographic material, inappropriate information, inappropriate language, or files that are potentially dangerous to the integrity of the hardware/software within school premises. Use of any information obtained via the network is at the user’s own risk. Oglala Lakota College makes no warranties of any kind, whether expressed or implied, for the network facilities it is providing. Users must complete the User’s Request Form to use college computers.

ISTRCTIOA IISIO

Dr. Dawn Tobacco-Frank, Ph.D., Vice President for Instruction Ted Hamilton, M.A., Director of Institutional Research & Assessment Susanne Auer, M.A., Faculty General Education Director Wayne Weston, Professional Development/CEU Coordinator Jonalynn Clifford, B.S., Assistant to the Vice President for Instruction Whisper Catches, B.S., Administrative Assistant Elena Cisneros, M.S., Data Specialist Vacant, Academic Unit Secretary

The Instructional Division supervises all degrees and courses which grant college credit. These degrees and courses are offered through the academic departments.

OGAA AOTA COEGE ACAEIC ROGRAS DEGREE DEPARTMENT RESPONSIBLE

Master of Arts: Lakota Leadership/Management Graduate Studies Secondary/Middle/Elementary Educational Administration Emphasis Graduate Studies Bachelor of Arts: Lakota Studies Lakota Studies Leadership and Communications Humanities & Social Science Early Childhood Education Bachelor of Science: Business Administration Business K-8 Elementary Education Education ACED Elementary/Special Education Education Information Technology Math & Science K-12 Lakota Studies Education Lakota Studies Natural Science Math & Science Secondary Education Physical Science Math & Science Social Work - BSW Social Work Associate of Arts: Graphic Arts Humanities & Social Science Early Childhood Education Elementary Education Education Lakota Studies Lakota Studies Life Science Math & Science Nursing Nursing Pre-Engineering Math & Science Science, Engineering, & Math Math & Science Tribal Law Lakota Studies Associate of Applied Science: Automotive Technology, General Construction, Electrical Technology, Plumbing, Office Technology Additional Programs: Secondary Education Certification (Business, Lakota Studies), Lakota Language Certification, Graduate Courses - offered through all departments. Education Endorsement certificates in Indian Studies, K-12 Special Education.

ATTENTION ALL NEW STUDENTS

Oglala Lakota College requires all new students to take the “OLC Placement” assessment (Reading Comprehension & Sentence Skills and Mathematics) to determine placement. The institution accepts the 10.1 equivalency in reading comprehension. The OLC Placement range for reading 10.1 includes the “Reading Comprehension” cut score of 65 on the classic Accuplacer or 241 on the Next Generation Accuplacer.

To be eligible for the Foundational Studies Scholarship, must meet the following cut scores: • 65 on the Classic or 241 for Reading Comprehension • 44 on the Classic or 240 for Elementary Algebra

Entering students whose scores do not meet the listed cut scores for 093 level placement will register in the College Academy of Readiness Fall/Spring (CARF) courses that will prepare them for college courses.

Students whose scores require Foundational Studies placement into RW093 Basic English II may concurrently enroll ONLY in the following college-level courses for two semesters. The following list of courses is recommended as these courses fulfill degree requirements and supplemental core learning abilities.

• Math 093 Basic Math II • Lak 103 Lakota Language I • Lak 233 Lakota Language II • LArt 103 Lakota Traditional Art I • LArt 113 Lakota Traditional Art II • Art 103 Drawing I • Art 133 Introduction to Watercolor • Hum 143 Art Appreciation • OED 103 Computer Basics (Vocational Education) • CS 103 Ethics in the Workplace (Vocational Education)

Students placed in Foundational Studies courses may enroll in no more than 12 total credit hours, including the Foundational Studies courses.

All new students who are placed into RW 093 must achieve the required benchmark within two semesters.

Students who do not achieve the benchmark at each level after the second attempt at each course level will not be allowed to register the following semester for classes until they meet the 15 hour tutoring requirement or enrollment into the Summer Academy. Students must log in 15 hours of tutoring time before they can return to the same course level. Students are responsible for documenting the required 15 hours of tutoring. Students will obtain the Foundational Studies tutoring log at each college center. The completed form can be turned into the Foundational Studies Director during registration in order to register for courses each semester. These students may be at risk for not being able to continue and will be placed on Remedial Warning status and can only test one additional time prior to registering again. Referral to Voc-Ed may be needed.

Transfer Students Transfer students who do not have approved transfer college credit for Freshman English and Elementary Algebra must complete the college readiness assessment.

Readmission Students If a student has dropped out for more than two semesters and has not taken Engl103 or Math103, the student must complete the college readiness assessment.

OLC Placement Assessment Procedure

Students must complete the following: • admission application, • complete foundational studies review packet, • receive their OLC student ID, • schedule appointment to meet with proctor for assessment, • must utilize their Student ID

Foundational Studies courses do not count toward total credit hour requirements for graduation.

COURSE NUMBERING SYSTEM:

The course numbering system for OLC is designed to indicate the level of difficulty of courses offered at the College.

1. The prefixes indicate the subject area of a particular course. For example: Lak - Lakota Studies. 2. The first number indicates the academic level of the course. 0 - developmental courses 4 - senior courses 1 - freshman courses 5-7 - master’s level courses 2 - sophomore courses 3 - junior courses 3. The second number indicates the sequence of courses. 4. The third number indicates the number of credits for the course. Zero (0) is used for courses which have variable credit. 5. L is the first letter of all Lakota Studies Department courses. The letters which follow indicate the academic discipline. For example: LSoc indicates a Lakota Studies course which is also a sociology course.

New Student Entrance Process

1. All new students (including transfer students) must fill out an admission form for the registrar. Then the student will be issued an ID number. The ID number will be used to register the student for classes. Students must submit complete application with supporting documents prior to admission (see OLC Policy 80-300). All new students must provide copies of their high school diploma or General Education Diploma (GED) and Degree of Indian Blood (DIB) to the registrar. Those students who are transferring from another institution must provide college transcripts as well as a diploma and DIB.

2. All new students (including transfer students without English or Reading credits) must complete the computerized Placement test. The results of these placement tests will determine if they will be referred to the College Academy of Readiness Summer program (CARS) or the College Academy of Readiness fall and spring program (CARF), are eligible for the Foundational Studies program level courses (093) or can take college level courses without restrictions (see Foundational Studies, page 41 of the catalog). Point of entry for Oglala Lakota College is in 093 level or higher courses.

Students whose scores indicated a need for Foundational Studies instruction prior to entering college level courses shall register in the appropriate Foundational Studies course. Students may enroll in no more than 12 credit hours, including the Foundational Studies courses. A student may not register for college level courses (except as indicated below) until he/she has attained a 10.1 grade reading comprehension level, as measured by the approved test. Developmental courses do not count toward total credit hour requirements. The following table illustrates what program the student’s eligible after completion of the placement test.

Table 1. Program Placement

CARS or CARFS Foundational Studies College Level courses RW 083A Basic English I X RW 083 B Basic English I X RW 093 Basic English II X Engl 103 Freshmen English I X Math 083 X Math 093 X OMath or T MATH X vocational ED only

College Academy of Readiness (CARS- Summer Program, CARF – Fall/Spring Program)

Students who are placed in RW 083A or B are referred to the college Academy of Readiness (CARS- Summer Program, CARF – Fall/Spring Program)

Students that place in the RW083 A or B sections will enter into a class structured to nurture and support them. If a student is placed in the RW083 A or B Foundational Studies courses the student is only permitted to register for that RW083 A or B course and/or the math 083 A and B courses if they have placed into that level. The Foundational Studies Department has partnered with the Community/Continuing Education Department to offer the 083 A/B levels. These courses will be offered in every center and the courses are Non-Pell eligible. These courses do not count toward the students’ overall pace of progression or cumulative hours attempted.

Foundational Studies Program –Point of Entry

If a student is placed in the RW 093 Foundational Studies courses, the student is only permitted to register for the following additional courses: Math 083 Basic Math I (Non-Credit), Math 093 Basic Math II, Lak 103 Lakota Language I, Lak 233 Lakota Language II , LArt 103 Traditional Lakota Art I, LArt 113 Traditional Lakota Art II, Art103 Drawing I, Art 133 Introduction to Watercolor, Hum 143 Art Appreciation, OEd 103 Computer Basics (Vocational Education), CS 103 Ethics in the Workplace (Vocational Education), and may not register for more than 12 credit hours per semester. Upon successful completion of RW 093, the student is free to register for any courses in his/her program of study. Math course may be taken in sequence once placement is determined.

Students who do not achieve the 10.1 reading grade level after the second attempt at RW 093 level will not be allowed to register the following semester for classes until they meet the 15 hours tutoring requirement, or successful completion of the College Academy of Readiness Program - CARS. Students must log in 15 hours of tutoring time before they can return to the same course level. Students are responsible for documenting the required 15 hours of tutoring time. Students can obtain the Foundational Studies tutoring log at each college center. The completed form can

be turned into the Foundational Studies Director during registration in order to register for courses each semester by email of fax 455-2226.

Students, who cannot attain college readiness tests scores in reading comprehension after having taken developmental courses twice, will be referred to other services and cannot register for fully credited college courses. Foundational Studies Courses do not count toward total credit hour requirements for the degree program chosen by the student.

3. Students are required to take the course in which they place within 2 semesters or subject to retesting.

4. Engl 103 Freshman English I is a college-level core requirement which all students must take for any degree program. This course is designed to improve reading, study skills and writing needed for college success.

5. Math 103 is a required course for many Associate level degree programs. It is also the prerequisite course for Math 134 Intermediate Algebra, the minimum core mathematics requirement for Baccalaureate programs.

GENERAL EDUCATION FRAMEWORK

INTRODUCTION Oglala Lakota College General Education refers to the teaching of knowledge, skills, and dispositions that the College envisions all its graduates to have, regardless of their degree. These characteristics are guided by OLC’s unique mission and expressed in a general education goal and eleven general education student learning outcomes. The learning outcomes are grouped into six areas: Disposition, written and oral communication, quantitative reasoning, critical thinking, technology, and diversity. OLC’s general education courses provide students with a foundation in these areas on which program-level courses expand.

GENERAL EDUCATION MISSION Oglala Lakota College General Education provides opportunities for students to acquire and apply the skills and disposition necessary to become life-long learners and contributing members of their diverse local and global communities through Wolakolkiciyapi.

GENERAL EDUCATION GOAL Students will exemplify Wolakolkiciyapi – learning Lakota ways of life in community.

GENERAL EDUCATION OUTCOMES (GEO) Upon completion of a degree program, the student should be able to: Disposition GEO 1: Apply cultural values in a learning atmosphere. Written and Oral Communication GEO 2: Communicate effectively in writing using both Lakota and English. GEO 3: Demonstrate oral communication skills in both Lakota and English.

Quantitative Reasoning GEO 4: Apply quantitative analytical skills. Critical Thinking GEO 5: Examine concepts and theories across multiple contexts and disciplines. GEO 6: Critically review resource material. GEO 7: Develop ideas to address contemporary issues. GEO 8: Critically examine sovereignty Technology GEO 9: Demonstrate proficiency in the use of standard computer technologies. Diversity GEO 10: Examine the importance of diversity. GEO 11: Examine the contexts of Lakota social organizations, communities and global networks.

GENERAL EDUCATION COURSES

Math Science Humanities Speech English Math 103 Bio 103 Art 103 SpCm 103 Engl 103 Math 134 Bio 113 Art 133 Engl 113 Art 153 Hum 143 Hum 203 Hum 213

Lakota Studies Social Science Literature Applied Science Technology Lak 103 Geog 213 Lit 203 OMath 113 IT 103 Lak 233 Pols 203 TMath 123 MIS 113 LSoc 103 Psy 103 OEd 103 LHist 203 SoSc 103 LLit 103 Econ 203 ** these courses LArt 103 are specific to LPol 223 Vocational Education

*See http://olc.edu/departments/general_education.htm for assessment reports and further information on OLC’s General Education Framework.

ACAEIC ROGRAS All degree students are required to take certain courses in order to receive a degree. These requirements are called General Area or CORE requirements. The CORE requirements are slightly different dependent upon the type of degree being sought.

AS CORE R Cr. Engl 103 Freshman English I 3 Engl 113 Freshman English II 3 SpCm 103 Speech Communication 3 Math 100 level or above 3 MIS 113 Applied Information Processing or Above 3 Science 3 Social Science 3 Humanities 3 Literature 3 Credits: 27 AA CORE R Cr. Engl 103 Freshman English I 3 Engl 113 Freshman English II 3 SpCm 103 Speech Communications 3 Humanities 3 Mathematics (103 or above) 3 Science 3 Social Science 3 Credits: 21 AAS CORE R Cr. Engl 103 Freshman English I 3 CS 103 Ethics in the Workplace 3 SpCm 103 Speech Communication or OEd 163 Business Communications I 3 Math 103, OMath 113 or TMath 123 3 OEd 103 Computer Basics 3 Credits: 15

AOTA STIES REIREETS

As a tribally chartered college, OLC promotes the specific areas of Lakota history and culture as well as the general area of Indian studies. Every graduate is required to complete several courses from the Lakota Studies curriculum. In addition all courses at OLC reflect a Lakota perspective. LAKOTA STUDIES REQUIREMENTS BA/BS CR. Lak 103 Lakota Language I 3 Lak 233 Lakota Language II 3 LSoc 103 Lakota Culture, LHist 203, or LHist 213 3 Lakota Electives 6 required: 15 LAKOTA STUDIES REQUIREMENTS AA Lak 103 Lakota Language I 3 LSoc 103 Lakota Culture, LHist 203, or LHist 213 3 Electives (recommend Lakota Language II or higher) 3 required: 9 LAKOTA STUDIES REQUIREMENTS AAS/CERTIFICATE Lak 103 Lakota Language I 3 Electives 3 required: 6

Assessment Philosophy and Process

At Oglala Lakota College the assessment of student learning is an integral part of the instructional process. The purpose of assessment is to enhance the opportunity for students to acquire and apply the knowledge, skills, and attitudes/values provided through all aspects of the teaching and learning process. Assessment takes place at the course, program, and general education level. Information obtained from the assessment of student learning will be used to focus student development and learning, to promote growth among faculty and as well as staff, to enhance the quality of academic programs, and to realize Oglala Lakota College’s Mission and Vision in accordance with the strategic plan.

STEPS IN ASSESSING STUDENT LEARNING

STEP 1: Define Learning Outcomes Precise statements of expected students’ skills and competencies (outcomes) upon completing the Program.

STEP 6: Use the Results ("Close the loop") STEP 2: Identify Learning Opportunities How will the results be used to make (Curricular Map) – improvements in the areas of student How well does the curriculum address performance, faculty performance, and program performance. the learning outcomes?

STEP 5: STEP 3: Collect, Analyze, & Report - Determine Methods Examine assessment data and Which methods and tools will be used compare against anticipated to demonstrate student learning, course/program outcomes. Report faculty performance, and program on student learning, faculty performance? performance, and program performance.

STEP 4: Set Criteria Establish the level of expected student performance.

Assessment of General Education Outcomes

Selection of GEO(s) Outcome(s) are selected for assessment and courses from various departments and levels are chosen for artifact collection

Closing the Loop Data Collection Departments determine Embedded assessment: how to address identified Artifacts are collected weaknesses from select general education and program- level courses

Reporting Analysis Suggestions for Interdepartmental group improvement are scores artifacts using forwarded to departments GEO-specific rubric and give feedback on students' strengths and weaknesses

FOATIOA STIES EARTET

Thedna Zimiga, B.S., Chair Dana Haug, B.S., Faculty Grady Brunsch, B.S., Faculty Theodore Hamilton.,M.A., Faculty FOUNDATIONAL STUDIES DEPARTMENT William Young, PhD, Faculty

FOUNDATIONAL STUDIES PROGRAM DESIGN

HISTORY AND PURPOSE

Prior to 2006, Reading/Writing 083, Reading/Writing 093, Math 083, Math 093, and College Success were taught by instructors from the Humanities and Math/Science Departments. In 2006, as a result of a comprehensive study that recommended centralized management of pre-collegiate level math, reading and writing, the Foundational Studies Department was created, to prepare students for the academic and social demands of college life, by President Shortbull, Vice President Giraud, and Assessment Director Dan Koopman who then became the Foundational Studies Director. At its inception the Foundational Studies Department was also charged with coordinating campus-wide efforts to promote student success. Since that time, the department has expanded its efforts in student recruitment and retention, assessment, data gathering and analysis, the tracking of student persistence, and the training of faculty and staff in best- practices in adult basic education.

Originally, there were four full time instructors in the department, including the director. The department’s full time faculty numbers increased to the maximum number of 8 in 2010-11. Including the current chair, there continue to be 8 full time instructors in the department. Currently there are also over ten adjunct instructors. OLC offers over 100 sections of 083 and 093 level courses every year. Class sizes are small, averaging under 11 students per section.

At present approximately 50% of entering OLC students need at least one semester of developmental education in math, reading and writing, as determined by the nationally standardized Accuplacer placement exams. High impact support is designed to help students progress through Foundational Studies to General Education and their Major Programs of Study.

PHILOSOPHY

All students are equipped to learn, but many come to us lacking the necessary building blocks and tools to succeed in college. Our open-admission college welcomes all students and provides them with the tools, support and advising through the Lakota Values of Woc’ekiye (Spirituality and Prayer), Wa o’hola (Respect), Waun’sila (Caring and Compassion), Wowicake (Honesty and Truth), Wawokiye (Generosity and Caring), Wowahwala (Humility), Wowacintanka (Fortitude), Woksape (Wisdom), Wo ohitika (Courage) that will prepare students for college and lifelong success within Lakota society and anywhere in the world. "We believe we are measured by how well, or how little, we manifest virtue in our life's journey." -Joseph Marshall III, The Lakota Way.

The Foundational Studies Department strives to educate the whole student and teach him or her to be well rounded with the knowledge and skills to navigate college through the vessel of Wolakolciciyapi.

The Foundational Studies Department works in concert with OLC counselors, directors, administrative staff, and faculty to provide outstanding differentiated instruction and support that is tailored to each

43 student’s individual needs. The average entering OLC Foundational Studies student is approximately 33 years of age. We lovingly accept students with whatever math, reading and writing skills they may have, we help refresh their prior knowledge; we nurture and respect them, and help them develop the skill set necessary for college. We offer our students small class sizes, consistent faculty/staff/student contact, best- practice motivational techniques, hybrid computer-based self-paced lessons, group discussions and lessons, culturally relevant course materials, and excellent communication. Our instructors receive training and support in best practices for andragogy, student support, and assessment.

VISION STATEMENT

To provide outstanding instruction, service, resources and support to qualifying students in the areas of developmental math, reading and writing within a context of best-practice, and research-based- methodology.

MISSION STATEMENT

Within the cultural context of Wolakolciciyapi and in a time efficient manner, the OLC Foundational Studies student will gain the abilities, strength and support to begin his/her college career, to persevere and succeed in his/her program of study, and to lead a fulfilling, productive life after college as a lifelong learner and contributing member of his/her society.

PURPOSE

The purpose of the Foundational Studies program is to recruit, welcome and nurture students, to correctly place them in courses that suit their abilities, and to support them emotionally as we teach them study skills, math, reading and writing so that they will be capable of doing high quality college level work as soon as possible.

Over 50% of entering students at OLC need remediation before they can enroll in 100 level Math or English classes. Even before they enroll in college, these students are given the support (woawanyanke) necessary to help them succeed and develop into well-rounded, holistic, culturally rooted and contributing world citizens by the Foundational Studies Department.

Our faculty visit high schools on the Pine Ridge and Cheyenne River Reservations, in Rapid City, Oelrichs, and Nebraska to reach out to potential students and explain OLC’s admissions process. We prepare new and future students for the required placement tests, free of charge, with review sessions and practice tests, and our department website provides links for entering students to use to practice before their placement test. We also help explain college processes to new students.

Free on-campus refresher and test practice sessions are held during the summer and during the first week of registration. Please refer to the OLC Academic Calendar for precise dates.

Upon admission, every OLC student takes the Accuplacer Placement Test which consists of an Arithmetic test, a Reading Comprehension test, and a Sentence Skills (grammar) test. This test is done in one sitting and takes about 90 minutes to complete. The math section consists of an Arithmetic test, then the Elementary Algebra test is also given if the cut score is met for the Arithmetic section. Please refer to the college catalog or student handbook for more in-depth OLC application/admissions procedures and schedules.

The official OLC score-determined course placements are as follows, as of May 2015:

College Readiness Assessment Cut Scores Course Entrance Score Exit Score RW 083A Sentence Skills Sentence Skills Classic: 0 Next Generation: 200 Classic: 36 Next Generation: 226 Reading Comprehension Reading Comprehension Classic: 0 Next Generation: 200 Classic: 25 Next Generation: 226 RW 083B Sentence Skills Sentence Skills Classic: 37 Next Generation: 226 Classic: 55 Next Generation: 236 Reading Comprehension Reading Comprehension Classic: 26 Next Generation: 226 Classic: 38 Next Generation: 236

RW 093 Sentence Skills Sentence Skills Classic: 55 Next Generation: 236 Classic: 75 Next Generation: 241 Reading Comprehension Reading Comprehension Classic:39 Next Generation: 236 Classic: 65 Next Generation: 241 Math 083A Arithmetic Score Arithmetic Score Classic: 0 Next Generation: 200 Classic: 20 Next Generation: 219 Math 083B Arithmetic Score Arithmetic Score Classic: 21 Next Generation: 220 Classic: 31 Next Generation: 234 Math 093 Arithmetic score Elementary Algebra score Classic: 31 Next Generation: 234 Classic: 31 **QAS Next Generation: 234 Elementary Algebra Score Classic: < 31 QAS Next Generation: <234 *The minimum sentence skills score represents the 9th month of the 9th year grade equivalency. ** Next Generation Quantitative Reasoning, Algebra, and Statistics test is the classic Elementary Algebra test

All OLC cut scores were determined by high school grade level equivalencies. The Next Generation scores are aligned to similar equivalencies. https://wvde.state.wv.us/abe/documents/CorrelationBetweenVariousPlacementInstruments.pdf

The Foundational Studies program works in concert with the Enrollment Management Department to coordinate recruitment, campus-wide student support, retention efforts, advising, cohort group development, extracurricular activity involvement and career/goal counseling. In addition, Foundational Studies is closely tied with the offices of Student Support, the Registrar, Financial Aid, and Assessment.

Curriculum alignments are ongoing with OLC’s General Studies courses, especially Math and English, in order to promote student learning, a seamless and efficient course delivery system, sequential learning outcomes, and steady student progression through college, and attainment of goals.

PROGRAM GOALS (adapted from page 38 of the 2013-14 catalog…see page 38 for details)

1. Education and support of entering OLC students to ensure readiness for Math 103 and English 103, which are courses required in all OLC degree programs, as well as readiness for college life, and for all other General Education courses. 2. Outreach to future students who have not yet registered in OLC classes, and former students who did not yet complete all their developmental level courses. 3. Proper student placement and sequencing in pre-college courses. 4. Coordination of student refresher sessions and student advising among all departments, college centers, tutors and instructors.

5. Staff development for all developmental instructors with special emphasis on best-practices for in-class assessment, andragogy, attainment of learning outcomes and increasing student retention.

ROAD OBJECTIVE: OVERVIEW

The average entering student at OLC is underprepared in one or all of the following essential areas: Reading, Math, and Writing. The average student did not progress directly to college from high school, and has not yet learned the skills necessary for college success. The Foundational Studies Department provides a semester-long course for reading/writing classes, and a semester-long course for basic math and pre-algebra classes. The department provides standardized placement testing to determine appropriate levels for students, differentiated instruction, college success guidance, and program of study advisement. A Lexile (Reading Comprehension) score of 10.1 (10th grade level), Sentence Skill level of grade 10.1, and an Algebra score that is equivalent to the national 10.1 grade level are required for completion of the Foundational Studies program. (Correlation Between Various Placement Instruments For Reading Language/Writing Mathematics Elementary Algebra, Ellis, Sandra.) Ideally a student will be fully prepared for English 103 and Math 103 within one year or less.

All new students (including transfer students without English or Reading credits) must complete the computerized Placement test. The results of these placement tests will determine if they will be referred to the College Academy of Readiness Summer program (CARS) or the College Academy of Readiness fall and spring program (CARF), are eligible for the Foundational Studies program level courses (093) or can take college level courses without restrictions. Foundational Studies courses, 093 levels, are offered campus-wide every semester. These courses are each 3-credit hour courses, grades are A or F, no college credit is earned, yet the grades earned do apply to a student’s G.P.A., and the courses are Pell eligible. These courses count toward students’ overall pace of progression or cumulative hours attempted. At least one 100 level course must be included in a Foundational Studies student’s schedule, to receive Title IV funding. College Academy of Readiness Fall/Spring program courses are non-Pell eligible and are non- credit courses. Placement into English 103 Freshman English does not limit the courses students may take, however math courses must be taken in sequence determined by placement.

If a student is placed in any of the Foundational Studies courses, he/she is only permitted to register for the following additional courses: Math 083 Basic Math I (Non-Credit), Math 093 Basic Math II, Lak 103 Lakota Language I, Lak 233 Lakota Language II , LArt 103 Traditional Lakota Art I, LArt 113 Traditional Lakota Art II, Art103 Drawing I, Art 133 Introduction to Watercolor, Hum 143 Art Appreciation, OEd 103 Computer Basics (Vocational Education), CS 103 Ethics in the Workplace (Vocational Education), and may not register for more than 12 credit hours per semester. Upon successful completion of RW 093, the student is free to register for any courses in his/her program of study.

Students who do not achieve the 10.1 reading grade level after the second attempt at each course level will not be allowed to register the following semester for classes until they meet the 15 hours tutoring requirement. Students must log in 15 hours of tutoring time before they can return to the same course level. Students are responsible for documenting the required 15 hours of tutoring time. Students can obtain the Foundational Studies tutoring log at each college center. The completed form can be turned into the Foundational Studies Director during registration in order to register for courses each semester by email of fax 455-2226.

Completion and progression are currently determined solely by the Accuplacer exit tests, but the Foundational Studies Department is in the process of developing our own exit tests, as well as other more holistic, culturally situated assessment tools, and a new grading system which will more accurately assess our learning outcomes and student progress.

Ideally, an entering student will begin their 093 levels in the fall. Students at the RW 093 level may take up to 9 additional credit hours, selected from the course choices above, for a total of 12 credit hours. When the student succeeds at the end of the second semester, he/she will proceed with strength to all college-level courses with no restrictions the following spring, summer or fall.

FACULTY

Foundational Studies faculty are experienced in, thoroughly trained in and knowledgeable about best practices in the field of Developmental Education, specifically at the post-secondary level. They are experienced in aspects of differentiated learning, alternative education programs, educational counseling and Special Education so that they may serve the diverse needs of OLC developmental students. The faculty forms an important component of OLC’s front lines in the field. These instructors work diligently to help rebuild the Lakota Nation through education.

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FOUNDATIONAL STUDIES STUDENT LEARNING OUTCOMES:

RW 083A, BASIC ENGLISH 1 (READING AND WRITING 1):

Students will learn how to develop sentences and correctly use basic grammatical structures. They will understand and apply Basic English grammar usage, capitalization, phrasing, and proper punctuation in their own writing. Through discussions and written assignments, they will demonstrate basic reading skills of comprehension, vocabulary and critical thinking. Students will demonstrate communication skills as they discuss and write about topics and readings. Students will learn basic word processing and study skills, as well as develop a familiarity with the college library and resources. Through culturally relevant reading materials, students will explore, embrace and discuss Lakota culture and society, which will in turn enhance self-esteem and motivation through traditional values.

RW 083B, BASIC ENGLISH 1 (READING AND WRITING 1):

Students will apply their knowledge of sentences and correctly use basic grammatical structures to develop paragraphs and essays. They will apply Basic English grammar usage, capitalization, phrasing, and proper punctuation in their own writing. Through discussions and written assignments, they will demonstrate basic reading skills of comprehension, vocabulary and critical thinking. Students will demonstrate communication skills as they discuss and write about topics and readings. Students will apply their skills in word processing and study skills further their understanding of how to write effectively, as well as develop a familiarity with the college library and resources. Through culturally relevant reading materials, students will explore, embrace and discuss Lakota culture and society, which will in turn enhance self- esteem and motivation through traditional values.

RW 093, BASIC ENGLISH 2 (READING AND WRITING 2):

Students will develop sentences, paragraphs, essays, and identify basic grammatical structures. They will understand and apply Basic English grammar usage, capitalization, phrasing, and proper punctuation in their own writing. Through discussions and written assignments, they will demonstrate reading skills of comprehension, vocabulary and critical thinking. Students will demonstrate communication skills as they discuss and write about topics and readings. They will begin to learn to respectfully critique the work of others. Students will learn basic word processing and study skills, as well as develop a familiarity with the college library and resources. Through culturally relevant reading materials, students will explore, embrace and discuss Lakota culture and society, which will in turn enhance self-esteem and motivation through traditional values. (All RW 083 learning outcomes are reinforced in the RW 093 course.)

MATH 083A, BASIC MATH 1: ARITHMETIC:

Students will understand basic arithmetic computations involving whole numbers, fractions and decimals. Students will use the symbols and properties of arithmetic and the correct order of operations. They will analyze and solve real world problems using arithmetic. Students will apply mathematical reasoning to everyday situations, and clearly communicate their results. Students will demonstrate an awareness of the mathematics within their own culture and in other disciplines.

MATH 083B, BASIC MATH 1: ARITHMETIC:

Students will understand basic arithmetic computations involving Ratios and proportions, percents, geometry, and integers. Students will use the symbols and properties of arithmetic and the correct order of operations. They will analyze and solve real world problems using arithmetic. Students will apply mathematical reasoning to everyday situations, and clearly communicate their results. Students will demonstrate an awareness of the mathematics within their own culture and in other disciplines.

MATH 093, BASIC MATH 2: BEGINNING ALGEBRA:

Students will understand basic arithmetic computations involving whole numbers, integers, decimals, fractions and radicals. Students will use the symbols and properties of arithmetic, and the correct order of operations. They will analyze and solve real world problems using arithmetic and basic algebra.

Students will solve linear equations in one variable, identify and solve problems involving percents, ratios, proportions, measurement, unit analysis, conversions, and basic plane geometry. Students will apply mathematical reasoning to everyday situations, and clearly communicate their results. Students will demonstrate awareness of the mathematics within their own culture and in other disciplines. (All Math 083 learning outcomes are reinforced in the Math 093 course.)

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All Foundational Studies Courses use the same syllabi, text books, supplemental readings, grading rubrics, worksheets, and computer based learning tools. Computer software programs will be used no more than 50% of each class time period. Computer labs give immediate feedback and keep learning outcomes standardized across campus, enhancing instruction rather than replacing human interaction. For every three hour Foundational Studies class, each student will be required to be present for a three hour on-campus study session each week.

Upon completion of the Foundational Studies program, a student is well informed and knowledgeable enough to fully participate in all courses requiring skills in arithmetic, basic algebra, reading comprehension, grammar usage, and writing, as well as successful study skills and mature behaviors for college success.

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ADMISSION PROCEDURES

Please refer to the OLC catalog pages 11, 28, 30, 31 for admission requirements and procedures regarding placement testing and Foundational Studies placement.

Oglala Lakota College requires all new students to take the OLC Placement assessment (Policy 70-300). The institution accepts the 10.1 equivalency in math and reading comprehension.

PROGRESSION THROUGH FOUNDATIONAL STUDIES COURSES

Students take the above mentioned Accuplacer OLC Placement Test upon registration, transfer or return from a two or more semester absence.

Placement testing will only occur upon registration and at the end of each semester. Multiple attempts during the registration or completion periods are not permitted. Special exceptions must be approved by the Foundational Studies Department Chair.

Student course placement will be firm before the first day of classes each semester. Students are required to take the courses in which they place within two semesters or they will be tested again.

During the semester, instructors will develop and administer periodic assessments of student learning and progress. In addition, the course software has embedded assignments, quizzes and tests. The text books have problem sets and activities as well.

Student progress will be clearly communicated to students at all time, using the course software, Jenzabar, and orally with discretion. Midterms and final exams will be administered by instructors, and written assignments will be scored with a standardized rubric from the Humanities Department, to develop a holistic assessment of student progress. Currently the Accuplacer is used as the exit test and high stakes final grade at the end of the semester, but soon we will be using our own exit tests across all 11 college centers, and will have a grading system in place that will be based on best practices for student reinforcement and engagement.

We have systems in place to support the students as they progress through the Foundational Studies courses and are developing more to support those students who do not progress so efficiently.

FS REGISTRATION WARNING

A student who fails or withdraws from a Foundational Studies course one time will be placed on a registration warning. They will be required to focus on their Foundational Studies courses and only be permitted to register for the courses listed in the College Readiness Assessment (Policy and Procedure) #70-300 until they complete Foundational Studies.

FS REGISTRATION HOLD

A student who fails or withdraws from a Foundational Studies RW course two times will be placed on a registration hold. They will not be permitted to register for any OLC college level courses until they meet the 15 hour tutoring requirement with documentation.

The above policies may be found on the OLC website. #70-300: College Readiness

ATTENDANCE

A Foundational Studies student who is absent/unexcused from three 3-hour classes in a row or five 3-hour classes overall may be withdrawn from the given class. Students must attend class until the last day of classes for the semester.

EARLY ALERT

The Foundational Studies Department will closely monitor student engagement, following up with early alert forms, conferences with students and counselors, referrals to Enrollment Management, tutoring services and support services.

SCHOLARSHIPS

Incentives can improve motivation and program completion rates so any registered student who scores 65 or higher on the Classic Accuplacer Reading Comprehension test or 241 on the Next Generation Reading Comprehension test for the English scholarship and/or 44 or higher on the College Readiness Assessment - Elementary Algebra test or 245 on the Next Generation Quantitative Reasoning, Algebra, and Statistics test for the math scholarship will receive a one-time scholarship from the OLC Financial Aid office at the end of the given semester.

EXIT REQUIREMENTS

To complete the Foundational Studies program, students must demonstrate that they have the minimum sufficient skills to navigate college and succeed in college level courses. Students must be able to express themselves appropriately in writing with proper grammar, sentence structure, paragraphs, and essays. Student must have a working vocabulary and arithmetic/algebra skills equivalent to a 10.1 grade level. Assessments are embedded in the course curricula, the instructional activities, and the course lab software. A standardized assessment is currently in place.

Upon successful completion of the Foundational Studies program, a student will register for General Education classes and work toward their academic goals of a major program of study, a trade certification, etc. Students will be closely guided through this transition and process.

DATA GATHERING

Student retention, performance, test scores and completion data is systematically gathered by counselors, the Foundational Studies chairperson, the Registrar’s office, and the Retention Director. The FS Department Chairperson organizes, analyzes and shares statistics with the FS department and the OLC Administration. This analysis informs future decision-making within the department and helps determine the effectiveness of the program. The full time faculty members assist in data gathering, compilation and analysis. The information is also used to track student progress longitudinally through their college career. As the initial contact point for entering OLC students, the Foundational Studies Department plays a critical role in forming student relationships, scholarly habits and attitudes at OLC.

COMMUNICATION

At one time Foundational Studies offered over 40 sections of our courses per semester, across 11 college centers. Currently we offer 14 or more sections across the 11 centers. Communication of standard procedures, techniques and resources is a key component in the success of the Foundational Studies program. Counselors, center directors, part time and full time instructors, and administrative offices must be kept in close contact. The chair person has an office at Piya Wiconi, teaches two or more courses per semester, regularly visits all college centers, meets with the FS Advisory Group, holds curriculum alignment meetings, and communicates regularly and openly with the OLC administrative offices. The full time FS faculty are required to train and mentor part-time instructors and serve as crucial contacts with students and college center staff. In addition, they participate in and share developmental education research of best practices. They attend All-Staff, Instructional, departmental and committee meetings and share their experiences with colleagues. They are encouraged to attend national conferences to further develop their knowledge and skills.

Transparency of communication through all interest groups is essential to the success of the FS program. Placement test data is regularly compiled, analyzed and reported to the OLC Administration and Board of Trustees.

T ACAEIC IC Library and Archives http://library.olc.edu 605-455-6069

Michelle May, Director, [email protected]; 455-6064 Sharon Running Hawk, Assistant Director, [email protected]; 455-6067 Darlene Bear Killer, Circulation, [email protected] 455-6069 Theresa Bettelyoun, Outreach; [email protected]; 455-6066 Tawa Ducheneaux, Archivist; [email protected]; 455-6065 Vacant, Assistant Archivist, 455-6065

Woksape Tipi, “House of Wisdom” is the Library located at Piya Wiconi in the Medicine Root District. It serves twelve branch libraries located at the twelve college centers, including the Nursing and Cheyenne River/Eagle Butte centers. In addition to being an academic library, we also serve as the public library, for the Pine Ridge Reservation. Woksape Tipi offers a dynamic library program of the highest quality for its students, faculty, staff and community. The program concentrates on critical life skills and promotes lifelong learning.

VISION STATEMENT

Woksape Tipi is the foundation of resources and connection empowering the rebuilding of the Lakota Nation through education.

MISSION STATEMENT

Woksape Tipi promotes, supports, and serves the students, staff, and faculty of Oglala Lakota College and community members of the Pine Ridge Reservation; Woksape Tipi cultivates and encourages use of the Lakota language, critical thinking skills, and lifelong learning among all Lakota people.

Library Program Information Literacy Classes For Students, Staff, Faculty & Community Members Objective 1: Provide Awareness & Access to Library and Information Resources Objective 2: Provide Full Utilization of Library Resources Objective 3: Provide Resource Seminars to students, faculty, staff and community members

The Library Program is based on Information Literacy Standards posted on http://library.olc.edu . The library program is assessed according to information literacy outcomes.

An Information Literate Individual Is Able To: 1. Determine the extent of information needed 2. Access the needed information effectively and efficiently 3. Evaluate information and its sources critically 4. Incorporate selected information into one’s knowledge base 5. Use information effectively to accomplish a specific purpose 6. Understand the economic, legal, and social issues surrounding the use of information. 7. Access and use information ethically and legally

Co-Curricular Programs Objective 1: Promote community-wide awareness and education Objective 2: Promote community and family literacy and lifelong learning o Archives Ehanni etan takuku unkicupi unpatanpi (Gathering things from long ago that we are keeping) o Build Your Own Library - donation driven. gift of books to every child/family on the Reservation encouraging early literacy and lifelong learning. o Headstart library and reading sessions o Lakota Woglaka Wounspe reading and research weekly on-site library gatherings o Outreach to all centers o Reservation wide school promotion of Book Talk and Book Read o Speaker/Presentation Series Woksape Tipi Archives Statement of Purpose

The purpose of the OLC Archives is to collect, preserve and provide access to research materials from permanent records of Oglala Lakota College and the Oglala Sioux Tribe. The OLC Archive also collects, preserves and makes accessible historical and cultural records of the Oglala Lakota people, the Lakota Nation, and other Native peoples of this geographic region. Sources for these records include government agencies, private foundations, the business community, other tribal organizations, and individuals.

Examples of the historical and cultural material in the OLC Archive include personal papers (e.g., diaries, letters, manuscripts); oral and written histories; pamphlets and other printed material; publications of organizations; meeting minutes; maps; family photographs; and official records of churches, businesses and schools. Holdings

Oglala Lakota College Archive is the official archival repository for the College. We also maintain an extensive collection of Oglala Sioux Tribe (OST) records. Additional holdings include special collections acquired from various sources. Presently, the Archive is comprised of the records for OLC, Oglala Sioux Tribe, extensive special collections, special collections: manuscripts, microforms, audiovisual, photographs, maps, blueprints, posters, and hard to find publications. These materials reflect knowledge and research from the origins of the Titunwan Oyate and the Oceti Sakowin to post IRA governance to current tribal administration.

O C

“USDA/NIFA 1994 Land Grant”

AGRICTRE ETESIO EARTET

Departmental Phone #: 605-455-6085

Leslie Rae Henry, Agriculture Extension Director Email: [email protected] Masters of Science, Biology, South Dakota State University Member of Gold Key International Honor Society for Graduate Students Bachelors of Science, Animal Science, Iowa State University of Science & Technology

Theresa Lone Hill, Agriculture Field Educational Adm. Assistant Email: [email protected] Associate of Arts in General Studies, Oglala Lakota College

Vision, Mission and Values

The Oglala Lakota College (OLC) Agriculture Extension Department’s vision is to be a:

“World Class 1994 Land Grant Institution”

Agriculture Extension Department supports the growth of the Pine Ridge Reservation’s land base through growth of human resources with research and community training toward a sustainable self-sufficiency with respect for Lakota cultural values by facilitating workshops for farmers/ranchers and tribal community members.

As a member of the USDA Land Grant 1994 programs, OLC’s Agriculture Extension Department’s mission is to: “Carry out the 1994 LGI legislation as it relates to the service of the Pine Ridge Reservation cliental needs based on the model of integration of research, academics, and community extension education for development of the Oglala Lakota Nation.”

Lakota cultural values are the foundation for the department’s values and belief system as they relate to the local natural resource base on the Pine Ridge reservation service area.

In performance of community training activities department staff value:

• Respect for Uncke Maka “Grandmother Earth” • Respect for all creation • Lifelong learning • Scientific research-based knowledge

SERVICE AREA

The OLC Agriculture Extension Department is committed to provide community educational support to the Oglala Sioux Tribal communities and citizens within and bordering the Pine Ridge Indian Reservation within the college’s service area.

1. Pine Ridge College Center 2. Oglala College Center 3. Wounded Knee College Center 4. Pajuta Haka College Center 5. Paha Sinte College Center 6. Eagle Nest College Center 7. Pass Creek College Center 8. East Wakpamni College Center 9. LaCreek College Center 10. He Sapa College Center 11. Cheyenne River College Center

Source: OLC website -- http://www.olc.edu/images/districtsmap.jpg

Source: OLC website -- http://www.olc.edu/images/sdmap.jpg

AGRICULTURE EXTENSION STRATEGIC PLAN 2013-2018

Agriculture Extension staff, with stakeholder input, established this general strategic plan for its programing of community workshop/seminar training and services as they relate to agriculture activities and development of client self-sufficiency. This is a working document. Therefore, it is not rigid or prescriptive in nature. Its general principles are based on the national Land Grant vision proceeding with multi-year projects related to local issues/needs.

GOALS

1. Ag Expo Center: To develop an Ag Expo Center for hosting community events, training, and value- added product development. 2. Advisory Boards: To reactivate formally working agriculture advisory groups and continuation of current working advisory groups. 3. Support Community (or Community Support): Support Community (or Community Support) training needs and coordinate with national, regional, and local USDA priority areas. 4. Improve Research Capacity: Collaborative research programs related to food and agriculture to further indigenous knowledge in the areas of food, agriculture and land resources while supporting Lakota cultural views.

OLC AGRICULTURE EXTENSION STRATEGIC DIRECTION

The OLC Agriculture Extension department operates in an ever changing dynamic world. Staff strive to maintain self-sufficiency and sustainability of community extension training programing based on current scientific research based knowledge. Ag Extension staff members are commented to the development of local-based educational fact sheets to improve science-based knowledge as it relates to our area’s agricultural issues.

GUIDING PRINCIPLES

The OLC Agriculture Extension department utilizes applied research methods to solve local issues relating to agriculture and natural resource planning/management in community-based training through workshops, seminars, and individual client ranch/farm/garden/home visits (and/or use of computer technology).

AGRICULTURE COMMUNITY TRAINING

Upon request, training is provided in the form of workshops/seminars/individual visits to agricultural clients within the OLC service. Past trainings have included organic gardening, food preservation, livestock management, range management, pest management, et cetera. Please contact department staff at (605) 455- 6085 or emails: [email protected] or [email protected] to request training.

55 UNI/NINUING DUAIN DAN

Kateria Montileaux, Coordinator Vacant, Assistant Coordinator

The Community/Continuing Education Department began as the Adult Education department in 1973. The major component of the department was GED testing. In the years that following years, the department grew to include community education, life coping skill workshops, adult basic education and GED tutoring. The name of the department was changed from Adult education to Community/ Continuing education. This was translated into Lakota Language as “Tiospaye Iciyohikeya Wounspe”, which means community and continuing education, which serves in the spirit of the mission and purposes of the College.

Community education is a philosophical concept that serves the entire reservation community by pro-viding for all of the educational needs of its community members. It uses local resources to serve as the catalyst for bringing community efforts to meet their needs in addition to developing a positive sense of community, improving community living, and develop the community process toward the goal of self-actualization.

The Community/Continuing Education Department offers a program responsive to the needs of the people of the Pine Ridge Reservation. The department tutors are responsible for preparing students for taking their GED tests. The instruction provided for the student is on an individualized basis and set up to meet the individual needs of the student. Tutoring is provided at the district college centers. The majority of Community/Continuing Education Department tutors are bilingual and live in the community they serve. The department offers lifelong learning through life coping skills workshops and continuing education.

Career counseling is another feature of the department. Each student completes a Career Occupational Preference System interest inventory. This inventory assists students in the selection of a career, and allows them the opportunity to pursue their career choice.

Major components of the department are:

I. Adult Basic Education Skills Tutoring in reading, writing, listening, speaking, and mathematics.

II. GED Tutoring in high school subjects of writing, language arts, mathematics, social studies, and science.

III. GED Testing Services is provided by Pearson VUE and we are a certified test center.

V. Life Coping Skills Workshops are short courses in many areas such as; consumer economics, job skills, law and government, Lakota culture and health.

VI. Career Counseling and Job Seeking Skills

VII. Family Literacy this may include Financial Literacy, Suicide Prevention, Bullying Prevention, and Counseling services available.

SUDN SU SIS I GA

Milton Fineran, Program Director – Piya Wiconi Campus Diana Lessert, Counselor-Pahin Sinte College Center Danielle Griffith, Counselor-Pejuta Haka College Center Aloysius Wounded Head, Counselor- Pine Ridge College Center Cassie Big Crow, Counselor-He Sapa College Center

The current Student Support Services program began at Oglala Lakota College in the summer of 1993. Serving 170 eligible students, the program has expanded and built upon its past success to serve 206 students per year. The project has received notification for its sixth funding cycle, which will take us to 2021. Funded to serve First Generation and Low Income students with academic need, the staff, Peer Mentors and Tutors will work cooperatively with all District College Centers to provide assistance to program participants who can benefit from the following services:

Peer Mentoring: We provide freshmen and newer OLC students with peers who can assist them with meeting the expectations of a college environment. The Peer Mentors are successful students who have learned to overcome obstacles while maintaining full-time student status. They assist the staff with academic workshops, meet with freshmen on a “student to student” basis and provide tutoring.

Tutoring: We provide Tutors for students who are underprepared and need help with courses they find difficult. We call this “Supplemental Instruction” as the Tutoring is tied directly to the class requirements.

Academic Enrichment: Through advising, counseling, mentoring, skill building workshops and other activities for program participants, the staff and student workers foster an environment instilling “resilience” and long term goal completion in its student participants. Students with disabilities: The TRIO/SSS program assists those students with academic assistance only.

All SSS staff are alumni of Oglala Lakota College. Participants are required to maintain contact with program staff throughout their enrollment in college. Students who wish to receive services should complete an application during enrollment in the fall semester. Those with an academic need are encouraged to seek program enrollment. For more information, go to the OLC homepage. The Piya Wiconi Office serves PCCC, LCCC, and CRCC; the Pine Ridge Office serves OCC and PRCC; the Pejuta Haka Office serves ENCC and PHCC; the PSCC office serves WKCC, EWCC and PSCC. Please Contact the SSS Counselor who serves your District College Center.

USINSS DAN

Dr. Ahmed Al-Asfour, M.S.A.S, Ed.D, Department Chairperson Dr. Joanne “Susie” White Thunder, Ed.D, Faculty Dr. Andrew Thompson, M.B.A, Ed.D, Faculty Marry Abraham, M.B.A, Faculty Shawn Reinhart, M.B.A, Faculty Doug Noyes, M.S.T.M, Faculty Pam Houston, M.B.A, Faculty

VISION STATEMENT

Students will be provided the knowledge necessary to reach their maximum potential and are prepared to lead full and productive lives in the 21st century. The Oglala Lakota College Business Department ensures:

• Education excellence, equity, and high expectations for every student. • Faculty will continually strive for excellence and stay abreast of the best practices in adult education. • Development and maintain partnerships among educators, business, and the community that support high academic achievement and opportunity for all students.

MISSION STATEMENT

Oglala Lakota College Business Department will provide the breadth of business education necessary for students to be successful within their communities while maintaining wolakolkiciyapi. The Business Department faculty will:

• Ensure that high expectations are maintained for all students • Build support for higher education on the Pine Ridge Reservation. • Create learning opportunities that lead to success and a desire to be lifelong learners. We do these things to strengthen the Lakota Nation through education

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

BUSINESS DEPARTMENT This is a bachelor degree in Business Administration with a choice of one of four areas of specialization: Management, Accounting, Tribal Management or Entrepreneurship. Each degree provides a foundation of general business knowledge and skills, as well as specialized preparation for those who want to pursue a career in government, tribal programs or in private business.

Bachelors of Science in Business Administration

Business Core Program Learning Outcomes Students will demonstrate the ability and skill to:

• Evaluate the major functional areas of business including: o Ability to prepare, analyze, communicate and use economic and financial information

o Ability to understand the duties of a manager: planning, organizing, directing and controlling o Ability to use marketing to successfully perform in the business environment o Ability to coordinate the knowledge learned in program core courses in the formulation and administration of sound business policy • Demonstrate well developed written and oral business communication skills • Ability to utilize current technology to critically and creatively solve business issues • Ability to apply ethical decision models and fundamental legal concepts to business decisions • Ability to use critical thinking to construct quantitative and qualitative analysis of business problems

OPTION A – Specialization in MANAGEMENT • Ability to evaluate and apply the functions of Human Resource Management • Demonstrate an understanding of small business by successfully completing a business plan • Ability to understand organizational issues and human behavior to apply leadership styles necessary to effectively solve problems

OPTION B – Specialization in ACCOUNTING • Recommend the appropriate managerial and business issues critical to analyzing accounting data and other information used for identifying and assessing opportunities and risks, developing organizational plans, allocating resources, and accomplishing objectives • Recommend relevant accounting principles and standards to specific business activities and workplace situations

OPTION C – Specialization in TRIBAL MANAGEMENT • Ability to select, apply for and manage a grant • Integrate principles of management and personnel supervision in relation to tribal programs • Apply behavior approach management with an emphasis on the understanding, prediction and control of human behavior in the tribal and organizational setting

OPTION D – Specialization in ENTREPRENEURSHIP • Determine individual leadership techniques to best suit a small business • Assemble a report in relation to the marketing research conducted for a business • Construct a business plan integrating reservation issues, licensing, tribal laws and codes

Plan of Study

USINSS DAN AL F SIN IN USINSS ADINISAIN

1. CORE (31 credits) Where taken date grade Engl 103* Freshman English I 3______Engl 113* Freshman English II 3______SpCm 103 Speech Communications 3______Math 103 Elementary Algebra 3______Math 134* Intermediate Algebra 4______MIS 113 Applied Information Processing 3______Econ 203* Principles of Microeconomics 3______Humanities Elective 3______Literature Elective 3______Science Elective 3______

2. LAKOTA STUDIES (15 credits) Lak 103 Lakota Language I 3______Lak 233* Lakota Language II 3______LSoc 103 Lakota Culture 3______Lakota Studies Elective 3______

Lakota Studies Elective 3______Catalog

3. BUSINESS CORE REQUIREMENTS (48 or 49 credits) Acct 103* Principles of Accounting I 3______Acct 203* Principles of Accounting II 3______

Acct 393* Managerial Accounting 3______2019

BAd 133* Introduction to Business 3______- BAd 143* Personal Finance 3______BAd 153* Applied Business Mathematics or Math 154* College Algebra 3/4______BAd 243* Business Law 3______BAd 253* Principles of Management 3______2018 BAd 263* Principles of Marketing 3______2013 Catalog

BAd 333* Business Communications 3______- BAd 343* Quantitative Business Analysis 3______BAd 363* Business Finance 3______BAd 383* Business Ethics & Social Responsibility 3______Econ 213* Principles of Macroeconomics 3______

SoSc 313* Statistics for Social Sciences 3______2011 BAd 453** Seminar in Strategic Management 3______**Must be taken in final semester

4. PROFESSIONAL REQUIREMENTS (Choose One Option) (15 Credits) OPTION A – Specialization in MANAGEMENT BAd 303* Human Resource Management 3______BAd 313* Organizational Theory & Behavior 3______BAd 423* Organizing/Operating a Small Business 3______BAd 443* Problems in Business 3______BAD 483* Leadership 3______

OPTION B – Specialization in ACCOUNTING (15 Credits) Acct 303* Intermediate Accounting 3______Acct 343* Government/Non Profit Accounting 3______Acct 353* Accounting Information Systems 3______Acct 423* Advanced Accounting 3______Acct 453* Auditing 3______OPTION C – Specialization in TRIBAL MANAGEMENT (15 Credits) BAd 313* Organizational Theory & Behavior 3______BAd 373* Grants Proposal Writing & Management 3______BAD 463* Tribal Planning & Administration 3______Econ 333* Economic Issues on the Reservation 3______LPol 313* Indian Law 3______OPTION D – Specialization in ENTREPRENEURSHIP (15 Credits) BAd 413* Reservation Entrepreneurial Operations 3______BAd 423* Organizing/Operating a Small Business 3______BAd 473* Marketing Research 3______BAd 483* Leadership 3______LPol 313* Indian Law 3______

5. GENERAL ELECTIVES (18 Credits) 300-level or higher 3______300-level or higher 3______300-level or higher 3______300-level or higher*** 3______300-level or higher*** 3______300-level or higher*** 3______

***9 credit hours of electives must be in the area of professional requirements such as Business, Accounting, Economics or Entrepreneurship. This includes LPoL 313 ( Indian Law). ****College Algebra is recommended for students planning to pursue a master’s degree. Total: 127 or 128 Credits Note: Bmath 153 Business Math does not fulfill the requirement of BAd 153 Applied Business Math Grades of C or better are required in all business courses

ASSOCIATE OF ARTS IN GENERAL BUSINESS

Program Learning Outcomes

Students will demonstrate the ability and skill to:

• Evaluate the core functional areas of business including: o Ability to prepare, analyze, communicate and use economic and financial information o Ability to understand the duties of a manager: planning, organizing, directing and controlling o Ability to use marketing to successfully perform in the business environment • Demonstrate well developed written and oral business communication skills • Ability to apply ethical decision models and fundamental legal concepts to business decisions

Plan of Study

USINSS DAN ASSIA F AS IN GNAL USINSS

1. CORE (27 credits) Where taken date grade Engl 103* Freshman English I 3______Engl 113* Freshman English II 3______SpCm 103 Speech Communications 3______Math 103 Elementary Algebra 3______MIS 113* Applied Information Processing 3______Econ 203* Principles of Microeconomics Humanities 3______Elective 3______Literature Elective 3______Science Elective 3______

2. LAKOTA STUDIES (9 credits) Lak 103 Lakota Language I 3______Catalog Lak 233* Lakota Language II 3______Lakota Studies Elective 3______

3. BUSINESS CORE REQUIREMENTS (27 credits) 2019

Acct 103* Principles of Accounting I 3______- Acct 203* Principles of Accounting II 3______BAd 133* Introduction to Business 3______BAd 143* Personal Finance 3______2018 BAd 243* Business Law 3______

BAd 253* Principles of Management 3______2013 Catalog - BAd 263* Principles of Marketing 3______BAd 333* Business Communications 3______Econ 213* Principles of Macroeconomics 3______2011

64 BUSINESS COURSE DESCRIPTIONS

ACCOUNTING

ACCT 103 Principles of Accounting I Prerequisite: Math 103 & MIS 113 An introduction to accounting where emphasis will be placed on the accounting cycle and double-entry accounting. 3 credits

ACCT 203 Principles of Accounting II Prerequisite: ACCT 103 An introductory course in the accounting cycle, including accounting concepts and principles used to analyze and record transactions in a business environment. The study and preparation of payroll and applicable laws and regulations will be studied. Transactions are focused on basic accounting systems, advanced accounting systems, cash and receivables. 3 credits

ACCT 303 Intermediate Accounting Prerequisite: ACCT 203 A more in depth study of accounting concepts and principles with emphasis on accounting for income statement and statement of cash flows, income measurement, balance sheet, and value of money. 3 credits

ACCT 343 Governments/Non Profit Accounting Prerequisite: ACCT 203 The Governmental and Non-Profit Accounting course is an examination of the basic accounting concepts and practices used in governmental and non-profit agencies. The student will gain a thorough understanding of the financial activities of non-profit and governmental agencies, budgetary accounting, and reporting procedures. 3 credits

ACCT 353 AIS-Accounting Information Systems Prerequisite: ACCT 203 An accounting course that provides experience with computer based application software programs. 3 credits

ACCT 393 Managerial Accounting Prerequisite: ACCT 203 This course focuses on decision-making in organizations, where the decisions involve the generation, analysis, or use of financial information. The major topics in this course include the use of accounting in making alternative choice decisions, the development and use of product cost information, and the use of accounting information for managerial planning and control. Throughout the course, a managerial viewpoint is stressed. 3 credits

ACCT 423 Advanced Accounting Prerequisites: ACCT 303 A more in depth study of accounting concepts and principles with emphasis on Investments, liabilities, income taxes, pensions and postretirement benefits, shareholders equity, accounting changes and adjustments for errors and in-depth concentration of the statement of cash flows. 3 credits

65 ACCT 453 Auditing Prerequisite: ACCT 203 A study of audit procedures including professional standards, professional ethics, legal liability, audit evidence, planning the audit, and internal controls. 3 credits

ACCT 496 Accounting Internship Prerequisite: Department Chair Approval Student will observe and experience business operations in the field of accounting, while completing a hands-on administrative/low-level managerial internship at a local business or organization of their choosing subject to the Academic Advisor approval. Students will maintain a weekly log of activities and keep a written journal describing their experiences, what they have learned and do a self-evaluation. Students will work for 180 hours in the work place. 6 credits

BUSINESS ADMINISTRATION

BAd 133 Introduction to Business Prerequisite: Engl 103 & Math 103 This course is a comprehensive, updated introduction to all key business functions: management, marketing, accounting, finance and information technology. Core topics highlighted within these functional areas include ethics and social responsibility, small business concerns, different forms of business ownership and operations of small businesses. The course is structured around the main components of a business plan from introduction to executive summary. 3 credits

BAd 143 Personal Finance Prerequisite: Engl 103 and Math 103 This course is designed to teach students how to manage their own personal budget, achieve good credit, understand various types of insurance, understand investment practices, and how to plan for retirement. 3 credits

BAd 153 Applied Business Math Prerequisite: Math 134 This course focuses on mathematics procedures and processes used in the business and financial world. It can replace Math 154, College Algebra on the business status sheet. This course may not prepare students for continuing in mathematics and Math 154 may be a better choice for students contemplating graduate school. 3 credits

BAd 243 Business Law Prerequisite: BAd 133 An introductory course of the principles of law as they apply to citizens and businesses. The course will include an understanding of the court system at the local, state and national level. Students will gain an understanding of contract law, their rights and responsibilities as citizens, utilization of financial transaction, employment and agency relationships and the understanding of the regulations governing different types of business organizations. 3 credits

66 BAd 253 Principles of Management Prerequisite: BAd 133 This course provides an in-depth exposure to the practice of management in modern business. Topics include: the management functions of planning, decision-making, organizing & staffing, communicating, motivating & leading, and evaluating & controlling; the various styles and characteristics of successful managers; and management challenges facing today’s firms. 3 credits

BAd 263 Principles of Marketing Prerequisites: BAd 133 An overview of the field of modern marketing, with detailed emphasis on: the marketing concept; strategic marketing – with environmental scanning and internal audits; social responsibility and ethics in marketing; marketing research & information systems; consumer behavior & organizational markets; products, the product life-cycle, product management, branding-packaging-labeling; the marketing of services & service quality. 3 credits

BAd 303 Human Resource Management Prerequisites: BAd 253 This course covers the principles and techniques of human resource management including legislation affecting employers today. It also covers the human resource functions of procurement, organization, development, compensation, integration, management and separation. 3 credits

BAd 313 Organizational Theory & Behavior Prerequisite: BAd 253 This course is a behavior approach to management with emphasis on the understanding, prediction, and control of human behavior in the organization setting. Topics include individual behavior, interpersonal and group behavior, environmental adaptation and organizational effectiveness. 3 credits

BAd 333 Business Communications Prerequisite: BAd 133 This course covers modern practices in the preparing, planning, writing and dictating all types of business letters and reports that are commonly required in business operations. 3 credits

BAd 343 Quantitative Business Analysis Prerequisites: SoSc 313 and BAD 153 or Math 154 This course introduces a collection of quantitative tools designed to enhance managerial decision-making process. Topics to be covered in this course include counting rules, measures of central tendency and dispersion, distributions (including normal and binomial), sampling and estimation, hypothesis testing, decision theory, forecasting, inventory control models, linear programming, project management techniques, queuing theory, and statistical quality control. 3 credits

BAd 363 Business Finance Prerequisites: Acct 203 and BAD 153 or Math 154 This course provides an introduction to business finance with an emphasis on the use of information from the three basic financial statements to do ratio analysis, financial forecasting, and calculate the degree of business leverage. In addition, working capital & cash management, short-term financing, the time value of money concept, the cost of capital, and various valuation methods are discussed. 3 credits

BAd 373 Grants Proposal Writing & Management Prerequisites: Acct 203 and BAd 253 This course provides “hands-on” instruction in developing a team to address a need, write a comprehensive Grant request proposal, and find appropriate sources of funding. Student teams will actually research, write and present a complete mock-Grant Proposal as the culminating class exercise. 3 credits

BAd 383 Business Ethics & Social Responsibility Prerequisites: BAd 253 This is a study of ethics and social responsibility as they relate to issues, conflicts, decision-making, and program development in business today. The impact of business activities on: stockholders, employees, communities, the environment, and society in general are discussed in detail. 3 credits

BAd 413 Reservation Entrepreneurial Operations Prerequisite: BAd 253 This course will provide students with knowledge on land status issues common to the area, business financing and special circumstances as they apply to the reservation, Tribal tax laws, Tribal Business Licenses, Tribal Uniform Commercial Code, and Marketing on/off the Reservation. This course is specific to businesses on the reservations. 3 credits

BAd 423 Organizing & Operating a Small Business Prerequisites: BAd 303 & BAd 363 This course identifies the key issues and requirements involved in the start-up, financing and operation of a small for-profit business. Coursework culminates in the writing and presentation of a mock-Business Plan, detailing a fictional firm of the student’s choice that is suitable for soliciting financing. 3 credits

BAd 443 Problems in Business Prerequisites: BAd 343 Important issues and problems in business today are reviewed during the first-half of the semester, students then proceed to guided independent research in an area of personal interest to them, culminating in the writing and presentation of a significant Research Paper on the selected business issue. 3 credits

BAd 453 Seminar in Strategic Management Prerequisites: Must be taken in final semester & BAd 363 This is the capstone course for graduating seniors in Business Administration, studying the role of top managers’ in developing and implementing an organization’s strategies. Extensive student participation and presentations occur in the seminar format, with the case study method used to analyze strategic theory and actual business applications. 3 credits

BAd 463 Tribal Planning & Administration Prerequisite: BAd 363 This is an applied course in the principles of management and personnel supervision, as they relate to Tribal programs. Emphasis is on: understanding and solving personnel problems, writing program objectives, defining activities to be done, effective planning, the direction & evaluation of a Tribal program, managing budgets, and studying the interrelationship between various programs and Tribal governments. 3 credits

BAd 473 Marketing Research Prerequisite: BAd 263 and BAD 153 or Math 154 Introduces students to the planning, collection, and analysis of data relevant to marketing decision making, the understanding and communication of the results. 3 credits

68 BAd 483 Leadership Prerequisite: BAd 253 and BAd 313 Taking a college course on leadership with not make you a leader, that’s not how it happens. Studying leaders and leadership will help you develop the qualities and traits that do. Students in this course will learn the traits, styles and different types of leaders. Attention will be paid to self-leadership, one on one leadership, team leadership and organizational leadership. The different skills for effective leadership will be studied. 3 credits

BAd 490/493 Senior Special Topics in Business Prerequisite: Department Chair Approval Studies in various special business topics at the senior level, courses are offered as student and/or community interest indicates and appropriate instructors are available. Course content may change from semester to semester; thus the class may be taken more than one time, when different topics are offered. Course credit offered may vary, depending upon the particular subject matter and content. credit – variable.

BAd 496 Business Internship Prerequisite: Department Chair Approval Student will observe and experience business operations in a variety of functional areas, while completing a hands-on administrative/low-level managerial internship at a local business or organization of their choosing subject to the Academic Advisor approval. Students will maintain a weekly log of activities and keep a written journal describing their experiences, what they have learned and do a self-evaluation. Students will work for 180 hours in the work place. 6 credits

ECONOMICS

Econ 203 Principles of Microeconomics Prerequisite: Math 103 This course is designed to give students an understanding of basic economic concepts, such as: supply and demand, the operation of the price mechanism, substitute goods, economic trade-offs and opportunity cost, which affect the activities of businesses and consumers in a capitalist market economy. Emphasis is also given to the Mixed Economy, and how the student becomes part of it on, or off, the reservation. 3 credits

Econ 213 Principles of Macroeconomics Prerequisite: Math 103 This course is designed to give students an introduction to the principles underlying economic processes, such as: the nature of the free enterprise system; income & consumptive spending; the money & banking systems; national output, income and the gross national product; monetary & fiscal policy; and unemployment & inflation as they relate to governmental decision-making and the national accounts. 3 credits

Econ 333 Economic Issues on Reservations Prerequisites: Econ 203 & Econ 213 This course provides an understanding of the unique dynamics of Reservation Economies that affect the lives of Native Americans. Topics include: the economic impact of treaties and their changing interpretation by government; the effect of Federal Department, Agency and Program (such as: Agriculture, BIA, HUD, WIC and Economic Empowerment Zones) activities on reservation economies, job opportunities, citizen attitudes, etc. The roles of: education, Tribal government, the relevant State government, and other reservation-specific issues will be discussed. 3 credits

69 DUAIN DAN

Dr. Shannon Amiotte, Ed.D., Dean of Education Ms. Alicia Zephier, Secretary Dr. Tamara Bauck, Ed.D., Assistant Professor Ms. Linda Olsen, M.Ed., Associate Professor Mr. Thomas Raymond, M. Ed., Associate Professor

MISSION AND VISION STATEMENTS

Teacher Preparation Vision Statement: To graduate highly qualified professional, motivated, reflective teachers who possess and practice Wolakolkiciyapi in a multicultural, changing world. The professional teacher education program views Wolakolkiciyapi as reflection and conduct of the Lakota virtues as a means of improving self and others.

Teacher Preparation Mission Statement: Graduates from our programs will be proficient as competent reflective teachers of content, theory, and application with an emphasis on Lakota Virtues (character education) while emphasizing community empowerment through reflection of traditional Lakota perspectives.

DEGREES, CERTIFICATIONS & ENDORSEMENTS

ASSOCIATE OF ARTS DEGREE IN EARLY CHILDHOOD: This degree prepares individuals to work as paraprofessionals with infants and young children from birth to 5 years of age in early childhood and preschool settings. This degree tracks into the B.A. in Early Childhood degree.

Learning Outcomes: P1.LO1: Candidates demonstrate Lakota cultural values in all learning contexts. P1.LO2: Candidates recognize the diverse influences impacting the development and learning of young children and effectively utilize strategies to enhance the learning potential of all children. P1.LO3: Candidates recognize the importance of co-curricular activities, involving respectful family and community relationships, to enhance the learning potential of young children. P1.LO4: Candidates will engage in reflective activities to gain an understanding of developmentally appropriate practices in educating young children.

BACHELOR OF ARTS IN EARLY CHILDHOOD EDUCATION: This degree was developed based

EDUCATION DEPARTMENT EDUCATION on the National Association for the Education of Young Children (NAEYC) initial licensure standards for teacher preparation programs. This degree is a Birth to Preschool Early Childhood degree. There is a Professional Development option for those who may choose to seek state certification that requires additional coursework and passing scores on the required Praxis Series licensure exams examination prior to student teaching and to meet graduation and licensure requirements. Students pursuing this degree must meet the entrance requirements of the Teacher Preparation Program.

Learning Outcomes: P2.LO1: Candidates demonstrate Lakota cultural values in all learning contexts. P2.LO2: Candidates recognize the diverse influences impacting the development and learning of young children and effectively utilize strategies to enhance the learning potential of all children.

P2.LO3: Candidates demonstrate proficiency integrating solid content knowledge and sound pedagogical understandings to design and implement academic and co-curricular experiences that include families and communities to promote positive development and learning for young children. P2.LO4.1: Candidates demonstrate understanding of the goals, benefits, and uses of effective assessment strategies to positively impact the learning and development of young children. P2.LO4.2: Candidates engage in continuous, reflective learning, following ethical guidelines to make informed decisions to advocate for young children and their families.

ASSOCIATE OF ARTS DEGREE IN ELEMENTARY EDUCATION: This degree prepares individuals to work as paraprofessionals in K-12 educational settings. This degree tracks into the B.S. in K-8 Elementary Education.

Learning Outcomes: P3.LO1: Candidates demonstrate Lakota cultural values in all learning contexts. P3.LO2: Candidates utilize developmental concepts and theories to construct learning opportunities that support the individualities of children and young adolescents. P3.LO3: Candidates demonstrate proficiency in content area concepts when planning academic and co- curricular learning activities, projects, and explorations for students, families and communities that augment learning experiences. P3.LO4: Candidates engage in reflective practices to develop an understanding of best practices for teaching and learning.

BACHELOR OF SCIENCE DEGREE IN K-8 ELEMENTARY EDUCATION: Successful completion of this degree prepares the student to teach grades K-8 with Middle Level endorsements. This program is aligned to the Interstate New Teacher Assessment and Support Consortium (InTASC) standards adopted by the South Dakota Board of Education as the South Dakota Teacher Competencies. Candidates need to meet entrance requirements and pass the required Praxis Series exam to be admitted to the Teacher Preparation Program. Candidates also need a passing score on the required Praxis Series pedagogy examination prior to student teaching and to meet graduation and licensure requirements.

Learning Outcomes: P4.LO1: Candidates demonstrate Lakota cultural values in all learning contexts. P4.LO2: Candidates utilize developmental concepts and theories to construct learning opportunities that support the individualities of children and young adolescents. P4.LO3.1: Candidates demonstrate proficiency in content area concepts when planning academic and co- curricular learning activities, projects, and explorations for students, families and communities that augment learning experiences. P4.LO3.2: Candidates develop and implement instructional units that demonstrate sound pedagogical practices to foster active engagement in learning, critical thinking, and problem solving for K-8 students. P4.LO4.1: Candidates utilize formal and informal assessment strategies to monitor and plan for instruction that will promote continuous growth and learning for K-8 students. P4.LO4.2: Candidates engage in continual reflective practices connecting educational research and the impact of their professional decisions on students and families.

BACHELOR OF SCIENCE DEGREE IN K-12 LAKOTA STUDIES: This degree, in cooperation with the Lakota Studies Department, gives graduates the South Dakota Indian Studies credential which allows them to teach Lakota Studies and related subjects in K-12 Education. This program is aligned with the Interstate New Teacher Assessment and Support Consortium (InTASC) standards adopted by the South Dakota Board of Education as the South Dakota Teacher Competencies. Candidates need to meet entrance requirements and pass the required Praxis Series exam to be admitted to the Teacher Preparation Program.

Candidates also need to pass the required Praxis Series pedagogy exam prior to student teaching and to meet graduation and licensure requirements.

Learning Outcomes: P5.LO1: Candidates demonstrate Lakota cultural values in all learning contexts, and demonstrate proficiency in the acquisition, understanding, and use of the Lakota language. P5.LO2: Candidates utilize developmental concepts and theories to construct learning opportunities that support the individualities of K-12 students. P5.LO3: Candidates exercise their understanding of Lakota history, culture, and psychology combined with sound pedagogical practices when developing and implementing instructional units in order to engage and motivate K-12 Lakota students, and their families and communities, in academic and co-curricular activities. P5.LO4.1: Candidates utilize culturally relevant authentic assessments to evaluate student learning and achievement. P5.LO4.2: Candidates engage in continual reflective practice to connect culture, language, and content in meaningful ways to develop cultural competence.

BACHELOR OF PHYSICAL SCIENCE DEGREE: This degree offered in conjunction with the Mathematics and Science Department leads to a Bachelor of Science Degree in Secondary Education. Students are offered a strong background in Mathematics, Physics, Earth Science, and Chemistry. The program is aligned with the Interstate New Teacher Assessment and Support Consortium (InTASC) standards that were adopted by the South Dakota Board of Education as the South Dakota Teacher Competencies. Candidates need to meet entrance requirements and pass the required Praxis Series content exams relevant to this degree to be admitted to the Teacher Preparation Program. Candidates also need to pass the required Praxis Series pedagogy exam prior to student teaching and to meet graduation and licensure requirements.

Learning Outcomes: P6.LO1: Candidates demonstrate Lakota cultural values in all learning contexts. P6.LO2: Candidates develop learning activities and explorations that convey the important concepts, ideas and principles of contemporary science to secondary students. P6.LO3: Candidates engage a variety of strategies and methodologies when developing instructional units that engage students in scientific and technological processes while maintaining a safe and supportive learning environment. P6.LO4.1: Candidates develop effective assessment strategies and utilize the results to guide and modify instruction. P6.LO4.2: Candidates demonstrate ethical practices as they involve students in scientific studies related to locally important issues and effectively collaborate with community agencies in co-curricular scientific explorations.

EXCEPTIONAL EDUCATION PREPARATION PROGRAM IN K-12: This preparation program requires South Dakota teacher certification and one year of general classroom teaching experience or special education paraprofessional experience, or special education certification and one year of special education teaching experience. Coursework is offered at both the undergraduate and graduate levels. The program is aligned to the Council for Exceptional Children (CEC) standards. Candidates complete required coursework, complete a special education practicum and must pass the Praxis Series special education exam required for licensure.

72 Learning Outcomes: P7.LO1: Candidates demonstrate Lakota cultural values in all learning contexts. P7.LO2.1: Candidates demonstrate understanding of special education principles, theories, laws and policies conjoin with diverse human issues to impact the delivery of special education services. P7.LO2.2: Candidates distinguish the similarities and difference in human development and the characteristics of K-12 students with special learning needs in order to provide individualized instruction that is meaningful for the student. P7.LO3: Candidates utilize evidence-based instructional strategies to modify learning environments and curricula to enhance learning experiences, promote positive self-esteem, build life skills, and engage students in critical thinking and problem-solving activities. P7.LO4.1: Candidates develop long-range individualized education plans that are translated into shorter- range goals and objectives based on an individual’s abilities and needs, and modified based on assessment of the individual’s learning progress. P7.LO4.2: Candidates demonstrate ethical practices and effectively collaborate in co-curricular activities with families, other educators, related service providers, and community agencies to advocate for the learning and well-being of individuals with special educational needs.

K-12 INDIAN STUDIES ENDORSEMENT: The program is available for teacher candidates and certified teachers who wish to add the South Dakota Indian Studies endorsement to their certification. Completion of this program allows those attaining such to teach related subjects in a K-12 setting. No Praxis Series content exam is required to validate this endorsement; however, relevant coursework is required.

RECERTIFICATION CREDITS AND EDUCATION ENDORSEMENTS: Oglala Lakota College offers a variety of coursework that may be utilized for teacher licensure renewal and/or that may lead to additional teaching authorizations. Individuals who wish to expand the content or age range span of their teacher licensure are encouraged to contact the Education Department to discuss their professional development options.

STATE CERTIFICATION REQUIREMENTS All applicants for South Dakota Teacher Certification must submit verification of passing scores on the Praxis Series examinations for each content area of authorization and for the pedagogy examination that matches the applicant’s preparation. In addition, applicants must submit verification of suicide awareness and prevention training. For additional information visit the Educational Testing Service (ETS) website at http://www.ets.org.praxis. For more information regarding South Dakota Teacher Certification visit the South Dakota Department of Education (SDDOE) website http://www.doe.sd.gov/certification/. Further information about suicide awareness and prevention training information is available at http://www.doe.sd.gov/SuicidePrevention.

EDUCATION DEPARTMENT FOUR DIRECTIONAL MODEL

Wiohpiyata (West): General Education Admission / Entrance Requirements

Wiyopheyata, the cardinal direction of west, is represented by the color black. The cycle begins in the west and continues clockwise. This direction is also known as the Wakinyan Oyate, meaning Thunder Nation who teach us that we must be courageous to overcome obstacles and difficulties in life (Moves Camp and Two Dogs, et. al., 2003). Prospective candidates are required to demonstrate Wowacin Tanka meaning fortitude, Wohitika meaning courage and bravery, as well as Woksape meaning wisdom. Entering candidates must endure and balance day-to-day obstacles of a family, geographical location, financial, and personal responsibilities. The completion of the necessary core requirements for entrance into the teacher preparation program requires fortitude, courage and wisdom. Therefore, this is the starting point and the first stage of a student’s educational journey to becoming a “Teacher Candidate”, and ultimately, a teacher.

While Oglala Lakota College pursues an open door policy in which all qualified students will be admitted without regard to race, religion, origin or political belief, students must apply for and meet degree specific entrance requirements for their declared major. For this reason, students who have declared a bachelors degree in education enter a stage of “Pre-Candidacy” as they complete their general education requirements and work towards meeting the entrance requirements for early childhood, elementary and secondary teacher licensure programs.

Teacher Preparation Program Pre-Candidacy Requirements:

• Meet the general admission criteria for Oglala Lakota College; • Attend an Education Department specific orientation; • Complete general education core and Lakota studies requirements with a 3.0 GPA (grade point average) or higher; • Participate in a Praxis subject area assessment orientation and preparation session; and • Achieve a qualifying score on the required Praxis content examination.

Notes: Prospective candidates pursuing the Birth to Preschool Early Childhood Degree may “opt out” of taking Praxis Series exams. At such time an early childhood education major chooses to complete the Professional Development option of the program, he or she will need to achieve a qualifying score on the required Praxis content examination prior to student teaching. Prospective candidates pursuing the Secondary Physical Science Degree will need to complete the math and science professional requirements prior to taking the secondary Praxis content exams. Physical science majors interested in earning full acceptance into the teacher preparation program sooner should contact the Education Department to inquire about taking an optional Praxis content exam.

Teacher Preparation Program Admission Protocol:

Students must apply for acceptance into the education program upon completion of an Associates of Arts Degree, completion of ED 283 Foundations of Education or ECH 203 Introduction to Early Childhood Education, or upon transfer into the OLC teacher preparation program. Applicants to the teacher preparation program must complete and submitting the following:

• Letter of Intent addressed to the Dean of Education requesting admittance to the program; • Application for admission into the teacher training program (application form included in Education Department Handbook); • Three letters of recommendation from school administrators, teachers, parents and/or community members other than immediate family(form included in Education Department Handbook); • Unofficial transcripts, current status sheet and individual plan of study for program completion; • A typed essay “Who I Am and Why I Want To Be a Teacher (guidelines included in Education Department Handbook); • Verification of having taken or being registered for the required Praxis exam, or a signed Praxis “Opt-Out” form for early childhood majors; and • Verification of initiation of background check and drug testing process.

Upon receipt of a complete application file, prospective teacher candidates will be scheduled for an entrance interview. Prospective candidates will be asked to bring their Professional InTASC (ED 283 / ECH 203) Portfolio with them to their scheduled interview.

Teacher Preparation Entrance Requirements for Secondary, Elementary, Early Childhood and K- 12 Lakota Studies Majors:

• Prerequisite Requirements: To be eligible for acceptance into the teacher preparation program, applications must have: o An overall GPA of 3.0 or higher (Effective 2016-2017 increased from 2.8 GPA); o Earn a grade of “B” or better in all professional required courses. (Effective 2016-2017 increased from “C” or better. Note: This requirement applies to all candidates who will student teach Fall 2019 or later.) o Achieved a qualifying score on the required content area Praxis exam for their program of study (Effective 2012-2013 moved from an entrance into student teaching requirement to an acceptance into the teacher preparation program requirement); and o Cleared tribal, state and federal background checks (Effective 2016-2017 all three background checks are required instead of clearing any background check) and drug testing requirements (Effective 2014-2015) for eligibility to work in an educational setting with children and attain state teacher licensure.

Prospective candidates who fail to meet the GPA and/or Praxis requirement will be allowed to finish their Associate of Arts degree in Elementary or Early Childhood Education if they have not already done so. Prospective bachelor degree candidates who choose to continue working towards meeting GPA and/or Praxis requirements may request conditional acceptance for one semester to meet the conditions however, will not be allowed to take any education courses beyond the professional core.

Prospective candidates who fail the background check and are ineligible to work in an educational setting with children and attain state teacher licensure will be administratively withdrawn from their declared education degree program and will not be allowed to enroll in any further education coursework. If beyond the 100% withdraw deadline, these students will be allowed to finish the courses they are currently enrolled in (with the exception of courses including field-based experiences), if they so choose, before declaring a change of degree program.

Prospective candidates who are eligible for state teacher licensure but have questionable activity on their background checks that may hinder placement for field-based experiences or cause them difficulty in job seeking will be advised of such.

Prospective candidates who do not pass drug testing requirements will be referred to student support services and will not be allowed to enroll in any further education coursework until proof of a clean drug screening is submitted. If beyond the 100% withdraw deadline, these students will be allowed to finish the courses they are currently enrolled in (with the exception of courses including field-based experiences), if they so choose. Students who have not submitted proof of a clean drug screening within one semester will be administratively withdrawn from their declared education degree program.

Prospective candidates who are denied or dismissed from three field-based placements based on the cooperating school or early childhood center decision, for the early childhood internship or sophomore experience, will be administratively withdrawn from their declared education degree program and will not be allowed to enroll in any further education coursework. If beyond the 100% withdraw deadline, these students will be allowed to finish the courses they are currently enrolled in (with the exception of courses including field-based experiences), if they so choose. Prospective candidates who are unable to complete the required field-based experience will be advised into another degree program.

• Entrance Requirements: Upon meeting the prerequisite conditions, applicants must meet the following entrance requirements for admission into the teacher preparation program: A rating of

75 3.0 or higher on a 5-point scale on the (See the Education Department Handbook for rating scale criteria): o Application to the teacher preparation program; o Three letters of recommendation; o Writing samples (including the letter of intent, personal essay, and impromptu writing sample); o Entrance interview; and o Professional portfolio. Prospective bachelor degree candidates who meet most, but not all, teacher preparation program entrance requirements may request conditional acceptance for one semester to meet full requirements; however, will not be allowed to take any courses beyond the professional core (form included in Education Department Handbook).

All prospective candidates, including those who are not planning to begin a bachelor degree program right away, must submit an application for acceptance to the program. To be eligible for bachelor degree program deferral, candidates must meet full acceptance requirements unless acceptance and good standing in another teacher preparation program has been verified (form included in Education Department Handbook).

Exit Requirements for Associate of Arts Degree: Prospective teacher candidates graduating with an associate of arts degree in education must have:

• Met with the Dean of Education for advising the semester prior to program completion/ graduation. • Completed and submitted their AA level Professional InTASC Portfolio for department review. • Completed required coursework according to degree status sheet. • A cumulative GPA of 2.0 or better, as per OLC policy. (Note: This does not meet the minimum 3.0 GPA requirement for acceptance into the teacher preparation program.) • Completed AA level Early Childhood Core or AA level elementary education Professional Core Requirements with a “B” or above, if working towards a bachelor degree program in education. • Completed an exit interview.

Waziyata (North): Professional Core Requirements

Waziyata, the cardinal direction of North, is represented by the color red. This direction is also known as the Tatanka Oyate, meaning Buffalo Nation who brings us the laws, beliefs, and teachings. These teachings provide the basis for Lakota identity and importance of living a good, productive life (Bear Shield, et. al., 2000). Within the profession, candidates need a solid theoretical base for understanding of laws, beliefs, and teachings - to become proficient within their field of study. Candidates are required to demonstrate Wowacin Tanka, meaning patience and fortitude as well as Woonspe, meaning lessons during this stage.

Teacher Preparation Program Advisory Review: In order to maintain candidacy status in the Teacher Preparation Program candidates must:

• Complete professional core requirements with a GPA of 3.0 or better. (Note: This requirement applies to all candidates who will student teach Fall 2019 or later. Current candidates who have been accepted into the teacher preparation program and will complete their program of study prior to the start of the 2019-2020 academic year may meet the previous 2.8 GPA requirement.) • Earn a grade of “B” or better in all professional required courses. (Note: This requirement applies to all candidates who will student teach Fall 2019 or later. Current candidates who have been accepted into the teacher preparation program and will complete their program of study prior to the

start of the 2019-2020 academic year may have a “C” in a professional course so long as their overall GPA meets the minimum 2.8 GPA requirement.) • Pass the appropriate Praxis Series content examination if they were admitted provisionally or prior to the requirement being set for acceptance into the program. (Note: Attainment of a qualifying score on the required Praxis Series content knowledge exam is required for acceptance into student teaching.)

In addition, candidates are expected to: • Maintain an up-to-date professional portfolio by including artifacts and artifact reflections upon completion of each course. Participate in InTASC Portfolio development workshops. Submit portfolio for periodic education faculty advisor review. • Attend and participate in Education Department advising as scheduled. • Participate in Praxis Series orientation and preparation sessions. • Attend and participate in OLC sponsored co-curricular cultural events. • Meet with the Dean of Education for advising, if planning to Stop-Out (form included in Education Department Handbook).

Note: Candidates pursuing the Birth to Preschool Early Childhood Degree who have a signed “Praxis Opt- Out” form on file are exempt from the Praxis requirement until such time they choose to extend their professional development and pursue state certification.

Special Education Teacher Preparation Program Admission Protocol (For Certified Teachers):

Application to the special education teacher preparation program is required. Certified teachers seeking the special education endorsement must complete and submit the following:

• The general admission criteria for Oglala Lakota College; • A professional letter of intent written to the Dean of Education addressing the reasons why they should be accepted into OLC's Special Education Program, their academic intent once selected as a student, and their professional intentions after receiving special education certification; • Application for admission into the teacher training program (application form included in Education Department Handbook); • Three letters of recommendation from school administrators, teachers, parents and/or community members other than immediate family members(reference form included in Education Department Handbook); • Unofficial transcripts and a copy of State teacher licensure; • Verification of passing required background checks and drug testing.

Effective July 1, 2017 the SD DOE allows general education teachers an alternative pathway to receive the special education endorsement. Information regarding alternative certification in special education is available at http://www.doe.sd.gov/certification/. Certified teachers seeking the special education alternative endorsement will also be required to submit their District’s Intent to Employ form.

Wiyohinyanpata (East): Professional Requirements

Wiyohinyanpata, the cardinal direction East, is represented by the color yellow. This direction is also known as the Hehaka Oyate, or Elk Nation who possess Woksape, meaning wisdom encompassing survival skills, a sense of destiny, and vision for the future. These teachings are to be modeled by Ikce Wicasa, meaning the common man (Bear Shield, et al, 2000). This is the third stage fulfilling the professional requirements where candidates depend upon survival skills, which includes the constructs of appropriate

vision for self, the educational community of learners and the community; then begin to demonstrate professional wisdom within their profession.

Teacher Preparation Program Advisory Review: In order to maintain candidacy status in the Teacher Preparation Program candidates must:

• Acceptance to the Teacher Preparation Program to take all ED, ECH and SCED 400-level methods courses and Seminar for Student Teaching. • Complete professional requirements with a GPA of 3.0 or better. (Note: This requirement applies to all candidates who will student teach Fall 2019 or later. Current candidates who have been accepted into the teacher preparation program and will complete their program of study prior to the start of the 2019-2020 academic year may meet the previous 2.8 GPA requirement.) • Earn a grade of “B” or better in all professional required courses. (Note: This requirement applies to all candidates who will student teach Fall 2019 or later. Current candidates who have been accepted into the teacher preparation program and will complete their program of study prior to the start of the 2019-2020 academic year may have a “C” in a professional course so long as their overall GPA meets the minimum 2.8 GPA requirement.) • Pass the appropriate Praxis pedagogy examination. (Note: Attainment of a qualifying score on the required Praxis Series pedagogy exam is required for acceptance into student teaching.)

In addition, candidates are expected to: • Maintain an up-to-date professional portfolio by including artifacts and artifact reflections upon completion of each course. Participate in InTASC Portfolio development workshops. Submit portfolio for periodic review. • Attend and participate in Education Department advising as scheduled. • Participate in Praxis Series orientation and preparation sessions. • Attend and participate in OLC sponsored co-curricular cultural events. • Meet with the Dean of Education for advising, if planning to Stop-Out (form included in Education Department Handbook).

Admission to Practicum/Student Teaching Requirements for all Programs: Application to student teach and/or enter into practicum experiences is required.

• Prerequisite Requirements: To be eligible for acceptance into student teaching or practicum experiences, applicants must have: o A cumulative GPA of 3.0 or better. (Note: This requirement applies to all candidates who will student teach Fall 2019 or later. Current candidates who have been accepted into the teacher preparation program and will complete their program of study prior to the start of the 2019-2020 academic year may meet the previous 2.8 GPA requirement.) o A grade of “B” or better in all professional and professional core coursework. (Note: This requirement applies to all candidates who will student teach Fall 2019 or later. Current candidates who have been accepted into the teacher preparation program and will complete their program of study prior to the start of the 2019-2020 academic year may have a “C” in a professional course so long as their overall GPA meets the minimum 2.8 GPA requirement.) o Passing scores on required Praxis Series content and pedagogy examinations for program certification area(s). (Note: Candidates pursuing the Birth to Preschool Early Childhood

78 Degree who have a signed “Praxis Opt-Out” form on file are exempt from the Praxis requirement unless they have chosen to extend their professional development and pursue state certification.) o Completed all or most methods courses. (Note: No more than one additional class may be taken during student teaching, without approval of the Dean of Education.)

• Admission to Practicum/Student Teaching Protocol: Candidates must apply for acceptance into student teaching or practicum experiences one semester prior to their planned internship. Candidates must complete and submit the following: o A letter to the Dean of Education requesting acceptance into the student teaching or practicum experience; o Three (3) letters of support from teachers or administrators in the professional area of the desired levels and/or content areas of the internship; o Application for admission into student teaching or practicum experience (application form included in Education Department Handbook); and o Professional portfolio for review. Upon receipt of a complete application file, a thorough review will be conducted to ensure eligibility for student teaching.

Upon approval, student teaching / practicum experience arrangements will be made and a placement meeting will scheduled. Candidates must complete and pass the cooperating school’s required background check and/or drug test prior to being placed in a classroom. In addition, candidates may be required to submit an application with the district. The cost of the background check and/or drug test required by the school is the responsibility of the candidate unless it is a policy of the district to cover these costs.

To be eligible for practicum/student teaching deferral, candidates must meet student teaching acceptance requirements (form included in Education Department Handbook).

• Recommendations o Candidates pursuing the Birth to Preschool Early Childhood Degree should complete the Early Childhood Practicum during their senior year. o For all other degree programs: It is recommended that Student Teaching be undertaken in the fall semester of the candidate’s senior year.

Itokagata (South) – Practicum/Student Teaching/Internship/Field Experience Induction:

Itokagata, the direction South, is represented by the color white. This direction is also known as the Wamakaskan Sitomni, or the Animal Nation. The Animal Nation teaches us how to live and work together living in harmony with Unci Maka (Grandmother Earth). These teachings provide the basis for preparing our journey back realizing our origins and creation as well as appreciations (Moves Camp and Two Dogs, et al, 2003). This is the fourth stage of the educational journey where the candidate will complete their internship and/or infield experiences. This stage also marks their 1st year within the profession. Candidates are required to demonstrate Wacante Ognaka meaning compassion and generosity. Effective Educational Leaders demonstrate compassion and generosity through the delivery and giving their knowledge, skills and ability to the educational community and local community.

Student Teaching: Student teaching is a 16-week, full-time experience during which time candidates must demonstrate competency, under the direction and supervision of qualified personnel, in the job responsibilities required by their chosen program. Guidelines for student teaching are outlined in the

Student Teaching Handbook. Practicum Experiences: Practicums are field-based, classroom experiences during which time candidates demonstrate competency, under the direction and supervision of qualified personnel, in the job responsibilities required by their chosen program. Guidelines for practicum experiences are outlined in course syllabi and in the Student Teaching Handbook.

Teacher Preparation Program Exit: In order to be eligible for graduation with a bachelor’s degree in education, Teacher Preparation Program candidates must have:

• Met with the Dean of Education for advising the semester prior to program completion / graduation. • Completed and submitted the Professional InTASC Portfolio for department review. • Completed and submitted the Impact on Student Learning Project for department review. • Completed of required coursework according to degree status sheet. • A cumulative GPA of 3.0 or better. (Note: This requirement applies to all candidates who will complete their program of study during the 2019-2020 academic year or later. Current candidates who have been accepted into the teacher preparation program and will complete their program of study prior to the start of the 2019-2020 academic year may meet the previous 2.8 GPA requirement.) • A grade of “B” or better in practicum or student teaching. (Note: This requirement applies to all candidates who will complete their program of study during the 2019-2020 academic year or later. Current candidates who have been accepted into the teacher preparation program and will complete their program of study prior to the start of the 2019-2020 academic year may have a “C” in a student teaching so long as their overall GPA meets the minimum 2.8 GPA requirement.) • Verification of qualifying scores on the Praxis Series content and pedagogy exams in desired certification area(s). (Note: Candidates pursuing the Birth to Preschool Early Childhood Degree must have a signed “Praxis Op-Out” form on file to be exempt from this requirement.) • Completed an Exit Interview. • A GPA that meets or exceeds the South Dakota State Requirements for GPA.

Note: It is the responsibility of the student to initiate and complete application for certification with the South Dakota Department of Education. Effective July 1, 2017 all candidates applying for certification must provide proof of one hour of suicide prevention training (SDCL § 13-42).

EDUCATION DEPARTMENT PROGRAM STANDARDS

The Oglala Lakota College education courses are aligned to the following teacher preparation standards: SD Department of Education Administrative Rule 24:53:04:06 (SD DOE), the Interstate New Teacher Assessment and Support Consortium (InTASC) Model Standards for Beginning Teacher Licensing and Development, the Association for Childhood Education International (ACEI) Standards for Elementary Education, the National Association for the Education of Young Children (NAEYC) Standards, the National Science Teachers Association (NSTA) Standards and the Council for Exceptional Children (CEC) Standards.

EDUCATION DEPARTMENT COURSE ROTATION SCHEDULE

81 Education Department Ideal Plan of Study for Bachelor Degree Programs

DUAIN DAN ASSIA F AS DG IN AL ILDD

I. CORE REQUIREMENTS (24 CREDIT HOURS) where taken date grade SpCm 103 Speech Communication 3______Engl 103* Freshman English I 3______Engl 113* Freshman English II 3______Humanities Elective 3______Math 103* Elementary Algebra (Or Higher) 3______Psy 103* General Psychology 3______Bio 103 Human Biology (Or Higher) 3______MIS 113 Applied Information Processing 3______II. LAKOTA STUDIES (9 CREDIT HOURS) Lak 103 Lakota Language I 3______

Lsoc 103 Lakota Culture 3______Catalog Lakota Elective ______3______III. EARLY CHILDHOOD CORE (27 CREDIT HOURS) NOTE: This degree tracks into the B.A. Program. 2019

ED 213* Child and Adolescent Development 3______- ECH 203 Introduction to Early Childhood Education 3 ______ED 303E* Indian Studies for Education 3______

ECH 213 Planning & Administrating ECH Programs 3______2018 ECH 223 Materials & Techniques I for Infant/Toddler/Pre-K 3______ECH 233* Curriculum for Self-Awareness & Ind. Dev. 3______ECH 253* Parental, Staff and Community Involvement in ECH 3______EXED 313 Intro. to Ex. Ed./Characteristics & Etiology 3______ECH 243* Early Childhood Specialty Internship 3______

Total = 60 Credit Hours

Note: A GPA of 3.0 or higher must be maintained and all early childhood core courses must be passed with a “B” or better. This A.A. degree tracks into the B.A. Degree in Early Childhood Education, which is a Birth to Preschool degree. Only early childhood students who choose to pursue the Professional Development option leading to state certification must pass the required Praxis Series content exam for admittance into the teacher preparation program.

83 DUAIN DAN AL F AS DG IN AL ILDD DUAIN

I. CORE REQUIREMENTS (27 CREDIT HOURS) where date grade

SpCm 103 Speech Communication 3 ______Engl 103* Freshman English I 3 ______Engl 113* Freshman English II 3 ______Humanities Elective 3 ______Math 103* Elementary Algebra (Or Higher) 3 ______Psy 103* General Psychology 3 ______Bio 103 Human Biology (Or Higher) 3 ______MIS 113 Applied Information Processing 3 ______Lit 203* Introduction to Literature 3 ______

II. LAKOTA STUDIES (15 CREDIT HOURS)

Lak 103 Lakota Language I 3 ______Lak 233* Lakota Language II 3 ______LSoc 103 Lakota Culture 3 ______Lakota Elective ______3 ______Lakota Elective ______3 ______

III. EARLY CHILDHOOD CORE (57 CREDIT HOURS)

ED 213* Child and Adolescent Development 3 ______2019 Catalog

ECH 203 Introduction to Early Childhood Education 3 ______- ED 303E* Indian Studies for Education 3 ______ECH 213 Planning & Administrating ECH Programs 3 ______ECH 223 Materials &Techniques I for Infant/Toddler/Pre-K 3 ______ECH 233* Curriculum for Self-Awareness & Ind. Dev. 3 ______ECH 253* Parental, Staff and Community Involvement 3 ______2018 EXED313 Intro. to Ex. Ed./Characteristics & Etiology 3 ______ECH 243* Early Childhood Specialty Internship 3______ECH 323* Materials & Techniques II for Infant/Toddler/Pre-K 3 ______ECH 363* Family Literacy 3 ______ECH 383* Methods of Assessing Young Children 3 ______ED 463 Human Relations 3 ______EDECH 413* Methods of Teaching ECH/Elem. Reading 3______EDECH 423* Methods of Teaching ECH/Elementary Math 3______EDLK 473* Student Teaching Seminar 3 ______ECH 496 Practicum in Early Childhood Education 6 ______ECH/ED/EDECH Elective______3______

84 IV. EARLY CHILDHOOD BIRTH TO PRESCHOOL PROFESSIONAL REQUIREMENTS (21 CREDIT HOURS)

where date grade ECH 403* Social-Emotional Growth & Socialization 3______ECH 413* Group Care 3______ECH 423* Early Learning and Development 3______EDECH 403* Methods of Music & Art for ECH/Elem.Tchrs 3______EDECH 433* Methods of Teaching ECH/Elementary Science 3______EDECH 453* Methods of Tching. ECH/Elem. Social Studies 3______EDECH 463* Methods of Health & Physical Education 3______

Note: A GPA of 3.0 or higher must be maintained and all early childhood core courses must be passed with a “B” or better. Students pursuing this Birth to Preschool Early Childhood degree may “opt out” of taking Praxis Series exams.

Birth to Preschool Degree Total 120 credit hours

PROFESSIONAL DEVELOPMENT OPTION (15 CREDIT HOURS) This option is available for students who choose to extend their professional development and pursue state certification. Students must take additional coursework, achieve passing scores on required Praxis Series exams, and complete the application process with the state

before they will be eligible for certification. 2019 Catalog - where date grade ED 443* Methods of Teaching Language Arts 3______ED 483* Technology for Teachers 3______EDLK 489* Student Teaching 9______2018 Note: A GPA of 3.0 or higher must be maintained and all professional development Courses must be passed with a “B” or better. Students pursuing this Professional Development option leading to state certification are also required to achieve passing scores on the required Praxis Series exams. Professional Development Total 15 credit hours

85 DUAIN DAN ASSIA F AS DG IN LNA DUAIN

1. GENERAL EDUCATION REQUIREMENTS (28 credit hours) Where Date Grade SpCm 103 Speech Communication 3______Engl 103* Freshman English I 3 Engl 113* Freshman English II 3______Math 134* Intermediate Algebra (Or Higher) 4______Psy 103* General Psychology 3______Bio 103 Human Biology (Or Higher) 3______Humanities Elective 3______MIS 113 Applied Information Processing 3______Lit 203* Introduction to Literature 3 ______

2. LAKOTA STUDIES REQUIREMENTS (9 credit hours) Lak 103 Lakota Language I 3______Lak 233* Lakota Language II 3______Lakota Elective______3______

Math 244* Math for Elementary Teachers II 4______2019 Catalog

Sci 204* Integrated Science for Elementary Teachers I 4______- Sci 214* Integrated Science for Elementary Teachers II 4______

4. AA LEVEL ELEMENTARY EDUCATION REQUIREMENTS (12 credit hours) ED 283* Foundations of Education w/soph. exp. 3______ED 213* Child and Adolescent Development 3______2018 ED 303* Children’s Literature 3______EXED 313 Intro. To Ex. Ed./Characteristics & Etilogy 3 ______

TOTAL = 77 CREDIT HOURS

Note: This degree tracks into the B.S. Degree in Elementary Education with the conditions that follow. A GPA of 3.0 or higher must be maintained and all Professional Core Requirements must be passed with a “B” or better. In addition, candidates must pass the Praxis Series content area exam for admittance into the Teacher Preparation Program. One or more of the Degree Specific Core Requirements may be waived if a student has achieved the qualifying score for the content area on the State designated Praxis Series content area exam.

86 DUAIN DAN AL F SIN DG IN LNA DUAIN

1. GENERAL EDUCATION CORE REQUIREMENTS (28 credit hours) Where Date Grade SpCm 103 Speech Communication 3______Engl 103* Freshman English I 3______Engl 113* Freshman English II 3______Math 134* Intermediate Algebra (Or Higher) 4______Psy 103* General Psychology 3______Bio 103 Human Biology (Or Higher) 3______Humanities Elective 3______MIS 113 Applied Information Processing 3______Lit 203* Introduction to Literature 3______

2. LAKOTA STUDIES REQUIREMENTS (15 credit hours) Lak 103 Lakota Language I 3______Lak 233* Lakota Language II 3______LSoc 103 Lakota Culture 3______Lakota Elective______3______Lakota Elective______3______

3. DEGREE SPECIFIC CORE REQUIREMENTS (28 credit hours) HISA 363* American History 3______Pols 203* American Government 3______Geog 213* World Geography 3______Engl Elective 3______Math 234* Math for Elementary Teachers I 4______Math 244* Math for Elementary Teachers II 4______Sci 204* Integrated Science for Elementary Teachers I 4______2019 Catalog Sci 214* Integrated Science for Elementary Teachers II 4______-

4. PROFESSIONAL CORE REQUIREMENTS (41 credit hours) ED 283* Foundations of Education w/soph. exp. 3______ED 213* Child and Adolescent Development 3______ED 303* Children’s Literature 3______2018 EXED 313 Intro. To Ex. Ed./Characteristics & Etilogy 3 ______ED 303E* Indian Studies for Education 3 ______ED 313* Educational Psychology 3______ED 323* Adolescent Psychology and Curriculum Concepts 3______ED 483* Technology for Teachers (Optional Elective) 3 ______

5. PROFESSIONAL REQUIREMENTS (31-34 credit hours) EDECH 402* Methods of Music and Art for ECH/Elem.Tchrs. 3______EDECH 413* Methods of Teaching ECH/Elem. Reading 3 ______EDECH 423* Methods of Teaching ECH/Elem. Math 3______EDECH 433* Methods of Teaching ECH/Elementary Science 3______ED443* Methods of Teaching Language Arts 3______EDECH 453* Methods of Teaching ECH/Elem Social Studies 3______EDECH 462* Methods of Health & Physical Education 3______ED 463 Human Relations (Optional based on SD DOE Rule) 3______EDLK 473* Seminar for Student Teaching 3______EDLK 489* Student Teaching 9______TOTAL = 123-129 CREDIT HOURS *120 Credit Hours Minimum

87 Note: Application to the BS Degree in K-8 Elementary Education is required. Admittance requirements must be met and students must be accepted into the program to advance beyond the Professional Core Requirements. A GPA of 3.0 or higher must be maintained and all professional and professional core requirements must be completed with a “B” or better. Application to Student Teaching is required and candidates must meet Student Teaching admission requirements. Students must pass the required State designated Praxis Series content and pedagogy area exams to be eligible for graduation and state licensure. One or more of the Degree Specific Core Requirements may be waived if a student has achieved the qualifying score for the content area on the State designated Praxis Series content area exam.

Candidates completing the K-8 Elementary preparation program may choose to complete coursework and program requirements necessary to earn teacher licensure endorsements in Early Childhood Education, SD Indian Studies, Lakota Language and/or Special Education. Candidates wishing to seek an education endorsement are advised to meet with their education advisor.

88 LAA SUDIS DAN AL F SIN IN 1 LAA SUDIS DUAIN

1. CORE REQUIREMENTS (36 credits) Where Taken Date Grade Engl 103* Freshman English I 3______Engl 113* Freshman English II 3______SpCm 103 Speech Communication 3______Math 103* Elementary Algebra (Or Higher) 3______Psy 103* General Psychology 3______Bio 103* Human Biology (Or Higher) 3______Humanities Elective (Hum 213 recommended) 3______Pols 203* American Government 3______Geog 213* World Regional Geography 3______MIS 113 Applied Information Processing 3______HISA 203/213/363 American History 3______Lit 203* Introduction to Literature 3______2. LAKOTA STUDIES CORE REQUIREMENTS (42 credits) Lak 103 Lakota Language I 3______Lak 233* Lakota Language II 3______Lak 323* Lakota Language III 3______Lak 423* Lakota Language IV 3______Lak 313* Introduction to Lakota Sociolinguistics 3______LSoc 103 Lakota Culture 3______LSoc 313* Lakota Thought and Philosophy 3______LArt 103 Traditional Lakota Art I 3______LLit 103 Lakota Oral Literature 3______LLit 213* American Indian Literature 3______

LHist 203/213* Lakota History I OR II 3______2019 Catalog - LHist 323* Seminar in Contemporary Indian Issues 3______8 Catalog LPol 223* Lakota Tribal Laws, Treaties, Government 3______LPsy 323* Native American Psychology 3______3. EDUCATION CORE REQUIREMENTS (27 credits) Ed 303E* Indian Studies for Education 3______

Math 234* Math for Elementary Teachers I 4 ______2018 Ed 283* Foundations of Education w/soph experience 3______Ed 213* Child and Adolescent Development 3______Ed 313* Educational Psychology 3______Ed 323* Adolescent Psychology and Curriculum Concepts 3______Ed 483* Technology for Teachers (Optional Elective) 3______ScEd 443* Reading in the Content Area 3______ExEd 313* Intro. to Except. Ed./Characteristics & Etiology 3______4. PROFESSIONAL REQUIREMENTS (27 credits) Ed 463 Human Relations (Optional based on SD DOE Rule) 3______ED 443* Methods of Teaching Lang. Arts 3______EDECH 453* Methods of Tchg. ECH/Elementary Social Studies 3______LkEd 453* Methods of Teaching K-12 Lakota Studies 3______LkEd 433* Methods of Teaching the Lakota Language 3______EDLK 473* Seminar for Student Teaching 3______EDLK 489* Student Teaching 9 ______TOTAL: 132 CREDITS Note: A GPA of 3.0 or higher must be maintained and all Lakota Studies, Education and Professional Requirements must be passed with a “B” or better. Students must pass the required Praxis Series content and pedagogy exams as well as the Lakota Oral Proficiency Exam and written Lakota Language, Culture and History test to be eligible for graduation and state licensure.

DUAIN DAN AL F SIN SNDA DUAIN 1 SIAL SIN DG

1. CORE REQUIREMENTS (24 credit hours) where date grade Engl 103* Freshman English I 3______Engl 113* Freshman English II 3______SpCm 103 Speech Communication 3______Psy 103* General Psychology 3______Lit 203* Introduction to Literature 3______Math 163* Trigonometry 3______Bio 103* Human Biology (Or Higher) 3______Humanities Elective______3______2. LAKOTA STUDIES (15 credit hours) Lak 103 Lakota Language I 3______Lak 233* Lakota Language II 3______LSoc 103 Lakota Culture 3______Lak Elective______3______Lak Elective______3______3. PROFESSIONAL CORE REQUIREMENTS (15 credit hours) ED 283* Foundations of Education w/soph. exp. 3______ED 303E* Indian Studies for Education 3______ED 313* Educational Psychology 3______EXED 313 Intro. to Ex. Ed./Characteristics & Etiology 3______ED 323* Adolescent Psychology and Curriculum Concepts 3______4. MATHEMATICS PROFESSIONAL REQUIREMENTS (4 credit hours) Math 194 Calculus I 4______5. PHYSICAL SCIENCE PROFESSIONAL REQUIREMENTS (44 credit hours) Geol 133 Environmental Geology 3______2019 Catalog

Phys 113* Survey of Physics 3______- Phys 214* Physics I 4______Chem 233* General Chemistry I 3______Chem 231* Experimental General Chemistry Lab I 1______Chem 243* General Chemistry II 3______Chem 241* Experimental General Chemistry Lab II 1______2018 Phys 253* Astronomy 3______Chem 323* Environmental Chemistry 3______Chem 253/353* Organic Chemistry II 3______Chem 251/351* Organic Chemistry Lab I 1______Chem 263/363* Organic Chemistry II 3______Chem 261/361*Organic Chemistry Lab II 1______Phys 223/24* Physics II 4______Phys 221/321* Physics II Lab 1______Phys 434* Modern Physics 4______NSci 443* Paleontology 3______6. PROFESSIONAL REQUIREMENTS (27 credit hours) ScEd 443* Reading in the Content Area 3______ED 463* Human Relations (Optional based on SD DOE Rule) 3______ED 483* Technology for Teachers (Optional Elective) 3______ScEd 403* Methods of Teaching Secondary Mathematics 3______ScEd 413* Methods of Teaching Secondary Science 3______EDLK 473* Seminar for Student Teaching 3______EDLK 489* Student Teaching 9______TOTAL: 129 CREDITS Note: A GPA of 3.0 or higher must be maintained and all professional and professional core requirements must be completed with a “B” or better. Students must pass the required Praxis Series content and pedagogy area exams to be eligible for graduation and licensure.

90 DUAIN DAN 1 SIAL DUAIN NDSN

All Special Education coursework must be completed with a ‘B’ or better grade w/an overall 3.0 GPA.

where when grade

ExEd 313/513 Intro. to Ex. Ed./Characteristics & Etiology 3 ______ExEd 323/523 Assessment and Practical Applications 3 ______ExEd 333/533 IEP/IFSP Program and Curriculum Development 3 ______ExEd 303/603 Special Education Law 3 ______ExEd 433/633 Diagnostic Teaching 3 ______ExEd 443/643 Strategies for Low Incident Disabilities 3 ______ExEd 453/653 Classroom Management 3 ______ExEd 473/673 Transitions and Community Resources 3 ______ExEd 493/496/793/796 Special Education Practicum 6 ______

TOTAL = 30 CREDIT HOURS

Note: This endorsement requires 24 semester credits in special education coursework; a six-semester hour practicum or student teaching; a passing score on the required Praxis Series special education licensure examination; and one year of general classroom teaching or special education paraprofessional experience, or special education certification and one year of special education teaching experience.

DUAIN DAN NDSN IN INDIAN SUDIS

Coursework from Core and Professional Core where when grade Ed 213 Child and Adolescent Development 3 ______Indian Studies Core Coursework Lak 103 Lakota Language I 3 ______LSoc 103 Lakota Culture 3 ______Lak 233 Lakota Language II 3 ______LHist 203 Lakota History 3 ______LLit 213 American Indian Literature 3 ______Indian Studies Professional Requirements LkEd 453 Methods of Teaching K-12 Lakota Studies 3 ______Lak 283/483 Internship in Lakota Studies 3 ______Total Hours = 24

Note: The internship experience must include two levels from elementary, middle, and secondary levels. All coursework must be completed with a ‘B’ or better grade w/an overall 3.0 GPA.

91 EDUCATION DEPARTMENT COURSE DESCRIPTIONS

ECH 203 Introduction to Early Childhood Education This course provides an introduction to the field of early childhood education. The philosophies, goals, and purposes of early childhood programs, as well as professional and staff development will be explored. Candidates are required to complete their application for entry into the teacher preparation program as part of course requirements. Pre-requisites: Engl 103. 3 credits

ECH 213 Planning and Administrating Early Childhood Programs This course introduces the students to the steps involved in setting up a home or day care center with a learning environment for the infant, toddler, and preschool child. This course considers issues of management, administrative procedures, health, safety, use of physical space, and licensing regulations. Pre-requisites: None. 3 credits

ECH 223 Materials & Techniques for Infant/Toddler/Pre-K Centers I This course will help the candidate to develop culturally relevant materials for the enhancement of physical, emotional, and intellectual growth for the infant, toddler, and preschool child. An introduction to a variety of activities and media which can be used to foster creativity in young children with specific emphasis on art, music, movement, drama, puppetry, and literature will be explored. Candidates will gain knowledge and expertise in teaching techniques individually and developmentally appropriate for young children. Pre-requisites: None. 3 credits

ECH 233 Curriculum for Self-Awareness and Individual Development This course is designed to provide candidates with the knowledge and skills necessary to promote the means of building positive self-concepts and individual strengths in the infant, toddler, and preschool child. Techniques and materials that can be used within daycare centers, early childhood classrooms, and home centers which will support social and emotional development while also providing positive guidance will be introduced. Pre-requisites: ED 213, ECH 203. 3 credits

ECH 243 Early Childhood Specialty Internship Candidates will complete a total of 135 hours of observation, as required by the South Dakota Department of Education, in an early childhood center, program, or agency. Candidates are required to keep a journal and observation log which will be signed off on after each observation. Candidates may take an active role in the classroom - assisting in planning and learning experience of the children. Candidates who are currently employed in an early childhood center/classroom will complete their observations in the center/classroom in which they are employed. This experience is similar to the state requirement of a “Sophomore Experience”. Candidates will be observed in the classroom settings by their college supervisor. Pre-requisites: ECH 203, ED 213. 3 credits

ECH 253 Parental Staff and Community Involvement in Early Childhood This course introduces the candidate to the importance of positive communication and the necessary techniques for promoting good relationships between parents, family members, staff, and the community. Special emphasis on strategies for providing an optimal environment for young children and resources for meeting problems through cooperative and positive interaction. Pre-requisites: ED 213, ECH 203. 3 credits

92 ECH 323 Materials & Techniques II for Infant, Toddler, & Pre-K Centers This course will help candidates to develop more culturally relevant techniques and materials for the enhancement of physical, emotional, and intellectual growth of the infant, toddler, and preschool child. A study of the basic concept, methods, and materials of language arts, mathematics, science, and social studies appropriate to young children will be investigated. We will also consider the importance of learning centers and bulletin boards in the classroom. Exploring the concepts of play as the means for learning will also be included. Planning daily and weekly schedules are also considered. Completion of ECH 223 is recommended prior to taking this course. Pre-requisites: ED 213, ECH 203. 3 credits

ECH 363 Family Literacy This course focuses on the need to promote literacy within the family and community to address how young children are affected by reservation-wide concerns such as dropout rates, which historically have been high, and literacy levels, which have been consistently low. Candidates in this course will explore existing family literacy models and all facets of planning family literacy events. Candidates will take part in community literacy outreach efforts such as books-in-a-bag or hosting family literacy events aligned with national literacy events. What is learned and implemented through this course will support the mandated Head Start and NAEYC Standards in the area of literacy and family engagement. Pre-requisites: ED 213, ECH 203, ECH 253. 3 credits

ECH 383 Methods of Assessing Young Children In this course the candidate will learn the importance of observing, documenting and assessing young children. The candidate will become confident in using both formal and informal assessments with young children and become knowledgeable in utilizing assessment results and sharing these results with the child’s family and other professionals to better meet the needs of the child. Pre-requisites: ED 213, ECH 233, ECH 243. 3 credits

ECH 403 Social-Emotional Growth and Socialization In this course the candidate will learn concepts of early social-emotional growth and socialization in the context of group care, with an emphasis on the development of a nurturing relationship between infant and caregiver. The importance of responsive care giving, individualizing care through an understanding of infant temperament, support for the critical role of family and culture, and stages of emotional development are also covered. Pre-requisites: ED 213, ECH 223, ECH 233. 3 credits

ECH 413 Group Care In this course the candidate will learn about the philosophical foundations of caring for Infants and Toddlers in groups as well as the special issues of caring for infants in groups. This type of care is different from the care of one infant, e.g., in a typical family or nanny situation, and from the group care of older children. The candidate will also learn how to ensure that infants in professional group care thrive through having assigned to them one or a very few consistent, caring adults to provide security, individualized attention, responsiveness, familiarity, and protection in the context of a peaceful environment. Pre-requisites: ED 213, ECH 223, ECH 233. 3 credits

ECH 423 Early Learning and Development In this course candidates will focus on the critical issues of brain development, communication and identity formation in prenatal babies, infants and toddlers. Candidates will learn elements of care that support expecting parents, infants and families. Areas of focus will include: caring relationships, health and safety, connections to family and culture, family and community support, the importance of prenatal care and nutrition, and responsive, knowledgeable caregivers. Pre-requisites: ED 213. 3 credits

93 ECH 496 Practicum in Early Childhood Education In this course the candidate will learn real world applications of their college classroom learning experiences. The student will spend at least 520 hours in local Early Childhood Classroom or Daycare. By the end of the semester, if not previously, the student will assume all responsibilities of the Classroom Teacher or Primary Caregiver. Candidates who are currently employed in an early childhood center will complete their practicum in the center/classroom in which they are employed. This course should be taken in the senior year. 6 credits

ED 283 Foundations of Education w/ Sophomore Experience Foundations of Education provides an introduction to the profession of teaching in the K-12 schools. A state requirement for this course is also referred to as ‘Sophomore Experience’. This part of the course requires 15 hours of observation in the field followed up by 15 hours of candidate journaling related to classroom observations and topics covered in this course. Topics include the history and philosophy of education, structures and governance of schools, professionalism, teacher effectiveness, and curriculum models. Candidates are required to complete their applications for entry into the teacher education program as part of course requirements. Pre-requisites: SpCm 103, Engl 113, Psy 103, Math 103. 3 credits

ED 303E Indian Studies for Education A history of American Indian schools and community and student relations is emphasized in this course. Educational theory and background into traditional tribal education, church, federal, and public education will be explored. Teaching methods based on integrating state content standards with Indian values and culture are part of this course. The South Dakota Indian Studies Strands are addressed. Pre-requisites: SpCm 103, Engl 113, Psy 103. 3 credits

ED 213 Child and Adolescent Development Child Growth and Development includes a broad focus on the biological, physical, social, emotional, and intellectual growth and development of children from prenatal to adolescence. Child rearing and educational practices of several different cultures, with an emphasis on Lakota practices will also be reviewed. Pre-requisites: SpCm 103, Engl 113, Psy 103. 3 credits

ED 303 Children’s Literature This course offers a presentation of the best literature available for children in a variety of media; books, short films, video, audio books, and storytelling. Candidates study criteria for evaluating these media and ways of using them in the early childhood, elementary and junior high classrooms. Methods of promoting family literacy are explored. The text is supplemented with bibliographies of Native American literature and Native American stories for children. Several approaches to interacting with literature and media will be reviewed and discussed. Pre-requisites: SpCm 103, Engl 113, Psy 103. 3 credits

ED 313 Educational Psychology Educational Psychology is concerned with understanding how children develop and learn through formal (and informal) instruction in classroom settings. Candidates will examine physical, social and character development, emotional and cognitive principles and developmental learning theories found in educational settings. An understanding of intellectual differences, learning and problem-solving processes, self-esteem, motivation and assessing learning will be investigated in this course. Pre-requisites: Ed 213. 3 credits

94 ED 323 Adolescent Psychology and Curriculum Concepts This course is an overview of educational programs and instructional strategies centered around developmental issues related to the social, emotional, physical and cognitive development of adolescent learners. Candidates will examine adolescent curriculum elements including active learning, alternative scheduling, advisory teams, challenging curriculum and interdisciplinary collaboration. Culture influences, with an emphasis on Lakota practices, will also be reviewed. Pre-requisites: Pre-requisites: Ed 213. 3 credits

ED443 Methods of Teaching Language Arts This course will include the interrelationship between reading, writing, speaking and listening (the four traditional Language Arts) and viewing and visually representing (two new language arts areas reflecting the importance of visual literacy). Students will develop lesson plans and strategies that present language arts as a whole and that address the Early Learning Guidelines or Common Core Standards for English Language Arts. Specific attention will be given to assessing the Language Arts, Lakota culture, character education, behavioral management, individualizing instruction, parental/community involvement, and service learning. Pre-requisites: Acceptance to Teacher Preparation Program. 3 credits

ED 463 Human Relations This course will center on Native American and multicultural issues. Candidates will investigate different social phenomena, processes, and outcomes, especially those dealing with social economic status, life styles, history, reciprocal perceptions and interactions between different groups. Emphasis will be on recognizing stereotypes, prejudice and discrimination. Candidates will discuss precepts of critical pedagogy and its impact on the above. Woven into this course is the concept of Wolakota and character education. Pre-requisites: None. It is recommended that all professional core coursework be completed prior to taking this course. 3 credits

ED 483/ED 583 Technology for Teachers This course is designed to provide participants with the knowledge, competencies and understandings to apply technology-enhanced instructional strategies in the classroom. The course provides detailed practice in using computer and Internet based technologies. In addition, participants will design learning units that use the Internet, multimedia and hypermedia tools to support the development of interpersonal, collaboration and higher order thinking skills of PreK-12 learners. Extended studies will be required for those that enroll in this course for graduate credit hours. Pre-requisites: MIS 113. 3 credits

EDECH 402 Methods of Teaching Music and Art for ECH/Elementary Teachers Music and art are important components of a well-rounded education. Methods for music may include music appreciation, understanding keys, notes, rhythm and measures as well as genres of music. Teacher candidates will play basic instruments like recorders, flutes and/or drums. Indian music will be emphasized. Art will include using various mediums from crayolas to tempera and naturally occurring substances. Use of a ruler and compass for art work to reinforce traditional designs will be included. Project art such as constructing dioramas and models using various mediums will also be explored. Pre-requisites: Acceptance to Teacher Preparation Program. 3 credits

EDECH 413 Methods of Teaching ECH/Elementary Reading This course will cover instructional strategies for reading, including whole language and phonics. The emphasis of language development, phonemic awareness, the cueing system, word recognition strategies and reading for comprehension will be addressed. Course emphasis will include the development and presentation of lessons by candidates. These lessons will address character education and involve the skills and strategies of reading based on the Common Core Standards or Early Learning Guidelines. Exploration of reading assessment, Lakota literature and culture, behavioral management, community and parental involvement, and differentiating instruction to meet the needs of diverse learners will be reinforced in this course. Pre-requisites: Acceptance to Teacher Preparation Program. 3 credits

EDECH 423 Methods of Teaching ECH/Elementary Math This course will provide candidates with a preview and utilization of various types of math manipulatives, internet applications and other math instructional materials. They will learn different strategies for effective pre-school through 8th grade instruction. Models of classroom management, student learning styles and cooperative learning will also be explored. Inclusion strategies and parental/community involvement strategies will also be reviewed. Candidates will develop lesson plans utilizing this information and present lessons to the class that are designed around the Common Core Standards or Early Learning Guidelines for Mathematics. Pre-requisites: Acceptance to Teacher Preparation Program. 3 credits

EDECH 433 Methods of Teaching ECH/Elementary Science This course will provide the learner with information in the basic knowledge and skills of teaching preschool-through 8th grade science. In this course candidates will review science materials, resources, educational technology, and computer software. Candidates will create and present formal and informal lessons designed around the Early Literacy Guidelines or the South Dakota State Science Standards and the Common Core Standards for Literacy in Science. Special attention will focus on assessment of science concepts, Lakota star knowledge, differentiated instruction, and parental and community involvement. Pre- requisites: Acceptance to Teacher Preparation Program. 3 credits

EDECH 453 Methods of Teaching ECH/Elementary Social Studies This course will provide learners with experience in the effective planning and development of social studies programs for children pre-school through 8th grade. It will address goals, objectives, curriculum, educational technology and resource materials relevant to pre-school & elementary social studies. Lakota and other indigenous peoples’ heritage will be examined. Candidates will explore various learning styles, classroom management technique and parental involvement. In this course the learner will develop informal and formal lesson plans designed around the Early Literacy Guidelines or the South Dakota State Social Studies Standards and the Common Core Standards for Literacy in History/Social Studies. Pre- requisites: Acceptance to Teacher Preparation Program 3 credits

EDECH 462 Methods of Teaching Health and Physical Education Teacher candidates will learn and practice techniques and methods for integration of health, first aid, and physical education into the early childhood and elementary educational settings. Candidates will also expand their knowledge of health, hygiene, nutrition, communicable diseases, and environmental issues which affect the health of our students and parents. Pre-requisites: Acceptance to Teacher Preparation Program. 3 credits

EDLK 473 Seminar for Student Teaching This course addresses the various challenges and issues associated with student teaching/practicum experiences and the first year of teaching for early childhood, elementary, and secondary teachers. Emphasis is given to synthesizing the personal philosophy of education, completing the professional portfolio, examining professional ethics, applying for teacher licensure (when applicable), becoming an effective teacher, and establishing a well-managed classroom. Students will receive instruction in writing resumes and cover letters, requesting references, completing applications, and interviewing. Student Teaching Seminar may be taken in the semester prior to or concurrently with the student teaching or practicum experience. Pre-requisites: Pre-requisites: Acceptance to Teacher Preparation Program. 3 credits

EDLK 489 Student Teaching Student teaching is a full-time experience during which time teacher candidates must demonstrate competency in the job responsibilities required by their chosen program. Teacher candidates spend 16 weeks in supervised practice in approved preK-12 classroom settings under the direction and supervision of qualified school personnel. Student teaching experiences are typically completed at two levels: and placements are arranged to fulfill the balance of time in each subject area and age or grade level span as required for South Dakota teacher preparation and licensure. Pre-requisites: Completion of Professional Requirements, Passing Score on Praxis Series content knowledge and pedagogy examinations, GPA of 3.0 or better, Acceptance into Student Teaching. 9 credits

ExEd 313/513 Introduction to Exceptional Education / Characteristics & Etiology Candidates will study, in depth, the high incidence disabilities, their definitions, diagnosis and characteristics. Legal obligations of IDEA, Sect. 504 and ADA will be introduced. Low incidence disabilities will also be introduced. Emphasis will be given on determining disabilities, understanding the cognitive, social and emotional difficulties and planning appropriate interventions. Researching journal articles for current information will provide additional source material. Graduate Nature of the Course: Participants taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to one of the disability categories of IDEA. 3 credits

ExEd 323/523 Assessment and Practical Applications This course is a study in the selection, administration and interpretation of formal and informal test instruments. Areas addressed include cognitive, communicative, affective and adaptive behavior skills. Candidates will become familiar with assessment terms such as standard deviation, error of measurement, test reliability and validity. Intelligence tests, achievement tests, behavioral inventories and adaptive behavior inventories will be examined and administered and interpreted. Experience applying this data into written reports for MDT’s and IEP/IFSP’s will also be addressed. Graduate Nature of the Course: Participants taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experienced) related to evaluation as part of eligibility determination or ongoing assessment measures to monitor progress and plan instruction. 3 credits

ExEd 333/533 IEP/IFSP Program and Curriculum Development Candidates will be introduced to models and theories that are the basis for special education programs. This course addresses skills in collaboration, team teaching, and techniques of inclusion. The student will develop appropriate lesson plans based on PK-12 academic standards to design instructional programs which facilitate individual achievement towards IEP/IFSP goals and objectives. Program development will

include ways to monitor not only student progress but the effectiveness of the program. The candidate will organize and maintain all portions of the IEP/IFSP process including progress reports, timely written notices, and conducting meetings. Candidates will utilize electronic file management systems to maintain IEP/IFSP records. Graduate Nature of the Course: Participants taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experienced) related to individualized education programs or family service plans. 3 credits

ExEd 303/603 Special Education Law This course will examine current laws pertaining to individuals who have disabilities. Candidates will gain an understanding of the legal components and requirements of the Individuals with Disabilities Education Act, the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the Family Education Rights and Privacy Act. Graduate Nature of the Course: Participants taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to the impact of special education law on the provision of services to children with exceptional needs. 3 credits

ExEd 433/633 Diagnostic Teaching This course is designed to address the needs of children who have high incidence disabilities. Candidates will use standard curriculum materials to devise appropriate adaptations to meet individual needs. Strategies developed and implemented will be geared toward the high incidence disabilities. Candidates will gain experience designing intervention programs that address motivational and curriculum concerns. Appropriate communication and collaboration skills for coordinating delivery and evaluation of direct/indirect instruction of reading, math and language arts will be an area of emphasis. Graduate Nature of the Course: Participants taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to instructional strategies for increasing student achievement. 3 credits

ExEd 443/643 Strategies for Low Incidence Disabilities This course is designed to address the needs of children who have low incidence disabilities. Areas of emphasis includes autism, TBI, orthopedic impairments and multi-handicapped. In addition to classroom- based instruction, students will participate in field-based experiences to develop the knowledge and skills necessary to implement programs appropriate for students with these types of disabilities. Candidates will be introduced to the resources available in adaptive technologies. Collaboration and coordination with specialized services, regular education, families and other agencies will be addressed. Service learning will be included as a part of this class. Graduate Nature of the Course: Participants taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to instructional strategies for increasing student achievement. 3 credits

ExEd 453/653 Classroom Management Classroom management is key to successful learning. Theories and anecdotal stories will be examined in determining successful classroom management techniques. Collecting, recording, graphing and analyzing data to make appropriate interventions will be a major component of the course. The use of technology to facilitate data collection will be considered. Opportunities to practice and apply these methods will be provided through classroom observations. Building classroom community, character education and Wolakolkiciyapi will be stressed. The goal is to provide the knowledge needed to build a safe and inclusive learning environment for students. Graduate Nature of the Course: Participants taking this course for

98 graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to the critical role of classroom management in student learning and achievement. 3 credits

ExEd 473/673 Transitions and Community Resources This course prepares candidates to assist students with disabilities to transition into post-secondary learning, the adult world of work and independent living. Collaboration with outside agencies and utilizing community resources to assist students in progressing toward their life-goals is a major component of the course. Candidates will gain the necessary knowledge to guide adolescents who have disabilities in gaining self-advocacy skills and actively participating in their own transition planning. Service learning will also be a component of this class. Graduate Nature of the Course: Participants taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to successful transition from school to adult life and services. 3 credits

ExEd 496/796 Special Education Practicum A practicum experience is required for candidates seeking the K-12 endorsement in special education. A minimum of a three semester-hour special education practicum under the supervision of a certified special education teacher and university supervisor at each level of endorsement is required. Candidates will gradually assume responsibility for planning, instruction, evaluation, and classroom management during the experience at each level of certification sought. In addition, candidates will complete a professional portfolio demonstrating the knowledge and skills set forth by the Council for Exceptional Children’s performance-based standards covering: foundations, development and characteristics of learners, individual learning differences, instructional strategies, learning environments and social interactions, communication, instructional planning, assessment, professional and ethical practice, and collaboration. Completion of exceptional education coursework, passing score on the Praxis Series special education content exam, GPA of 3.0 or better in special education coursework, and acceptance into the practicum experience is required.

Math 234 Mathematics for Elementary Teacher I This course utilizes an inquiry-based approach to gain understanding of mathematical concepts at the concrete, representational and abstract levels. Topics include problem solving, sets, algebraic thinking, the study of numeration systems, fundamental operations of arithmetic (properties and algorithms), the extended number system and proportional reasoning. The processes of problem solving (representation, reasoning, making connections, and communication of ideas) are emphasized throughout the course. Direct connections are made between course content and the State Standards for Mathematics. Prerequisite: Math 103 completed with a grade of “C” or better. 4 credits

Math 244 Mathematics for Elementary Teacher II This course utilizes an inquiry-based approach to gain understanding of mathematical concepts at the concrete, representational and abstract levels. Topics include data and chance, geometric shapes, geometry as measurement and transformational geometry. Problem solving, representation, reasoning, making connections, and communication of ideas are emphasized throughout the course. Direct connections are made between course content and the State Standards for Mathematics. Prerequisite: Math 103 completed with a grade of “C” or better. 4 credits

SCED403 Methods for Teaching Secondary Mathematics Topics from secondary mathematics presented from advanced standpoint and designed to meet the needs of teachers. Topics will include mathematical terminology, elements of number theory, problem solving, probability, applications of mathematics. This course will provide candidates with experience in use of various types of math manipulatives, computer programs and other math instructional materials. Candidates will learn the elements of effective secondary instruction, different models of classroom management, learning styles and cooperative learning. Lessons will be designed and based around the South Dakota Content Standards. Students with special needs, inclusion strategies and parental/community involvement strategies will be reviewed. The student will plan lessons utilizing this information and present lessons to the class. Pre-requisites: Acceptance to Teacher Preparation Program. 3 credits

SCED413 Methods of Teaching Secondary Science Candidates will review contemporary science materials, resources, educational technology and computer software. Process science, planning, safety and computer implementation are emphasized. Candidates will create and present formal and informal lessons. Lessons will be designed and based around the South Dakota State Content Standards. Special attention will focus on assessment of science, use of Lakota culture in lesson plans, individualizing instruction and promoting character education - Wolakota. Other topics include cooperative learning, lesson plan design and interdisciplinary teaching. Pre-requisites: Acceptance to Teacher Preparation Program. 3 credits

ScEd 443 Reading in the Content Area Students must be able to read a variety of informational texts and produce written documents. This course will introduce the tools necessary to integrate literacy strategies into content learning to help raise student achievement in content area classes such as social studies, science and mathematics. Emphasis areas include cultural and linguistic diversity, student motivation, formal and informal literacy assessment to guide instruction, effective instructional methods and learning strategies, and informational technologies to foster literacy. Course participants will develop lesson plans that model literacy integration across the curriculum that align to the Common Core Standards for Literacy in History/Social Studies, Science and Technical Subjects. Specific attention will be given to meeting the needs of Native American middle school and high school students. Pre-requisites: Ed 313, ExEd 313, Ed 323. 3 credits

Sci 204 Integrated Science for Elementary Teacher I This course is designed to acquaint the pre-service elementary teacher with the scientific method and basic processes and concepts of science through the use of published articles in addition to the text. The latest scientific discoveries and current thinking in science education will be discussed. A writing component will consist of reacting to the assigned articles. A completed science fair project is required. Pre-requisites: Math 103 completed with a “C” or better and a core science class. 4 credits

Sci 214 Integrated Science for the Elementary Teacher II This course is a continuation of Sci 204 and will further stress the scientific method and basic processes of science through the study of specific concepts of physical and biological sciences. A writing component will consist of reacting to recent scientific and science education articles followed by class discussion. The display of a science fair project is required. Pre-requisites: Math 103 completed with a “C” or better and a core science class. 4 credits

Special Notes: Effective the spring semester of 2017 Math 223, 233 and 243 Mathematics for Elementary Teachers I, II and III were combined into two 4-credit hour courses. Effective the fall semester of 2017 EDECH 403 and EDECH 463 Methods of Teaching Music and Art and Methods of Teaching Health and Physical Education were changed to two-credit hour courses. In addition, beginning with the Fall 2017 Semester, ED 463 Human Relations may be optional based on SD DOE certification requirements. Education majors should contact the Education Department for clarification of program requirements. Adjustments will be made to individual student status sheets as necessary.

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UANIIS AND SIAL SIN DAN HUMANITIES AND SOCIAL SCIENCE DEPARTMENT Kim Bettelyoun, M.A., Chair, English Faculty Joshua Bond, M.S., Social Science Faculty Holly Boomer, PhD, English Faculty Judith Graham, M.S., English Faculty John Higgins, PhD, English Faculty Richard Meyers, Ph.D., Social Science Faculty Nikki Pipe on Head, M.A., English Faculty Carol Quaas, CRCC English Faculty Margaret Ross, M.S., Social Science Faculty Whitnee Thorp, M.F.A., English Faculty Marty Two Bulls Jr., B.F.A., Art Faculty Anna West, M.A., CRCC Social Science Faculty Vacant, Art Faculty Vacant, English Faculty Vacant., English Faculty Vacant, CRCC Social Science Faculty

DEPARTMENT VISION STATEMENT

To produce graduates who will become leaders in their chosen field and help rebuild the Lakota nation through education.

DEPARTMENT MISSION

The mission of the Humanities and Social Science Department is to provide programs ensuring students have the opportunity to learn key workplace skills while integrating cultural aspects of Wolakolkiciyapi. Our programs equip students with: • verbal, written, and visual communication skills, • the background necessary for competent and ethical government administration, • the ability to think critically, and • a general knowledge in humanities and social science content areas.

DEPARTMENT PHILOSOPHY

The Humanities and Social Science Department offers a career-focused liberal arts education with courses in graphic design, communications, government administration, and social science. The breadth of offerings reflects the commitment of the faculty to challenge students to develop an interdisciplinary comprehension of and the ability to excel in a complex, diverse, and rapidly changing world. The Humanities and Social Science Department’s degrees encourage students to develop an informed view of the world and the ability to critically analyze their view while actively participating responsibly in society. An Oglala Lakota perspective is facilitated in all curricula and programs.

DEPARTMENT GOALS

The Humanities and Social Science Department has adopted the following goals: • Provide and monitor quality post-secondary academic teaching and learning emphasizing an Oglala Lakota cultural perspective as it relates to global diversity.

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• Offer students learning opportunities to acquire knowledge and skills for personal and professional development. • Prepare graduates for career and life success and for leadership roles in their families, tribe, and the global community.

DEPARTMENT STUDENT LEARNING OUTCOMES

Humanities and Social Science graduates will be able to: • analyze and apply professional ethics in a leadership context • identify, define, and solve problems • locate and evaluate information using current technology • communicate with accuracy and clarity • comprehend, retain, and apply information • demonstrate skills for leadership and participation in Oglala Lakota culture and policy within the larger context of a diverse tribal and global society (Wolakolkiciyapi)

CO-CURRICULAR STUDENT LEARNING OUTCOMES

• Students reinforce and enhance their degree-related knowledge and skills through department- sponsored clubs, mentoring, field-based projects, and other activities conducted outside of the classroom. • Students enhance their learning experiences gained in the classroom and their co-curricular participation by completing self-reflective activities such as course journals and blogging.

BACHELOR OF ARTS IN LEADERSHIP AND COMMUNICATIONS

Leadership and Communications Goals Program graduates will: 1. practice culturally competent leadership in decision making, organizational development, and human and natural resource management. 2. lead non-profit organizations. 3. lead tribal or other governmental programs. 4. be admitted to graduate school or law school.

Leadership and Communications Program Learning Outcomes Program graduates will be able to: 1. Use the interpersonal, engagement, and organizational skills necessary to be effective leaders in harmony with Wolakota. 2. Interpret the historical, intercultural, and international contexts of diverse human experience, with a focus on impacts on tribal governance. 3. Communicate within the context of changing technology and digital markets. 4. Incorporate critical thinking into written and oral communication activities. 5. Conduct research using a variety of methodologies. 6. Develop and evaluate policies and programs, with an emphasis on sovereignty and nation building. 7. Articulate the ethical implications of government leadership.

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Plan of Study

YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Engl Engl LSoc LPol Llaw Engl Engl LdCm Engl SpCm 103 113 103 223 213 313 333 423 433 483 Math SoSc Engl Hum Psy 223 SoSc SoSc Pols SoSc LdCm 103 103 213 203 313 363 433 463 483 Lak 103 Lak 223 Pols Lit 203 LdCm Lpol HISA LdCm LdCm Free 203 233 313 373 Elec Elec SpCm MIS Psy 103 Sci Elec SpCm SpCm Bad Free Free Free 103 113 223 333 373

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UANIIS AND SIAL SIN DAN A n Ladr and natn I. Core (27 credits) Where Taken Date Grade Engl 103 Freshman English I 3 Engl 113 Freshman English II 3______SpCm 103 Speech Communications 3______Math 103 Elementary Algebra (or higher) 3______MIS 113 Applied Information Processing 3______SoSc 103 Introduction to Social Science 3______Hum 203 Intro to Philosophy and Critical Thinking 3______Lit 203 Introduction to Literature 3 Science Elective 3______II. Lakota Studies Core (15 credits) Lak 103 Lakota Language I 3______Lak 223 Lakota Language II 3______LSoc 103 or LHist 203 3______LLaw 343 Legal Research and Writing 3______LPol 303 Lakota Tribal Law, Treaties and Government 3______III. Leadership and Communications Core (60 credits) (C grade minimum in each course) Psy 103 General Psychology 3______Pols 203 American Government 3______Engl 213 Writing in the Professions 3______SpCm 223 Human Communication 3______Psy 223 Social Psychology 3______LdCm 233 Research Methods 3______

SoSc 313 Statistics for Social Science 3 2019 Catalog Engl 313 Digital Communication 3______- LPol 313 Indian Law 3______Engl 333 Writing for Social Change 3______SpCm 333 Interpersonal Communication 3______SoSc 363 Program Planning and Evaluation 3______HISA 373 World History 3______2018 BAd 373 * Grant Proposal Writing & Management 3______LdCm 423*Organizational Leadership and Vision 3 Pols 433 Public Policy and Administration 3______Engl 433 Global Issues 3______SoSc 463 Development and Nation Building 3______SpCm 483 Leadership Communication 3______LdCm 483 Senior Seminar 3______IV. Leadership and Communications Electives (6 credits) (C grade minimum in each course) Leadership and Communication Electives must be from the following departments: Humanities and Social Science, Business, or Lakota Studies. ______3______3______V. Electives – Choose 12 credits from any department ______3______3______3 3 TOTAL: 120 credit hours

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Note Regarding Prerequisites:

One class required for the Leadership and Communication degree requires business courses as prerequisites. BAd 373 Grant Proposal Writing & Management The Humanities and Social Science (HSS) Department and the Business Department agree that students in the Leadership and Communications degree will be successful as long as they have taken the designated HSS prerequisites. The Business Department prerequisites cover skills and strategies from a business administration standpoint. The HSS Department includes classes which develop similar skills and strategies, but from a public administration standpoint.

BAd 373 * Grant Proposal Writing & Management Business Department prerequisite: Acct 213 Accounting II and BAd 253 Principles of Management HSS Prerequisites: LdCm 233 Research Methods and Engl 213 Writing in the Professions

ASSOCIATE OF ARTS IN GRAPHIC ARTS

Graphic Arts Goals

Program Graduates will: 1. be able to compete in the work force as a graphic designer. The print industry both small and large printing plants require the skills that the student will acquire with an AGA. 2. be able to use their skills to enable self-promotion and market their art works on the Internet. This would allow the student to have a home-based business that allows them to live on family lands on the reservation with only Internet access.

Graphic Arts Program Learning Outcomes

Program graduates will be able to: 1. Communicate using the graphic design technics to compete on a professional level 2. Marketable skills that will qualify graduate to work in all electronic medias 3. Self-promotion and market their artworks on a international level 4. Produce an electronic portfolio to market graduates skills for future employment

Plan of Study

YEAR ONE YEAR TWO YEAR THREE Fall Spring Fall Spring Fall Spring Engl 103 Engl 113 Sci Elec SoSc 103 BaD 133 Math 103 SpCm 103 Lart 103 or Art 253 Lak 103

LArt 213 Illustrator Art 183 LSoc 103 Hum Elective Art 223 Art 283 Web

Color Theory Painting Design Art 103 Art 203 Art 263 GArt 103 GArt 203 Graphic

Draw 1 Draw 2 Photoshop Graphic Design I Design II Art 323

Graduate Project

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UANIIS AND SIAL SIN DAN ASSIA F AS IN GAI AS

I. Core Requirements (21 credits) Where taken Date Grade Engl 103 Freshman English I 3 ______Engl 113 Freshmen English II 3 ______SpCm 103 Speech Communication 3 ______Math 103 Elementary Algebra 3 ______Humanities (any Hum 200 level course or higher 3 SoSc 103 Introduction to Social Science 3 Science Elective 3

II. Lakota Studies (9 credits) Lak 103 Lakota Language I 3 ______LSoc 103 Lakota Culture 3 ______LArt 103 Traditional Lakota Arts I OR LArt 213 Plains Indian Design Composition 3 ______

III. Art Requirements (33 credits) Bad 133 Introduction to Business 3 ______Art 103 Drawing I 3 ______Art 203 Drawing II 3 ______Art 263 Photoshop 3 ______Art 223 Painting 3 ______Art 253 Illustrator 3

Art 283 Web Design 3 ______2019 Catalog Art 183 Color Theory 3 ______- GArt 103 Graphics design I 3 ______GArt 203 Graphics design II 3 ______Art 323 Graduate Project 3 ______

Total 63 Credits 2018

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HUMANITIES AND SOCIAL SCIENCE COURSE DESCRIPTIONS

ANTH 213/413 Tribal Societies in Today's World This course introduces students to different indigenous/tribal peoples throughout the world. It provides insight into their cultural backgrounds, social and political struggles, and the strategies they have applied to improve their situation. Recent developments at the level of international law are also discussed. This course can be taken at the 200- or 400-level. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a master senior-level course with extensive work expected. Prerequisites: Engl 113; 400-level: SoSc 103 and Junior Status 3 credits

ANTH 233/433 Introduction to Archaeology This course is an introduction and overview of the field of archaeology and how ancient societies may be studied using their material remains. Topics covered include domestication, social inequalities, states and empires, ancient writing, and ethics. By the end of this course, students will be able to identify and evaluate different types of archaeological data. Prerequisites: Engl 113; 400-level: SoSc 103 and Junior Status 3 credits

ANTH 290/390/490 Special Topics in Anthropology This course examines selected topics in anthropology. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits.

Art 103 Drawing I This is a course designed for beginning students in Art. Class content includes basic principles of drawing objects, perspective, and composition. Student will learn the physical mechanics of drawing and the tools utilized for the language of drawing. Prerequisites: None 3 credits

Art 123 Two-Dimensional Design This is a problem-solving course, which addresses the tangible principles and elements of design. Focus is put on tools, materials, and processes for students to explore basic elements such as point, line, plane, volume, space, and pattern. Design applications in all the visual disciplines are studied. Prerequisites: Art 103, Art 203 3 credits

Art 133 Introduction to Watercolor This course introduces the techniques of watercolor painting. Students will acquire a basic understanding of tools, painting effects, and composition while painting from life. Prerequisites: Art 103, Art 203 3 credits

Art 153 School Arts and Crafts This course is designed to give future teachers practical arts and crafts experience and to develop an understanding of art education in relation to the growth and development of children. The course will also provide practice in two- and three-dimensional arts utilizing paints, crayons, ink, color markers, etc., along with practice in classroom crafts (mobiles, papier-mâché, etc.). Prerequisite: Art 103 3 credits

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Art 183 Color Theory This course is designed for the art student to learn the theory of color, composition, and typography. The student will explore the use of color in design, painting, and illustration. Emphasis will be on the use of type and layout in design. Prerequisites: None 3 credits

Art 203 Drawing II This course is designed for the art student who will advance in drawing with an emphasis on studio production relevant to both basic elements and mastery of drawing principles. Students will have a basic understanding of human anatomy. Prerequisite: Art 103 3 credits

Art 213 Figure Drawing This art course guides the student through a detailed examination and analysis of the human skeleton including the interrelationship and relative proportion of each bone. Students explore the nature and function of each set of muscles and learn how the skeleton and musculature is made apparent on the surface of the body. Prerequisites: Art 103, Art 203 3 credits

Art 223 Painting I This course is designed for students to explore introductory element techniques of acrylic painting. Tools and technics will be explored as paint applied to a variety of surfaces. Student will have an understanding of composition as it applies to design. Prerequisites: Art 103, Art 183 3 credits

Art 233 Three-Dimensional Design This is a problem solving course which addresses the tangible principles and elements of three-dimensional design. Using a variety of materials and processes, students explore basic elements such as volume, mass, weight, light, gravity, and basic structure. Prerequisites: Art 103, Art 123 3 credits

Art 243 Painting II This course is designed for the art student who will advance in acrylic painting with an emphasis on studio production relevant to both basic elements and mastery of principles. Prerequisites: Art 103, Art 223 3 credits

Art 253 Illustrator This course is designed for the art student to learn techniques for using the vector program Adobe CS Illustrator. Student will explore the uses of vector applications in design and illustration. Typography and logo design will be taught as it pertains to promotion and commercial applications. Prerequisites: Art 103, Art 263, Student must have computer skills 3 credits

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Art 263 Photoshop This course is designed for the art student to learn techniques for using the raster program Adobe CS Photoshop. Student will explore the uses of raster applications in design and illustration. Digital photography and digital capture will be taught with an emphasis on digital manipulation and painting. Prerequisites: Art 103, Student must have computer skills 3 credits

Art 283 Web Design This course is designed for the art student to learn basic web design using the programs Adobe Dreamweaver and Wordpress. Students will be able to produce their own website using their own design concepts and imagination. Prerequisites: Art 263, Art 253 3 credits

Art 303 Art History I: Global Prehistory to European Pre-Renaissance This art course surveys the aesthetic historical expression throughout the following global cultures and artistic paradigms: Prehistoric, African, Mesopotamia, Egyptian, Greek, Roman, Jewish, Islam, Hindu, Byzantine and Christianity, Pacific Islands, Native American, Mesoamerican/Pre-Colombian, European Medieval, European Renaissance, Japan, Korea, China, Buddhist. The class is designed to chronologically cover global Prehistory up to Pre-Renaissance eras. Prerequisite: Art 103 3 credits

Art 313 Art History II: European Renaissance to Contemporary Internationalism This art course surveys the aesthetic historical expression throughout the following global cultures and artistic paradigms: European Renaissance, African, Islam, Hindu, Christianity, Pacific Islands, Native American, Post-Colombian, Japan, Korea, China, Buddhist, Global Abstract, Native American Modernism, Indigenous Self-Determination era, etc. The class is designed to chronologically cover global art sensibilities beginning with the European Renaissance up to the present Contemporary Internationalism. Prerequisites: Art 103 3 credits

Art 323 Graduate Project This capstone project encompasses all the skills with an electronic portfolio (website) produced for future employment. Student will demonstrate all the skills learned in a final project of their choosing under the guidance of an experienced instructor in that field. Student will express goals and aspirations for a career as an artist. Prerequisites: All art classes in degree but can take GArt 203 Graphic Design II and Art 283 Web Design concurrently 3 credits

Art 290/490 Special Topics in Art This course emphasizes selected topics in Art. Topics will change each semester and may be repeated for credit. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected. Credit may vary from one (1) to three (3) credits

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Engl 103 Freshman English I This course helps students develop writing skills for personal use, on the job, and college related or academic writing situations. The course utilizes Native American writings, emphasizing cultural themes as models in many of the assignments. Grammar review and the modes of essay writing are emphasized. Students taking this course learn how to develop a thesis that will then be developed into a proper sequential essay. They will learn how to utilize proper grammar to create narrative, cause and effect, descriptive, compare and contrast and other essays. Prerequisite: RW093 or a placement through testing. 3 credits

Engl 113 Freshman English II This course is designed to introduce students to research paper writing while strengthening their information retrieval and researching skills. As part of the institution’s general education-common core course offerings, the course will provide students opportunities to reinforce their grammar skills while being introduced to the fundamentals of ethical collegiate research writing. Current APA documentation formatting is utilized for all of this course’s activities and assignments. Prerequisite: Engl 103 with a “C” or better 3 credits

Engl 213 Writing in the Professions This course provides students with skills needed to complete many technical writing tasks in their daily and professional lives. Students will learn to utilize correct grammar to create products such as letters, memos, resumes, CV's, brochures, pamphlets, instructions, manuals, reports, and proposals. Other areas covered are voice, tone, style, formatting, editing, and graphics. Prerequisite: Engl 113

Engl 233 The Joy of Writing This course is designed for students who want to develop their own personal writing style. It focuses on improvement of sentence and paragraph structure, and allows students to critique their own work in order to increase the accuracy, variety, and sophistication of sentences and paragraphs. Four areas of instruction are covered: vocabulary, figurative language, grammar, and the comprehensive study of how to prepare a paper so that it is understood and valued by all who read it. Students will learn how to choose words that are well defined, as well as learn how to capture the imagination of the readers. They will also learn how to use language that is descriptive and that will keep readers interested. Additionally, those who enroll will learn how to write balanced, clear, coherent, and concise sentences. Prerequisite: Engl 113 3 credits

Engl 283 Advanced Composition I This course helps students learn to write persuasive and argumentative papers. It will also help students further develop researching, interviewing and reporting skills. Prerequisite: Engl 113 3 credits

Engl 303 Grammar and Linguistics This course is a study of language usage and English grammar. Topics include a study of current approaches to English grammar and language use. Relationships between English and Lakota language structures will be discussed. Prerequisite: Engl 113 3 credits

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Engl 313 Digital Communication This course will provide students with a detailed understanding of digital communication. This course will include practical applications of various ways to communicate throughout digital means including social media, networking, mobile, email, blogging, vlogging, writing for the web and other new emerging technology. The topics will highlight various disciplines such as management, journalism, public relations, marketing, and advertising can utilize digital communication. This class will also be an entry point for students who have had limited experience with digital technology or communication courses. Prerequisite: SpCm 103 3 credits

Engl 323 Creative Writing This course is designed to help students interested in the techniques of writing fiction, drama, music lyrics, nonfiction articles, and poetry. Students taking this course will be encouraged to compose multiple drafts and may submit completed manuscripts for publication. This course will include assistance in critiquing, developing and structuring ideas, and creating original compositions. Prerequisite: Engl 113 3 credits

Engl 333 Writing for Social Change This course introduces students to the techniques and methods for writing for social change and social justice. Students will read a variety works, in several genres, by writers who worked to precipitate change in their lifetimes—with an emphasis on Native American authors. Students will develop, craft and revise their own writing with the goal of impacting minds in their community, and in the world at large. Prerequisite: Engl 113 3 credits

Engl 413 News Writing This course is designed to provide students with the basic skills and knowledge they need in order to engage effectively in news gathering and news writing. Students will learn style rules and application, reporting methods, and journalistic ethics. Prerequisite: Engl 113 3 credits

Engl 423 Advanced Creative Writing This course provides students the opportunity to develop their interests and talents by engaging them intensely in a particular genre of creative writing. Genres include the short story, the novel, and playwriting. Prerequisite: Engl 323 3 credits

Engl 433 Global Issues English and Communication Studies majors will explore various global issues from within diverse contexts. Students will work with faculty from the Humanities and Social Science department to: explore different aspects of globalization and other worldwide issues, achieve a more tertiary understanding of other cultural backgrounds and develop an appreciation of the impact within other societies on their own life experiences. Students will utilize oral and written communication formats to demonstrate their skills and knowledge reflecting their enhanced reading and information retrieval skills as a result of the successful completion of this course. Students who successfully complete this course will be better prepared to navigate the current global climate effectively, ethically and professionally. Prerequisites: Lit 203, SpCm 103, SpCm 223 3 credits

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Engl 453 Writing Family and Community History This course provides students the opportunity to develop research and writing skills by writing family and community histories. Students are expected to use primary and secondary sources from the library, archives, and community. Prerequisite: Engl 113 3 credits

Engl 483 Advanced Composition II This course guides students toward more sophisticated and broad research strategies with stylistic choices that are more varied and creative. By incorporating critical reading skills, this course instructs students to use reading to negotiate the ideas of others, form their own opinions, and enlarge each student’s repertoires of rhetorical strategies. This course will prepare students to communicate effectively, ethically, responsibly, professionally, and will provide students with skills, strategies, and conceptual knowledge to help them address a variety of communication tasks. Prerequisite: Engl 223 3 credits

Engl 290/390/490 Special Topics in English This course emphasizes the study of selected topics in English composition and creative writing. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits.

GArt 103 Graphic Design I This course is designed for the art student to learn the basics of graphic design, composition, logo design, and illustration. Student will demonstrate the use of negative and positive space in graphic design. Prerequisites: None 3 credits

GArt 203 Graphic Design II This course is designed for the art student to use Adobe InDesign combining both Adobe Photoshop and Adobe Illustrator to synthesize vector and raster elements in prepress application for industrial printing. Skills learned will prepare the student for a career in graphic design. Prerequisites: Art 263, Art 253, GArt 103 3 credits

Geog 213 World Regional Geography This regional geography class focuses on globalization or the increasing interconnectedness of the nations of the world. In addition to exploring the basic physical, political, and cultural geography of all of the world’s regions, this course investigates important global issues such as the exploitation of natural resources, global warming, population growth, the economic exploitation of third world nations, and the effect globalization and modernization are having upon local traditional cultures. Prerequisite: Engl 113 3 credits

Geog 290/390/490 Special Topics in Geography This course examines selected topics in geography. Topics will change each semester and may be repeated for credit. Prerequisite: Engl 113 Credit may vary from one (1) to three (3) credits

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HISA 323 American Indian History This course offers an in-depth study of American Indian history from the pre-Columbian era until today, with a focus on indigenous nations within what is now the United States. This complex and fascinating history is approached using a variety of media and sources. The course covers social, cultural, and demographic trends, as well as political and diplomatic relationships. Prerequisite: Engl 113 and Junior Status 3 credits

HISA 363 American History This course focuses on United States history, while placing that nation within its international context. It begins with a look at the indigenous people of North America and ends with an examination of the United States’ place within the modern post-Cold War world. This course examines not only traditional history – politics, diplomacy, and wars – but also social, cultural, economic, and demographic patterns, trends, and the everyday life of ordinary people. Prerequisite: Engl 113 3 credits

HISA 373 World History This course uses a comparative perspective to explore the most important historical events and developments that have taken place throughout the world from early human history through today, from emergence of social inequalities and growth of early urban developments to the processes of colonization and imperialism to World War II, Cold War and decolonization to life in the 21st century. Particular emphasis is placed on how interpretations of the same events differ. Prerequisite: Engl 113 3 credits

HISA 290/390/490 Special Topics in History This course examines selected topics in history. Topics will change each semester and may be repeated for credit. Prerequisite: Engl 113 Credit may vary from one (1) to three (3) credits

Hum 143 Art Appreciation This course encourages students to be active participants in several different forms of art. Students will explore and learn the basic language of art and drawing. Various assignments and problems will be presented that will introduce a variety of techniques and mediums. In addition, the course will expose the student to the necessary critical tools for analyzing art and heightens awareness of the historical context behind the ideas about western and non-western aesthetics. Prerequisites: None 3 credits

Hum 203 Introduction to Philosophy and Critical Thinking This course aims to provide an introduction to philosophical thinking in general rather than a full survey of philosophical disciplines, their methods, doctrines, and leading ideas. The course will provide a preliminary orientation about the notion of philosophical argument, its various forms and the ways arguments can be analyzed. Prerequisite: Engl 113 3 credits

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Hum 213 Music and Culture This course focuses on various musical styles and related cultural phenomena in relation to both western and non-western worlds. Emphasis is placed upon composers, musical trends, literature, elements of melody, rhythm, form, and expression. Prerequisite: Engl 113 3 credits

Hum 290/390/490 Special Topics in the Humanities This course examines selected topics in the humanities. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits

LdCm 233 Research Methods This course introduces students to research methods. Students learn the basics of data gathering, documentation, ethnographic fieldwork, research design, and qualitative/ quantitative methods. Prerequisite: Engl 113 and SoSc 103 3 credits

LdCm 423 Organizational Leadership and Vision Organizational Leadership and Vision course is in line with Wolakolkiciyapi, where the youth and elder travelled to Bear Butte, to make plans for the future. Organizational Leadership and Vision course is developed for students specifically at Oglala Lakota College with both leadership in Tribal government, as well as leadership in Non-Profit and For-Profit organizations, both inside and outside of the Oglala Sioux Tribal Region. Students will gain practical knowledge of the entire structure and synthesis of how to participate, run, and build a Tribal Government and Non-Profit and For-Profit Organization from the grassroots up. Students will demonstrate organizational leadership and communication skills. Prerequisite: Engl 113 and SoSc 103 3 credits

LdCm 483 Senior Seminar This course introduces students to research methods as it pertains to leadership and communications. Students learn the basics of data gathering, documentation, ethnographic fieldwork, research design, and qualitative/ quantitative methods. It gives students the professional-level skills and perspectives necessary to be competent and ethical in government administration, leadership, and research. Prerequisite: Engl 113 and SoSc 103 and Senior Standing 3 credits

Lit 203 Introduction to Literature The goal of this course is to introduce students to various literary styles and genres while increasing their overall reading and analytical skills. The four literary genres of drama, fiction, nonfiction and poetry will be studied. This course is a prerequisite for all other literature courses offered by the Humanities and Social Science department. Prerequisite: Engl 113 3 credits

Lit 223 American Literature to 1865 The goal of this course is to introduce students to various literary selections which will expand their reading and analytical skills while progressing through their program of study. This survey course explores the effort to establish a national literary tradition in the United States from the Colonial Era to 1865. Indigenous, immigrant, slave and settler perspectives are reviewed and discussed. Various selections of drama, fiction, nonfiction and poetry are examined. Prerequisite: Lit 203 3 credits

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Lit 233 American Literature Since 1865 The goal of this course is to enhance students’ knowledge of various literary selections by expanding their reading and analytical skills. This survey course explores the efforts to establish and continue a national literary tradition in the United States from 1865 through the twenty-first century. American, indigenous, immigrant, settler and slave perspectives are reviewed and discussed. Various selections of drama, fiction, nonfiction and poetry are examined. Prerequisite: Lit 203 Introduction to Literature Prerequisite: Lit 203 3 credits

Lit 243 Minority Literature The goal of this course is to expand students’ knowledge of various literary selections by expanding their reading and analytical skills. This survey course explores literary selections from authors from varied ethnic and cultural backgrounds through cultural, historical and social contexts. This course acquaints students primarily with contemporary authors. Prerequisite: Lit 203 Introduction to Literature. Prerequisite: Lit 203 3 credits

Lit 323 World Literature to 1800 The goal of this course is to reinforce students’ knowledge of various literary selections by expanding their reading and analytical skills. This survey course explores an overview of literature from the inception of the written word to 1800, beginning with selections from ancient Eastern and Western societies and continuing through the end of the nineteenth century. Prerequisite: Lit 203 Introduction to Literature. Prerequisite: Lit 203 3 credits

Lit 333 World Literature Since 1800 The goal of this course is to reinforce students’ knowledge of various literary selections by expanding their reading and analytical skills. This survey course explores an overview of literature rom 1800 through the end of the twenty-first century including selections from Eastern and Western societies across the globe. Prerequisite: Lit 203 Introduction to Literature. Prerequisite: Lit 203 3 credits

Lit 343 Literature of Nature and the Environment The goal of this course is to reinforce students’ knowledge of various literary selections by expanding their reading and analytical skills. This survey course explores an overview of literature focused on the broad spectrum of subjects associated with naturalism and environmentalism over the past four centuries. Prerequisites: Lit 203 Introduction to Literature. Prerequisite: Lit 203 3 credits

Lit 403 British Literature I The goal of this course is to reinforce students’ knowledge of various literary selections by reinforcing their reading and analytical skills. This survey course explores an overview of early British literature from its oral traditions, Beowulf and the first written works, to selections from eighteenth century authors. Prerequisites: Lit 203 Introduction to Literature and any 300 level English or literature course. Prerequisite: Lit 203 3 credits

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Lit 423 Detective Fiction The goal of this course is to reinforce students’ knowledge of detective fiction by reinforcing their reading and analytical skills. This survey course explores an overview of the subgenre of detective fiction and its creatively deductive world of mystery. It will acquaint students with the essential elements and literary devices unique to the “whodunit” while encouraging them to assert their options and support their positions with literary critical analyses. Prerequisites: Lit 203 Introduction to Literature and any 300 level English or literature course. Prerequisites: Lit 203 and any 300-level Engl or Lit course 3 credits

Lit 290/390/490 Special Topics in Literature This course examines selected topics in literature. Topics will change each semester and may be repeated for credit. Prerequisite: Engl 103 Credit may vary from one (1) to three (3) credits

Pols 203 American Government This course is a survey of the history, structure, and functioning of the United States federal government and its agencies. Attention is focused on formal and informal influences, and on decision making at the national level. Students will be asked to assess the subject matter in relation to their own lives and communities. Prerequisite: Engl 113 3 credits

Pols 323 International Politics This course focuses on international political systems and world politics. Topics include national ideologies, forms of political organization, international law, imperialism, and contemporary world politics. Prerequisites: Pols 203 and either Geog 213 or HISA 373 3 credits

Pols 423 Environmental Policy and Politics This course examines how environmental policies are formed and implemented – or not implemented. Students study the basic United States environmental policies and look at how these policies impact land and resources on reservations, nationally, and globally. The emphasis is on providing students who will work in natural resource areas the practical policy information they need to be successful professionals, particularly in government agencies. Lakota land and resources issues receive special consideration. Prerequisite: Engl 113 and Junior Status 3 credits

Pols 433 Public Policy and Administration Public policy and public administration shape our lives every day, from the foods we eat to the problems faced by tribal governments. In this course, students will learn the basic information needed to shape public policy and influence administration to the betterment of their lives and their communities. Topics covered include sovereignty, policy formation and implementation, tribal policies, and policy evaluation. Case studies provide real-life examples of policy and administrative issues in today’s world through the examination of the theories and practice of the implementation of policies by the executive branch of tribal, federal, and state governments. Students will demonstrate organizational leadership and communication skills. Prerequisite: Engl 113 and Pols 203 3 credits

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Pols 290/390/490 Special Topics in Political Science This course examines selected topics in political science. Topics will change each semester and may be repeated for credit. Prerequisite: Engl 113 Credit may vary from one (1) to three (3) credits

Psy 103 General Psychology This course introduces students to psychology, the study of human thought and behavior. While psychology is most often associated with clinical issues (e.g. mental disorders and therapies), this makes up only a small portion of the field. Other topics discussed include motivation and emotion, learning and memory, perception, and how we are influenced by others. Prerequisite: Engl 103 3 credits

Psy 223 Social Psychology In this course, students learn how our thoughts and behaviors are influenced by others: How does a self- concept develop? How do we perceive others? What techniques do salespeople, children, and others use to persuade us to do something that we don’t want to do? Why are we so likely to conform and behave the same way as others around us? How does a group influence individual behavior? What are causes and consequences of stereotypes and prejudice? These are only a few of the questions that will be discussed during this course. Particular emphasis will be placed on everyday life, especially in an intercultural context. Prerequisite: Engl 113 3 credits

Psy 313 Developmental Psychology This course surveys the processes of change throughout the individual human life-span, from conception to death. Physical, cognitive, social, and emotional development through the course of life will be examined using insight from western psychology as well as views from around the world. Prerequisites: Engl 113, Psy 103 3 credits

Psy 290/390/490 Special Topics in Psychology This course examines selected topics in psychology. Topics will change each semester and may be repeated for credit. Prerequisite: Engl 113 Credit may vary from one (1) to three (3) credits

SoSc 103 Introduction to Social Science This course introduces students to the social science disciplines, including anthropology, sociology, history, psychology, geography, economics, and political science. The curriculum covers the major methods and theories that are used in attempting to explain the world that human beings have created. Subject matter includes family, race, gender, globalization, poverty, and culture. Students are asked to assess the subject matter in relation to their own life and community. Prerequisite: Engl 103 3 credits

SoSc 313 Statistics for Social Science This course covers basic statistical principles and techniques specifically utilized in the social sciences. Topics include comparing numerical batches, chi-squared analyses, regression analyses, and sampling procedures. By the end, students will be able to identify the types of quantitative datasets and analyses needed to answer different research questions, design simple research projects, and communicate their results to professional audiences. Prerequisite: Math 103 3 credits

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SoSc 333 Social Science Theory This course is an introduction to social theory - ideas and sets of ideas about “how the world works.” It provides an overview of social theory from its infancy in the early works of Karl Marx, Emile Durkheim, and Max Weber to its more recent expression in the diverse contributions of thinkers like Michel Foucault, Cornell West, and Edward Said. All of those thinkers, and those who have come after them, addressed themes that have become central to the social sciences: power, conflict, war, social class, social change, agency, structure, inequality, racism, gender relations, culture, religion, and many others. Prerequisites: Engl 113, SoSc 103 and Junior Status 3 credits

SoSc 353 Race and Ethnicity Students in this course critically analyze issues of race and ethnicity, a major historical and modern factor in human interaction. Using a culturally relativistic perspective, students investigate theory and research related to the interaction of ethnic and racial groups. Topics to be covered include power relations and stratification, sources of prejudice and discrimination. Prerequisite: Engl 113, SoSc 103 and Junior Status 3 credits

SoSc 363 Program Planning and Evaluation This course prepares students to design programs and organizations for success. It also prepares students to meet a key requirement of those who provide funding for programs and organizations by proving that goals are being met and showing where improvements may be made. The course provides a critical set of skills for anyone who works or will work in government offices or non-profit groups. Prerequisites: Engl 113 and SoSc 233 3 credits

SoSc 383 Social Policy This course focuses on the creation of social policy and on the research and analysis that support social policy. Students develop practical skills for influencing and creating legislation at the tribal, state, and federal levels as they study a variety of policies, including those that impact poverty, income inequality, race relations, health care, employment, and the environment. There is an emphasis on the consideration of social policies as they impact American Indians. Prerequisites: Engl 113, SoSc 103 and Junior Status 3 credits

SoSc 413 Internship Internships grant students first-hand experience in what it means to be a social scientist. Students who are interested in doing an internship are requested to contact full-time social science faculty. Instructor and student collaborate in organizing an internship in the field-of-interest of the latter. Some possibilities are: evaluating intervention programs, conducting surveys, working on campaigns, or conducting archaeological fieldwork. Prerequisites: SoSc 103, Junior Status, AND instructor permission 3 credits

SoSc 463 Development and Nation Building This course examines post-colonial societies and governments in a globalizing world, with a focus on the historic, economic, and social forces that are involved when societies make the transition to locally-led economic development and nation building activities. The challenges associated with creating social, economic, and political opportunities are explored. While the focus is on nation building by indigenous societies of the Americas, cases are also included from Africa and Asia. Prerequisites: Engl 113, SoSc 103 and Junior Status 3 credits

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SoSc 290/390/490 Special Topics in the Social Sciences This course examines selected topics in social science. Topics will change each semester and may be repeated for credit. Prerequisite: Engl 113 Credit may vary from one (1) to three (3) credits

SpCm 103 Speech Communication This is a course designed to provide students with speaking skills which will help them to express themselves more effectively not only in their classes, but in community and district meetings, as members of community groups and boards, in any other public speaking situation that may occur, and in their personal lives as well. This course helps students develop confidence in themselves and improves their listening skills. Students learn to analyze a situation, organize their thoughts, and learn how to make a positive impression on their audience. Prerequisite: None, 3 credits

SpCm 233 Human Communication This course offers provides students opportunities to explore, learn and apply the fundamental principles of effective oral and written human communication, including the principles of communication inherent to leadership. Emphasis is placed on providing students with the fundamental knowledge and skills requisite to: tactful negotiation, exhibiting diplomatic strategies and techniques, maintaining composure, equilibrium and poise and demonstrating appropriate situational etiquette. Additionally, this course introduces students to the cultural, psycholinguistic and sociolinguistic factors affecting interpersonal transactional communication from both the Lakota and non-native perspective. Upon the successful completion of this course, students will enhance their critical thinking and information skills and will demonstrate the ability to communicate effectively, ethically and professionally within leadership contexts. Prerequisite: SpCm 103

SpCm 313 Theatre and Drama Students enrolled in this course will experience several of the fundamentals of theatrical stage performance that includes acting, speech and voice articulation, speech volume, critical readings of skits, some directing, forms of line memorization, and stage marking. The class also allows opportunities for students to learn historical, social, creative, and emotional contexts of several plays; to rehearse these works; and finally to perform excerpts or short plays in front of each other in class. The course also requires students to perform a semester's end play for open community audiences to attend. Prerequisite: SpCm 103 3 credits

SpCm 333 Interpersonal Communication Interpersonal Communication is designed to increase your understanding and implementation of effective interpersonal communication behaviors and skills. Basic verbal and nonverbal concepts affecting the communication process between individuals in various interpersonal contexts will be examined. This course requires you to participate in written and oral activities designed to develop and improve interpersonal skills and the quality of your life. Prerequisite: SpCm 103 3 credits

SpCm 413 Nonverbal Communication This course is designed to increase the understanding of the sub-codes of nonverbal communication and how they function with the verbal aspects of communication to create what is commonly thought of as a "messages.” It focuses on these sub-codes in four contexts; culture, social, home, gender, and job. It includes the study of nonverbal communication from both a psychological perspective and sociological perspective. Prerequisite: SpCm 103 3 credits

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SpCm 433 Advanced Human Communication Skills Students will learn how to create group presentations and how to prepare for questions that they may encounter. The productivity of organizations depends on effective oral communication between people. This course takes a developmental approach by combining theory, research and applications for improving interpersonal and public effectiveness in organizations. Prerequisite SpCm 103 3 credits

SpCm 483 Leadership Communication This course provides students opportunities to apply their existing knowledge and skills of effective oral and written communication techniques and strategies to various leadership contexts. Students will expand their understanding of and their ability to implement effective leadership communication behaviors and skills. This course requires students to participate in written and oral activities designed to further develop, expand and improve their ability to demonstrate the knowledge and skills they have acquired as a result of the successful completion of previous leadership and communications course. Additionally, upon the successful completion of this course, students will have expanded their critical thinking and information retrieval skills and which will be demonstrated in the satisfactory completion of their coursework. 3 credit hours Prerequisites: Speech Communication 103, SpCm 233 Human Communication Skills, SpCm 333 Interpersonal Communication

SpCm 290/390/490 Selected Topics in Speech This course examines selected topics in speech communications. Topics will change each semester and may be repeated for credit. Prerequisite: SpCm 103. Credit may vary from one (1) to three (3) credits.

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LAA SUDIS DAN

Karen Lone Hill, Chairperson, M.Ed. Adult Curriculum & Instruction Charles White Buffalo, M.A. Lakota Leadership/Management Patrick Lee, J.D. Corey Yellow Boy, B.A. Lakota Studies Warren Yellow Hair, B.A. Lakota Studies Edward Starr, M.A Lakota Leadership/Management

Faculty, Vacant LAKOTA STUDIES DEPARTMENT Marlene Bear Stops (CRC), M.Ed. Educational Administration

The Lakota Studies Department offers three degrees and a Lakota Language Certificate. The department also provides the focus for the entire college in maintaining a Lakota perspective. All students are required to take courses offered by the Lakota Studies Department in order to increase their knowledge of Lakota heritage and to prepare themselves for contributing to the continuation of the Lakota Oyate traditions and values. The department provides assistance to other departments, offers community workshops/forums, assists in the maintenance of materials relevant to tribal history and culture, and serves to help maintain the Lakota language.

Courses within the Lakota Studies Department range across disciplines. They are taught according to accepted standards within the disciplines of art, music, language, literature, history, political science, psychology, sociology, science, and religion.

VISION STATEMENT

To protect and promote traditional Lakota cultural knowledge and practices

MISSION STATEMENT

The Lakota Studies Department provides a safe learning environment stimulating students to reach their highest potential through a relevant teaching model reflecting diverse Lakota ideology in language, values, kinship, worldview, and sovereignty for a better understanding of wolakolkiciyapi as an ongoing dynamic process.

LAKOTA STUDIES OUTCOMES/GOALS

Goal A: Students will have a clear understanding of the Lakota worldview and philosophy. As a result of taking courses related to this goal, students will: 1. Identify, explain, and apply concepts of Lakota ceremonies. 2. Apply respect for the interrelatedness of all things in this world. 3. Identify, explain, and apply Lakota kinship concepts in everyday situations. 4. Identify and apply concepts of mental and physical wellness. Goal B: Student will gain an understanding of him/herself. As a result of taking courses related to this goal, students will: 1. Identify and explain his/her being. 2. Identify, explain, and apply his/her place within the tiwahe (family). 3. Identify, explain, and apply his/her place within the oyate (nation). 4. Identify, explain, and apply the oyate (nation’s) place within makasitomniya (the world).

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Goal C: Students will gain knowledge of and communicate effectively in speaking and writing the Lakota language. As a result of taking courses related to this goal, students will: 1. Communicate basic ideas in written and spoken Lakota language. 2. Communicate complex ideas in written and spoken Lakota language. 3. Identify, explain, and apply skills in Lakota language teaching methodology. 4. Identify, explain, and apply knowledge of Lakota language evolution. Goal D: Students will have an understanding of tribal history and implications of sovereignty. As a result of taking courses related to this goal, students will: 1. Identify and explain Lakota treaties with the United States. 2. Identify and explain the implications of sovereignty and apply to contemporary situations. 3. Identify and explain the concepts of traditional government. 4. Identify and explain the concepts of the IRA government. Goal E: Students will gain an understanding of Lakota arts, music, dance, literature, and traditional healing. As a result of taking courses related to this goal, students will: 1. Identify and explain the history of Lakota arts. 2. Identify, explain, and apply traditional and contemporary Lakota music and dance. 3. Identify, explain, and apply Lakota oral literature into contemporary situations. 4. Identify, explain, and apply Lakota traditional plants, foods, and herbs for mental and physical wellness.

BACHELOR OF ARTS DEGREE IN LAKOTA STUDIES

The Bachelor of Arts in Lakota Studies offers emphasis areas in Lakota Language, Tribal Law, Lakota Arts, and Tourism/Cultural Interpretation. This degree is designed for the person who would like to become a researcher or teacher in these specialized areas. It is also appropriate for archivists, park interpreters, and lawyers.

ASSOCIATE OF ARTS IN LAKOTA STUDIES

The Associate of Arts in Lakota Studies combines an emphasis on Lakota culture with the necessary enhancement of knowledge to prepare students to act as transmitters of Lakota history and culture for tribal programs and schools.

ASSOCIATE OF ARTS IN TRIBAL LAW

The Associate of Arts in Tribal Law is designed to prepare tribal members to serve as trained tribal court advocates and prosecutors.

LAKOTA LANGUAGE CERTIFICATE

The Lakota language certificate is a South Dakota state certified program preparing students to teach the Lakota language at various grade levels using effective methods and techniques.

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LAA SUDIS DAN AL F AS IN LAA SUDIS

1. CORE REQUIREMENTS (27 credits) Where Taken Date Grade Engl 103 Freshman English I 3______Engl 113 Freshman English II 3______SpCm 103 Speech Communication 3______Math 103 Elementary Algebra (or above) 3______MIS 113 Applied Information Processing 3______Social Science Elective 3______Humanities Elective______3______Literature Elective______3______Science Elective______3______

2. LAKOTA STUDIES REQUIREMENTS (15 credits) Lak 103 Lakota Language I 3______Lak 233 Lakota Language II 3______Lak 323* Lakota Language III 3______Lak 423* Lakota Language IV 3______LHist 203 Lakota History I 3______

3. PROFESSIONAL CORE REQUIREMENTS (48 credits) LArt 203 Indian Art History 3______2019 Catalog

LLit 103 Lakota Oral Literature 3______- LLit 213 American Indian Literature 3______LLit 313* Contemporary Indian Literature 3______LPsy 323* Native American Psychology 3______

LHist 323* Seminar in Contemporary Indian Issues 3______2018 LSoc 103 Lakota Culture 3______LHist 213 Lakota History II 3______LPol 303* Tribal Laws, Treaties, Government 3______LSoc 303* American Indian Women 3______LSoc 313* Lakota Thought and Philosophy 3______LSci 203 Traditional Plants, Food, and Herbs 3______

LSci 303* Lakota and the Environment 3______LTh 443* Comparative Studies in Lakota Religion 3______Lak 283* Internship in Lakota Studies 3______Lak 483* Internship in Lakota Studies 3______

4. EMPHASIS AREAS (18 credits) SELECT (1) ONE AREA A. LAKOTA LANGUAGE EMPHASIS (18 CREDITS) Engl 303* Grammar and Linguistics 3______Lak 413* Lakota Public Speaking 3______Lak 303* Lakota Grammar 3______

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Lak 313* Introduction to Lakota Sociolinguistics 3______LkEd 433* Methods of Teaching the Lakota Language 3______Lak 443* Lakota Language Assessment 3______B. INDIAN LAW EMPHASIS (18 CREDITS) LPol 313* Indian Law 3______LLaw 333* Contract Law 3______LLaw 343* Legal Research & Writing 3______LLaw 403* Criminal Law & Procedures 3______LLaw 413* Civil Law & Procedures 3______LLaw 423* Family Law 3______C. LAKOTA ARTS EMPHASIS (18 CREDITS) LArt 103 Traditional Lakota Art I 3______LArt 113 Traditional Lakota Art II 3______LArt 213 Plains Indian Design Composition 3______LMus 203 Lakota Dance Styles 3______LMus 303* Lakota Music Composition 3______LArt 313* Lakota Artifact & Regalia Reproduction 3______D. TOURISM/CULTURAL INTERPRETATION (18 CREDITS) LSocM 303*Lakota Cultural Resource Management 3______

LSocM 313*Introduction to Interpretation 3______2019 Catalog LSocM 323 *Travel and Tourism 3______- LHist 353* Lakota-U.S. Military Confrontations 3______LSocM 403*Interpretive Program Design 3______LSocM 413*Advanced Interpretive Techniques 3______2018 5. FREE ELECTIVES (12 credits) ______3______3______3______3______

TOTAL: 120 CREDITS

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LAA SUDIS DAN ASSIA F AS IN LAA SUDIS

1. CORE REQUIREMENTS (21 credits) Where Taken Date Grade

Engl 103 Freshman English I 3______

Engl 113 Freshman English II 3______

SpCm 103 Speech Communication 3______

Math 103 Elementary Algebra 3______

Science Elective______3______

Social Science Elective______3______

Humanities Elective______3______

2. PROFESSIONAL REQUIREMENTS (30 credits)

Lak 103 Lakota Language I 3______

Lak 233 Lakota Language II 3______

LHist 203 Lakota History I 3______

LSoc 103 Lakota Culture 3______

LHist 213 Lakota History II 3______2019 Catalog - LArt 103 Traditional Lakota Art I 3______

LLit 103 Lakota Oral Literature 3______LSoc 313* Lakota Thought and Philosophy 3______2018 LPol 303* Lakota Tribal Laws. Treaties, Government 3______

Lak 283* Lakota Studies Internship 3______

3. FREE ELECTIVES (9 credits) ______3______

______3______3______

TOTAL: 60 CREDITS

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LAA SUDIS DAN ASSIA F AS DG IN IAL LA

1. CORE REQUIREMENTS (21 credits) Where Taken Date Grade

Engl 103 Freshman English I 3______

Engl 113 Freshman English II 3______

SpCm 103 Speech Communication 3______

Math 103 Elementary Algebra 3______

Science Elective______3______

Social Science Elective______3______

Humanities Elective______3______

2. PROFESSIONAL REQUIREMENTS (33 credits)

Lak 103 Lakota Language I 3______

Lak 233 Lakota Language II 3______

LHist 203 Lakota History I 3______

LSoc 103 Lakota Culture 3______2019 Catalog

LHist 213 Lakota History II 3______-

LPol 303* Lakota Tribal Laws, Treaties, Government 3______

LPol 313* Indian Law 3______2018 LLaw 333* Contract Law 3______

LLaw 403* Criminal Law and Procedures 3______

LLaw 413* Civil Law and Procedures 3______

LLaw 423* Family Law 3______

3. FREE ELECTIVES (6 credits) ______3______3______

TOTAL: 60 CREDITS

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LAA SUDIS DAN LAA LANGUAG IFIA

Where Taken Date Grade

Lak 103 Lakota Language I 3______

Lak 233 Lakota Language II 3______

Lak 323* Lakota Language III 3______

Lak 423* Lakota Language IV 3______

Lak 313* Introduction to Lakota Sociolinguistics 3______

LkEd 433* Methods of Teaching the Lakota Language 3______

Persons who demonstrate oral proficiency and literacy in the Lakota language may test out of the Lakota language requirements (Lak 103, Lak 233, Lak 323, and Lak 423).

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LAKOTA STUDIES COURSE DESCRIPTIONS

ART COURSES

LArt 103 Traditional Lakota Art I This course is designed as an introductory course in the crafts and artwork of the Lakota people. The Lakota cultural crafts and techniques to be included are the designs, history of colors, and basic beading techniques. Prerequisite: None, 3 credits

LArt 113 Traditional Lakota Art II This course is designed as an advanced course in beading techniques and a variety of Lakota and plains tribes handicrafts. Course will include quillwork and dyes, utilizing natural paints and dyes in parfleche making, and researching traditional and contemporary costume designs. Prerequisite: LArt 103 or Instructor approval 3 credits

LArt 203 Indian Art History This course will introduce the student to representative works ranging from traditional tribal art to contemporary art, thus enhancing aesthetic appreciation and deepening understanding. Prerequisite: Engl 103, LArt 103

LArt 213 Plains Indian Design Composition This course is designed for the research and study of Plains Indian design and development in two and three dimensional art forms through skills techniques in the use of line, form, color, and intensity. Media use includes tempera and oil. Prerequisite: Engl 103, LArt 113

LArt 313 Lakota Artifact and Regalia Reproduction This is an advanced course of study in the area of Lakota/Dakota artifact and regalia reproduction focusing on the period of 1800 to 1923. Prerequisite: Core and Professional Requirements 3 credits

MUSIC COURSES

LMus 203 Lakota Dance Styles This course is specifically designed for the study of Lakota/Dakota dance styles and forms. It covers the evolution of Lakota/Dakota dance from traditional times to contemporary. Prerequisite: Engl 103, 3 credits

LMus 303 Lakota Music Composition This course emphasizes the historical, cultural, and traditional aspects of the music known to the Lakota people. Past and present music composition is included, along with the study of the musical instruments used to accompany Lakota music. Prerequisite: Core and Professional Requirements 3 credits

COMMUNICATIONS COURSES

Lak 103 Lakota Language I This is a continuation of the introduction to the Lakota language. Emphasis will be placed on the Lakota alphabet, kinship terms, numerical system and simple sentence structure. Added emphasis will be on everyday language survival skills – speaking the language. Writing will be minimal. (Students who are proficient in Lakota may challenge this course for credit.) Prerequisite: None 3 credits

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Lak 233 Lakota Language II This course is designed to continue teaching correct pronunciation, some fundamentals of Lakota grammar, a mastery and increase of basic vocabulary and idiomatic expressions with additional emphasis on reading and writing. Students will be expected to compose original short stories and retell. The emphasis will be on verbal skills. Prerequisite: Lak 103 3 credits

Lak 303 Lakota Grammar This course will examine the use of Lakota speech patterns of formal and informal speaking. The study will focus on the parts of speech and their use in word order and meaning. Other related topics will also be included. Prerequisite: Professional Requirements 3 credits

Lak 313 Introduction to Lakota Sociolinguistics This course is designed to study the evolution of variations and differences that have occurred with Lakota language usage since the pre-reservation period to the Present. It will also focus on the socio-cultural factors that have influenced the Lakota speaking styles. Prerequisite: Professional Requirements 3 credits

Lak 323 Lakota Language III This course is designed to teach advanced grammar and Lakota literacy. Added emphasis will be on mastery in the usage of honorifics in everyday situations. Verbal skills will be emphasized through storytelling and literacy through composition. Prerequisites: Lak 233 3 credits

Lak 413 Lakota Public Speaking This course is an examination of the oratory of past and present notable Native American leaders in America with a focus on the Lakota/Dakota communication styles. Prerequisite: Professional Requirements 3 credits

Lak 423 Lakota Language IV This course is designed to continue teaching advanced grammar and Lakota literacy. The major emphasis will be on the utilization of etiquettes of speech in everyday situations and Lakota literacy through writing a term/research paper using the Lakota language. Prerequisite: Lak 323 3 credits

EDUCATION COURSES

LkEd 433 Methods of Teaching the Lakota Language Students will learn various methods for teaching the Lakota language for grades K- College. This course will provide students with experiences using the Silent Way, Total Physical Response, and Immersion. They will also learn elements of effective instruction and Lakota student learning styles. Activities will include the development of lesson plans and the effective presentation of lessons. Prerequisite: Professional Requirements 3 credits

Lak 443 Lakota Language Assessment This course is a comprehensive study of the essential principles of assessing second language learning with an emphasis on the development of Lakota language proficiency and literacy assessment tools. Prerequisite: Professional Requirements. 3 credits

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LkEd 453 Methods of Teaching Lakota Studies Across the Curriculum Students will learn the various methods and teaching strategies necessary for integrating the Lakota language, literature, history, and culture into K-12 curriculum. They will also learn elements of effective instruction and Lakota student learning styles. Activities will include the development of lesson plans and effective presentation of lessons. Prerequisites: Core and Lakota Professional Core Requirements 3 credits

EdLk 473 Student Teaching Seminar in Lakota Studies The seminar is aligned with LkEd 419 Student Teaching/ Practicum in Indian Studies. The seminar provides opportunities to share student teaching experiences with colleagues and college faculty members. Students will receive instruction in integrating technology, resume writing, mock interviews, developing professional portfolios as well as character education. Prerequisites: Completion of all Core Requirements and Professional Core Requirements. 3 credits

EdLk 489 Student Teaching/Practicum in Indian Studies Students spend five days a week for a full semester in supervised practice in an approved elementary classroom. The student teaching experience will involve 8 weeks in a lower elementary classroom and an additional 8 weeks in an upper elementary classroom (or as arranged) under the guidance of certified supportive teachers. Student teachers will fulfill the requirement of 40 hours per week in their assigned classrooms. Prerequisites: Completion of all Core Requirements and Professional Core Requirements. 9 credits

LANGUAGE ARTS COURSES

LLit 103 Lakota Oral Literature This course is an analysis of Lakota oral history and literature, covering such areas as the creation of the universe, the creation of living creatures and the Lakota people. Prerequisite: None 3 credits

LLit 213 American Indian Literature This course is a critical survey on the history of written literature during the 19th and 20th centuries by and about the American Indian from the western perspective. Prerequisite: Engl 103 3 credits

LLit 313 Contemporary Indian Literature This course will examine the literature of the short story, novel, poetry, film, and autobiography/ biographies authored by contemporary American Indian writers. Prerequisite: Engl 113

HISTORY COURSES

LHist 203 Lakota History I This course is an introduction to the Lakota historical development as relayed through oral history and tribal beliefs. It is a general study of the social, cultural, political, and economic history of the Lakota people prior to 1878. (This may apply towards the History Degree) Prerequisite: Engl 103. 3 credits 3 credits

LHist 213 Lakota History II This course is an in-depth study of the historical events, social life, cultural traditions, political structure, leadership, and economic development of the Lakota nations and people from the beginnings of the reservation period (1876-1878), during the beginning of the IRA period (1935) and continuing to the present. (Also required for the History Degree) Prerequisite: Engl 113. 3 credits

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LHist 323 Seminar in Contemporary Indian Issues This course is a study of contemporary Native American and Lakota historical development since 1940 with an emphasis on active field research on the social, political, and economic aspects of reservation life. It includes thorough examination of the Indian Reorganization Act, Termination, Civil Rights, Indian Religious Freedom Act, and Self-Determination and their effects on contemporary life. Prerequisite: Core Requirements 3 credits

LHist 353 Lakota-U.S. Military Confrontations This course is an in-depth study of the major military confrontations between the Lakota (Sioux) nation and the U.S. military from the 1890’s through the 1950’s. Field work on battle sites will be conducted upon completion of the necessary coursework. Prerequisite: Professional Core Requirements 3 credits

POLITICAL SCIENCE COURSES

LPol 213 American Indian Political Systems This course is a study of American Indian tribal political systems and tribal organizations for decision making. Prerequisite: Engl 103. 3 credits

LPol 303 Lakota Tribal Law, Treaties, and Government The concept of tribal sovereignty involving the relationship of tribal people to federal and state governments through historical development of treaties, congressional acts and court decisions. Prerequisite: Core Requirements 3 credits

LPol 313 Indian Law This course will involve an in-depth consideration of the special attributes to federal, state, and tribal laws as they relate to Indian citizens both on and off the reservation. Prerequisite: Core Requirements. 3 credits

LLaw 333 Contract Law Students will learn the elements of contracts, enforcement of contract law, the formation of a contract, drafting a contract, discharge of legal obligations, assignments, and contract remedies. Prerequisite: Core Requirements 3 credits

LLaw 343 Legal Research and Writing Students will learn the basic tools of legal research and writing as used in state, federal and tribal courts. The course includes a study of legal terminology, drafting of civil complaints, answers, pre-trial motions, briefs and legal memoranda. Students will utilize Supreme Court opinions at the Tribal, Federal and State levels in researching legal issues. Prerequisite: Core Requirements 3 credits

LLaw 403 Criminal Law and Procedures This course will focus on the criminal code of the Oglala Sioux Tribe and other criminal laws of other jurisdictions. Students will learn the elements of offenses, the role of the tribal prosecutor and defense strategies. Students will study the criminal process from arrest through arraignment, pretrial and post-trial procedures. Tribal, federal, and state criminal jurisdiction issues will be covered. Prerequisite: Core Requirements. 3 credits

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LLaw 413 Civil Law and Procedures This course will include a study of tribal civil jurisdiction, civil causes of action, torts and civil procedures of the tribal court. Students will learn the nature of a civil complaint, responsive pleadings, pretrial and post-trial procedures including appellate procedures of the Oglala Sioux Tribal Court. Prerequisite: Core Requirements 3 credits

LLaw 423 Family Law This course will examine the various legal and social issues involved in the practice of family law. Students will study the Indian Child Welfare Act and the Juvenile Code of the Oglala Sioux Tribe. Students will receive instruction in client interviewing techniques for drafting of pleadings necessary in the area of divorce, legal separation, adoption and child custody. Prerequisite: Core Requirements 3 credits

PSYCHOLOGY COURSE

LPsy 323 Native American Psychology This course is a study of Native American tribes dealing with a focus on human behavior, personality development, individual differences, and reactions to western culture influences and environment. Prerequisite: Core Requirements 3 credits

SOCIOLOGY COURSES

LSoc 103 Lakota Culture This course is a study of Lakota cultural development including a general study of customs, beliefs, rituals and social patterns of the Lakota people. Prerequisite: None 3 credits

LSoc 223 Lakota Social Systems This course examines and gives an understanding of Lakota society and social philosophies. The governmental structure and morals are examined with cross-cultural values of contemporary society. Prerequisite: Engl 103 3 credits

LSoc 303 American Indian Women This course is designed to emphasize the qualities, attributes, expectations, and importance of American Indian female etiquette with a focus on the female role. The aspects of nature to be studies in detail are the spiritual, emotional, physical, and intellectual. Prerequisite: Core Requirements 3 credits

LSoc 313 Lakota Thought and Philosophy This course examines the customs, beliefs, and philosophical outlook of the Lakota person in relation to the universe, to the supernatural and to the relationship with all creation. Prerequisite: Core Requirements, LSoc 103 3 credits

LSoc 403 The Culture of the American Indian This course offers a general study of the past and present survival patterns of the American Indian in North America. Prerequisite: Core Requirements 3 credits

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LTh 443 Comparative Studies in Lakota Religion This course is a comparative analysis of the contemporary diversity of Lakota religious practices on Lakota reservations, including the early Christian denominations and their effects and tracing the traditional Lakota religious practices from the pre-reservation period to the present. Prerequisites: Core Requirements. 3 credits

SCIENCE COURSES

LSci 203 Traditional Plants, Foods, and Herbs This course explores over thirty different herbs and plants that were used traditionally by Lakota households for general health and healing purposes. Students will do local field studies and will be required to gather and identify the different plants and learn the importance of them according to cultural beliefs, tradition, and song. Prerequisite: None. 3 credits

LSci 303 Lakota and the Environment This course traces the evolution of the European and Native American cultures and their influence on the ecosystem and their effects on the environment and the transformation of a pre-industrial society into an industrial society. It will examine the colonization efforts of the European culture on the Native American culture and the effects industry has on the environment, land, wildlife, water, and the earth (Unci Maka). Prerequisite: Core Requirements. 3 credits

TOURISM/CULTURAL INTERPRETATION COURSES

LSocM 303 Lakota Cultural Resource Management This is a course designed as an introduction to preserving historical records, and the use of archival resources with an emphasis on the role of the Oglala Lakota College archives. The content of the course will survey the archives theory and methods which archivists use in collecting and processing historical and institutional records. Lectures on archival theory, methods, and archaeological research methods and resources conducted by professionals in the fields of archives and archaeology. Prerequisite: Core Requirements 3 credits

LSocM 313 Introduction to Interpretation This course serves as a foundation course in the development of effective interpretation, communication and education techniques for interpreting natural and cultural resources to the public. Prerequisite: Core and Professional Requirements 3 credits

LSocM 323 Travel and Tourism This course is intended to develop the communication skills necessary for success in the travel and tourism industries. Students learn the fundamental expectations of the travel and tourism industry to prepare for future employment within the industry. Prerequisites: Core and Professional Requirements 3 credits

LSocM 403 Interpretive Program Design This course serves as the intermediate level focused on taking complex concepts, ideas and history, and creating intellectual and emotional opportunities for connections to the natural and cultural resources. Students apply coursework in the planning, designing, and implementation of interpretive programming. Prerequisite: Core and Professional Requirements 3 credits

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LSocM 413 Advanced Interpretive Techniques This course is designed to serve as the capstone to the Tourism/Cultural Interpretation emphasis. Implementation and evaluation of interpretation artifacts, as well as an interpretive plan for a local site determined by the instructor/class serves as a pivotal aspect of the course. Prerequisite: Core and Professional Requirements 3 credits

PROFESSIONAL AND SPECIAL TOPICS COURSES

Lak 283/483 Internship in Lakota Studies This course offers an on-site experience for students on the reservation or with an institution that deals with Lakota knowledge. Students will work with cultural-religious leaders, tribal political leaders, educational leaders, museum/archival persons, or any other persons as approved by the Lakota Studies Chairperson. Prerequisites: Chairperson Approval and in the last semester of the AA or BA in Lakota Studies Degree Program. 3 credits

Lak 293/493 Special Topics in Lakota Studies This course offers a selected number of topics in Lakota Studies including the writing of local Lakota history, Lakota language immersion sessions, and projects in Lakota arts, literature, oral history, and a variety of other topics as requested by the communities. Prerequisite: Chairperson Approval. Variable credits

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A SIN AND NLG DAN MATH, SCIENCE, & TECHNOLOGY DEPARTMENT Karla Witt, M.S, (Chair) Merle “Misty” Brave, M.A. (Faculty - Outreach) C. Jason Tinant, M.S., (Faculty-Research) Alessandra Higa, M.S. (Faculty - Research) Hannan LaGarry, Ph.D. (Faculty - Research) James Sanovia (Faculty - Research) Jason Funk D.C. and B.S. (Faculty) Jennifer Rodin, M.S. (Faculty) Christine Stagnetto-Zweig, M.S. (Faculty) Monica Stambach, M.S. (Faculty) Jesse Pina (SEMAA AEL Coordinator)

VISION STATEMENT

To provide constructivist-learning activities in science, technology, pre-engineering, and mathematics while incorporating traditional Lakota values. STEM graduates will demonstrate mastery of their respective fields using current technologies and best practices.

MISSION STATEMENT

The Science, Technology, Engineering and Mathematics learning philosophy emphasizes a constructivist framework, a hands-on approach, to fulfill science, engineering, and information technology needs to improve the quality of life on the Reservation

Our mission statement emanates from the Oglala Lakota College mission to educate students for professional and vocational employment opportunities in Lakota country. Our program emphasizes a hands-on approach to teaching because it reflects best practice in teaching science, engineering, and technology and because hands-on training solving real-world environmental problems in collaboration with Tribal agencies on the Pine Ridge Reservation both prepares students for professional employment and improves the quality of life on the Reservation.

In achieving the Mission, the OLC STEM department has the following purposes which are aligned with the OLC Strategic Plan:

Tribal: Support and train new and existing Tribal professionals in science, technology engineering, and mathematics thorough academics and problem solving; Cultural: Support, encourage, and respect Lakota values in all aspects of our academic, research, and outreach efforts; Academic: Establish a foundation of academic excellence for our stakeholders in Science, Technology, Engineering, and Mathematics; Community: Positively influence the perception of science, technology, engineering, and mathematics in Tribal communities through formal and informal learning opportunities with the K-12 education community.

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DEGREE PROGRAMS

MATH, SCIENCE and TECHNOLOGY DEPARTMENT Bachelor of Science Natural Science Degree Vision, Mission and Learning Outcomes

Bachelor of Science in Natural Science The Bachelor of Natural Science degree provides students with a solid foundation in the disciplines of mathematics, physical, and biological sciences needed to collaboratively solve multi-faceted environmental issues in conservation biology, earth science, and natural resources, and skills to succeed in a Masters or PhD program in the natural sciences.

Mission: The Math, Science, and Technology learning philosophy emphasizes a constructivist frame-work, a hands-on approach to improve the quality of life on the Reservation through science and technology.

Program Learning Outcomes (PLO) Conservation Biology 1. Students can express natural phenomena and relationships quantitatively 2. Students can relate the biosphere and ecosphere through the field and laboratory 3. Students can characterize ecosystem health based on physical, chemical, and biological factors. 4. Students can manipulate geospatial and remotely sensed data, manage GIS projects, and independently create projects using an ArcInfo GIS platform 5. Students can describe the flora and fauna of the Black Hills and Badlands in South Dakota 6. Students can conduct an independent research project in conservation biology

BS NATURAL SCIENCE (CONSERVATION BIOLOGY) SUGGESTED PROGRAM OF STUDY 5-year (12 credits/term) plan, 120 credit hours

First year fall semester (12 cr) First year spring semester (12 cr) Eng 103 Freshman English I LSoc 103 Lakota Culture SpCm 103 Speech Communications Range 103 Botany of the Northern Plains Lak 103 Lakota Language I Eng 113 Freshman English II MIS 113 Applied Information Processing Physics 113 Survey of Physics

Second year fall semester (13 cr) Second year spring semester (11 cr) 100-level Science Elective Bio 143 Physical Geology Math 123 Introduction to Statistics Math 154 College Algebra Bio 153 Biology I Bio 161 Biology II Laboratory Bio 151 Biology I Laboratory Bio 163 Biology II Lakota Elective

Third year fall semester (13 cr) Third year spring semester (10 cr) LSci 203 Traditional Plants, Herbs, & Food Bio 223 Ecology Chem 231 General Chemistry I Lab Chem 241 General Chemistry II Lab Chem 233 General Chemistry I Chem 243 General Chemistry II Lak 233 Lakota Language II Sci 273 Scientific Literature & Writing Social Science Elective Third year summer semester (3 cr) Bio 303 Field Ecology

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Fourth year fall semester (12 cr) Fourth year spring semester (12 cr) Math 163 Trigonometry Humanities Elective NSci 253 Hydrology GIS 313 Applications of GIS Conservation Biology Elective Literature Elective NSci 393 Research Methods Bio 413 Mammalogy

Fifth year fall semester (12 cr) Fifth year spring semester (12 cr) Biol 453 Advanced Ecology Conservation Biology Elective Biol 463 Evolution Bio 463 Conservation Biology Conservation Biology Elective Conservation Biology Elective Conservation Biology Elective NSci 493 Senior Research

Conservation Biology Electives should be selected in consultation with the student’s research mentor, and support the student’s research project begun in Sci 273 and NSci 393.

Program Learning Outcomes (PLO)

Earth Science 1. Students can relate the atmosphere, geosphere, and hydrosphere through chemistry 2. Students can characterize watershed and stream ecosystem structure and health based on physical, chemical, and biological factors including human and natural impacts on the watershed such as floods and drought. 3. Students can manipulate geospatial and remotely sensed data, manage GIS projects, and independently create projects utilizing a GIS. 4. Students can describe the geological processes and history of the Black Hills and Badlands in South Dakota. 5. Students can conduct an independent research project in earth science. 6. Students demonstrate a fundamental understanding of biology, ecology, mathematics, and physics

BS Natural Science (Earth Science) Suggested Program of Study Five-year (12 credits/term) plan, 120 credit hours

Pre-College Classes First year fall semester (13cr) Math 083/093 Engl 103 Freshman English I Math 103 Lak 103 Lakota Language I RW 083/093 Math 134 Intermediate Algebra MIS 113 Applied Information Processing

First year spring semester (16cr) Second year fall semester (13cr) Lak 233 Lakota Language II Geol 153 Historical Geology Engl 113 Freshman English II Bio 153 Biology I Math 154 College Algebra Bio 151 Biology I Laboratory Geol 143 Physical Geology Math 163 Trigonometry 100-level Science Elective SpCm 103 Speech Communications Second year spring semester (16cr) Third year fall semester (13cr) LSci 203 Traditional Plants, Herbs, & Food Physics 113 Survey of Physics NSci 253 Hydrology Sci 273 Scientific Literature & Writing Bio 223 Ecology Chem 243 General Chemistry II Chem 233 General Chemistry I Chem 241 General Chemistry II Lab Chem 231 General Chemistry I Laboratory Math 123 Introduction to Statistics Earth Science Elective Earth Science Elective

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Third year spring semester (15cr) Fourth year fall semester (15cr) GIS 213 Introduction to GIS GIS 313 Applications of GIS Geol 213 Soils NSci 363 Fluvial Processes & Stream Earth Science Elective Morphology LSoc 103 Lakota Culture Nsci 393 Research Methods Literature Elective Earth Science Elective Lakota Elective

Fifth year spring semester (12cr) Sixth year fall semester (12cr) NSci Watershed Assessment Techniques Nsci 463 Groundwater Chem 323 Environmental Chemistry NSci 493 Research Earth Science Elective Earth Science Elective Humanities Elective Social Science Elective

Earth Science Electives should be selected in consultation with the student’s research mentor, and support the student’s research project begun in Sci 273 and NSci 393.

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MATH, SCIENCE and TECHNOLOGY DEPARTMENT Bachelor of Science in Information Technology

Information Technology Vision Our vision is to provide the Pine Ridge and surrounding areas quality Information Technology professionals with a background with a foundation in operating systems and networking.

Information Technology Mission Information Technology Department graduates will demonstrate a technical networking mind to fulfill the Information Technology needs of the Oglala Lakota People.

Information Technology Program Student Learning Outcomes (P-SLO) The student learning outcomes describe the knowledge, skills and core competencies of Information Technology graduates of Oglala Lakota College. Our goal in Information Technology is it to graduate students who demonstrate a technical networking mind as network managers to fulfill the Information Technology needs of the Oglala Lakota People.

At the time of program completion, each Bachelor of Science student will: 1. Project Administration: Communicate effectively with network stakeholders through solid project management. 2. Hardware: Install, maintain and support computer hardware in a networked and stand-alone environment. 3. Operating Systems: Install, maintain and support network and client operating systems. 4. Network: Install, maintain and support a network given a hypothetical or real LAN or WAN situation. 5. Security: Secure devices, networks and data. 6. National Certifications: Complete selected national certifications in hardware (A+), Network (Network+) and Security Certified Network Professional (SCNP).

Application and Admission as a student of the BS in Information Technology Program Between 28 and 43 credit hours the IT student must make application to the BS in IT Degree. When accepted the student will join a cohort and be assigned an IT faculty member who will be the student's adviser.

New Student Roadmap New students must complete computerized placement tests. The results of these tests will determine college readiness or placement in pre-college courses. (See Instructional section in the beginning of this catalog.)

Suggested eight semester program to complete the BS in IT Degree (a 10 semester program is available)

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MATH, SCIENCE and TECHNOLOGY DEPARTMENT Associate of Applied Science in Information Technology

Information Technology Mission Information Technology Department graduates will demonstrate a technical networking mind to fulfill the Information Technology needs of the Oglala Lakota People.

The Associate of Applied Science in Information Technology is a two year terminal degree that provides its recipients with knowledge and skills to become a successful IT technician.

At the time of program completion, each Associate of Applied Science student will: • Project Administration: Assist IT staff to support project management. • Hardware: Assist IT staff to support computer hardware in a networked and stand-alone environment. • Operating Systems: Assist IT staff to support network and client operating systems. • Network: Assist IT staff to support a network. • National Certifications: Demonstrate progress toward completion of selected national certifications in hardware (A+), Network (Network+).

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MATH, SCIENCE and TECHNOLOGY DEPARTMENT ASSOCIATE OF ARTS DEGREE, SCIENCE, ENGINEERING AND MATH (SEM) AND ASSOCIATE OF ARTS IN PRE-ENGINEERING Degree Vision, Mission and Learning Outcomes

ASSOCIATE OF ARTS DEGREE, SCIENCE, ENGINEERING AND MATH (SEM) AND ASSOCIATE OF ARTS IN PRE-ENGINEERING The purpose of the Science Engineering and Mathematics (SEM) and pre-engineering associate degrees are to prepare students to transfer into accredited engineering and science baccalaureate programs. A comprehensive articulation agreement was accepted by the South Dakota Board of Regents (SDBOR) to transfer course credit from Oglala Lakota College (OLC) to ABET accredited science and engineering programs at South Dakota School of Mines and Technology (SDSMT) and South Dakota State University (SDSU).

Science, Engineering, and Math (SEM) Program Learning Outcomes (PLO) 1. Apply laws of Chemistry and stoichiometric rules to predict changes in temperature, volume and ionic compositional behavior. 2. Demonstrate an understanding of Newtonian principals. 3. Apply the rules of differentiation and integration to quantify processes occurring in the natural world. 4. Demonstrate an understanding of the relationships between forces, energy, work, and power

Science Engineering & Mathematics (SEM) Ideal Program of Study

Pre-College Courses First year spring semester (13cr) Math 083/093 Engl 103 Freshman English I Math 103 Lak 103 Lakota Language I RW 083/093 MIS 113 Applied Information Processing Math 134 Elementary Algebra First year fall semester (13cr) Math 154 College Algebra First year spring semester (13cr) Lak 233 Lakota Language II Math 163 Trigonometry Engl 113 Freshman English II Chem 233 General Chemistry I Lakota Elective Chem 231 General Chemistry I Lab Social Science Elective Second year fall semester (15cr) Chem 243 General Chemistry II Second year spring semester (14cr) Chem 241 General Chemistry II Laboratory Math 194 Calculus II Math 194 Calculus I Phys 214 Physics I SpCm 103 Speech Communications SDSMT Course 1 Humanities Elective SDSMT Course 2

Third year fall semester (14cr) Math 194 Calculus III Phys 223/1 Physics II and Lab SDSMT Course 3 SDSMT Course 4

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ASSOCIATE OF ARTS IN PRE-ENGINEERING Geological Track Program Learning Outcomes (PLO) 1. Demonstrate an understanding of Newtonian principals and relationships between forces, energy, work and power 2. Apply laws of Chemistry and stoichiometric rules to predict changes in temperature, volume and ionic compositional behavior. 3. Apply the rules of differentiation and integration to quantify processes occurring in the natural world. 4. Evaluate how materials act under conditions of equilibrium 5. Perform engineering design and analysis 6. Manipulate geospatial and remotely sensed data, manage GIS projects, and independently create projects utilizing a GIS 7. Describe the rock cycle, properties of rocks and minerals, and plate tectonics

Pre-Engineering – Geological Engineering Track Ideal Program of Study Pre-College courses First year spring semester (13cr) RW 083/093 Engr 103 Intro to Engineering Math 134 Intermediate Algebra Math 083/093 Engr 143 Geology for Engineers Math 103 Engr 141 Geology for Engineers Lab

First year fall semester (16cr) Second year spring semester (16cr) Lak 103 Lakota Language I Engl 113 Freshman English II MIS 113 Applied Information Processing Math 163 Trigonometry Math 154 College Algebra Chem 233 General Chemistry I Engl 103 Freshman English I Chem 231 General Chemistry I Lab SpCm 103 Speech Communications Engr 233 Engineering Graphics & CAD Lakota Elective

Second year fall semester (15cr) Third year spring semester (14cr) Chem 243 General Chemistry II Math 214 Calculus II Chem 241 General Chemistry II Laboratory Phys 214 Physics I Math 194 Calculus I Engr 243 Statics Engr 213/211 Surveying and Laboratory GIS 213 Introduction to GIS Lak 103 Lakota Culture

Third year fall semester (14cr) Math 224 Calculus III Phys 223/1 Physics II and Lab GIS 313 Applications of GIS Social Science Elective

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ASSOCIATE OF ARTS IN PRE-ENGINEERING Civil Engineering Track Program Learning Outcomes (PLO) 1. Demonstrate an understanding of Newtonian principals and relationships between forces, energy, work and power 2. Apply the rules of differentiation and integration to quantify processes occurring in the natural world. 3. Evaluate how materials act under conditions of equilibrium 4. Apply laws of Chemistry and stoichiometric rules to predict changes in temperature, volume and ionic compositional behavior. 5. Perform engineering design and analysis

Pre-Engineering – Civil Engineering Track Ideal Program of Study Pre-College courses First year spring semester (12 cr) RW 083/093 Engr 103 Intro to Engineering Math 134 Intermediate Algebra Math 083/093 SpCm 103 Speech Communications Math 103 Lakota Elective

First year fall semester (13cr) Second year spring semester (13cr) Lak 103 Lakota Language I Engl 113 Freshman English II MIS 113 Applied Information Processing Math 163 Trigonometry Math 154 College Algebra Chem 233 General Chemistry I Engl 103 Freshman English I Chem 231 General Chemistry I Lab Engr 233 Engineering Graphics & CAD

Third year fall semester (14cr) Math 224 Calculus III Phys 223/1 Physics II and Lab Engr 253 Mechanics Social Science Elective

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MATH, SCIENCE and TECHNOLOGY DEPARTMENT ASSOCIATE OF ARTS DEGREE, LIFE SCIENCE Degree Vision, Mission and Learning Outcomes

ASSOCIATE OF ARTS DEGREE, LIFE SCIENCE Health issues are a major concern on the Pine Ridge reservation. Students in Life Science are encouraged to explore the connections between health-related issues and the environment and complete Baccalaureate and graduate degrees in the areas of biology, physiology, biochemistry, or medicine. The purpose of the Life Sciences associate’s degree is to prepare students to transfer into accredited Nursing and Secondary Education baccalaureate programs at OLC and elsewhere.

The Program Learning Outcomes (PLO’s) for the OLC Life Sciences AA degree are congruent with educational goals developed by the OLC Department of Math and Science for the BS in Natural Science and the AA in Science, Engineering, and Math, along with OLC’s departments of Nursing and Education: 1. The ability to demonstrate basic knowledge of mathematics, biology and chemistry in situations encountered by a Life Science Major. 2. Demonstrate good laboratory skills 3. Critically review and communicate scientific data in a qualitative and quantitative manner through oral and written formats 4. Distinguish how altercations to the human body systems can contribute to disease. Identify and relate research methods and protocols.

Pre-College Pre-College Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Preparation Math Preparation English 12 Credits 13 Credits 14 Credits 12 Credits 11 Credits

Basic Math 093 RW 093 Lak 103 Math 154 Lakota Elective Bio 204 Bio 234

Elementary Engl 103 Engl 113 Bio 153 Bio 224 Mis 113 Algebra 103

Intermediate Science SpCm 103 Psy 103 Bio 151 Bio 163 Algebra 134 Elective

Science 100 Science LSoc 103 Chem 233 Bio 161 Elective Lab

Chem 231 Lak Elective

Humanities Elective

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Assessment:

The STEM department assessment follows the institutional assessment framework as part of a program of continuous improvement. The STEM departmental assessment strategy includes: 1) institutional effectiveness plans (IEPs), 2) adoption and improvement of master syllabi through the peer-review process, 3) adjunct and full-time faculty observations, 4) course level assessment, 5) program level assessment, and 6) longitudinal student tracking. In addition to academic assessment, the STEM department assesses its grants both internally through annual reports to grant funders and externally through evaluators.

STEM departmental assessment results and data are on file electronically and in hard copy. Institutional effectiveness plans are filed with the Assessment Director and an electronic copy is maintained by the Department Chair. Course level assessment forms and instructor syllabi are provided on the STEM departmental website. Hard copies of assessments and artifacts are archived at the STEM departmental offices at Piya Wiconi, and electronic copies are stored along with a master longitudinal tracking spreadsheet.

Oglala Lakota College Center for Science and Technology (OLCST) James Sanovia, GIS Laboratory Manager Charles Jason Tinant, Biogeochemist Dr. Hannan LaGarry, Collections Curator Alessandra Higa, Curation and Collection Facilities Manager

The National Science Foundation has provided OLC with funding to build and equip the laboratories of the Oglala Lakota College Center for Science and Technology. At present our facilities include analytical chemical laboratories, a water resources laboratory, a microbiology laboratory, a GIS remote sensing laboratory, a necropsy laboratory, and curation facilities. Our analytical laboratories include the following analytical instrumentation: atomic absorption graphite furnace, atomic absorption flame spectrometer, gas chromatograph mass spectrometer, ion chromatograph, bench top x-ray fluorescence analyzer, and x-ray diffraction analyzer. The GIS remote sensing laboratory has been a center for academic, research and community outreach programs. The GIS remote sensing has an extensive collection of geospatial imagery as well as the latest version of ArcGIS. Our necropsy laboratory and curation facilities are available to prepare and house vertebrate specimens, invertebrates, a botanical collection, soil, geological, and paleontological samples from the Pine Ridge reservation. We also have instrumentation available for field use including a GeoProbe®, handheld x-ray fluorescence analyzer, LIDAR camera, and portable visible, near-infrared spectrometer, and Sondes for continuous water quality measurement.

Our programs of study emphasize hands-on learning through student internship opportunities, classroom- based research, and geospatial understanding. Our degree programs allow our faculty to share their diverse experience in the areas of chemistry, geology, hydrology, biology, ecology, and GIS remote sensing, as well as the flexibility for a student to tailor a degree program to his or her educational needs. Our laboratory instrumentation is used to enhance chemistry, earth science, and conservation biology courses, reservation- based research projects, and research collaboration with other colleges and universities. Math and science students are encouraged to become involved with ongoing research projects as student interns.

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1. Core Requirements: (27 Credits Total) Cr. Where Taken Date Grade Engl 103 Freshman English I 3______Engl 113 Freshman English II 3 SpCm 103 Speech Communications 3______Math 163 Trigonometry 3______MIS 113 Applied Information Processing 3______100 level science elective** 3______Social Science Elective 3______Humanities Elective 3______Literature Elective 3 2. Lakota Studies (15 Credits): Lak 103 Lakota Language I 3______Lak 233 Lakota Language II 3______LSoc 103 Lakota Culture (or LHist 203) 3______LSci 203 Traditional Plants, Herbs, and Foods 3______Lak Lakota Elective 3______3. Natural Science Requirements (32 Credits) Math 123 Introduction to Statistics 3 Bio 153 Biology I 3 Bio 151 Biology I Lab 1 Phys 113 Survey of Physics 3 Chem 233 General Chemistry I 3______

Chem 231 General Chemistry I Lab 1______2019 Catalog Geol 143 Physical Geology 3______- NSci 253 Hydrology 3 GIS 213 Introduction to GIS 3 Bio 223 Ecology 3 Sci 273 Scientific Literature and Writing 3 2018 GIS 313 Applications of GIS 3______

Conservation Biology Emphasis Area Professional Requirements: (32 Credits) Bio 163 Biology II 3______Bio 161 Biology II Lab 1 Rang 103 Botany of the Northern Plains 3 Chem 243 General Chemistry II 3 Chem 241 General Chemistry II Lab 1 Bio 303 Field Ecology 3______NSci 393 Research Methods 3______Bio 413 Mammalogy 3______Biol 453 Advanced Ecology 3 Biol 463 Evolution 3______Bio 463 Conservation Biology 3______NSci 493 Research 3______

Total Credits 121

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Earth Science Emphasis Area Professional Requirements (28 Credits) Geol 153 Historical Geology 3______Chem 243 General Chemistry II 3______Chem 241 General Chemistry II Lab 1 Geol 213 Soils 3 Chem 323 Environmental Chemistry 3 NSci 363 Fluvial Morphology 3 NSci 373 Watershed Assessment Techniques 3______NSci 393 Research Methods 3______NSci 463 Groundwater 3______NSci 493 Research 3______

Natural Science Electives Conservation Biology Electives (Minimum of 15 Credits) Earth Science (Minimum of 19 Credits) Math 194 Calculus I 4______Engr 213/211 Elementary Surveying / Laboratory 4______NSci 303 Integrated Environmental Science 3______Geol 303 Soils II 3 NSci 323 Principals of Environmental Science 3 GIS 323 Remote Sensing 3

NaRs 323 Natural Resource Measurements 3 2019 Catalog NSci 373 Watershed Assessment Techniques 3______- Biol 413 Animal Behavior 3______Chem 423 Laboratory Equipment 3______Nsci 443 Paleontology 3 NSci 473 Wetlands 3 Math 483 Multivariate Statistics 3 2018 Sci 393 Special Topics (needs approval) 3 Sci 493 Special Topics (needs approval) 3______

Total Credits 121

** 100 Level science electives include: Bio 103 Human Biology and Bio 113 People & The Environment.

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A SIN AND NLG DAN AL F SIN DG IN INFAIN NLG

1. Core Requirements: (28 Credit Hours) Cr. Where Taken Date Grade Engl 103 Freshman English I 3 ______Engl 113 Freshman English II 3 ______MIS 113 Applied Information Processing 3 ______SpCm 103 Speech Communications 3 ______Math 154* College Algebra (or above) 4 ______Science Elective 3 ______Literature Elective 3 ______Psy 103 General Psychology 3 ______Humanities Elective 3 ______

2. Lakota Studies Requirements: (15 Cr Hrs) Lak 103 Lakota Language I 3 ______Lak 233* Lakota Language II 3 ______LSoc 103 Lakota Culture (or LHist 203 Lakota History I) 3 ______Lakota Studies Elective 3 ______Lakota Studies Elective 3 ______

3. IT Professional Core (51 Credit Hours) 2019 Catalog

Sci 113 Technical Writing 3 ______- IT-133 A+ (A+ Certification) 3 ______Math 263* Discrete Structures 3 ______IT 153 Survey of Operating Systems 3 ______

IT 203* Programming 3 ______2018 IT 243* Introduction to Networking 3 ______IT 273* Information Systems Management 3 ______IT 303* Introduction to UNIX/Linux 3 ______IT 313* UNIX/Linux Shell Programming 3______IT 323* Command Line Interface 3 ______

IT 333* Network Administration 3 ______IT 403* Network Protocols 3 ______IT 413* Wireless Communications 3 ______IT 453* Network Security 3 ______IT 473* Network Analysis 3 ______IT 493a* Senior Project I 3 ______IT 493b* Senior Project II 3 ______

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4. IT Electives (choose 18 Credit Hours) SoSc 313* Statistics for the Social Science 3 ______GIS 213 Introduction to GIs 3 ______GIS 313* Applications of GIS 3 ______GIS 323* Remote Sensing 3 ______IT 343* Application Software TnT 3 ______IT 353* Internet Technologies 3 ______IT 363* Implementing & Admin. WebServers 3 ______IT 373* Web Design Fundamentals 3 ______IT 383* Current Topics in IT 3 ______IT 393* Implementing & Admin. Mail Servers 3 ______IT 423* Network Operating Systems & Virtualization 3 ______IT 443* Advanced UNIX/Linux 3 ______

5. Free Electives (9 Credit Hours) ______3 ______3 ______3 ______

* Course has a prerequisite course. Prerequisite course(s) must be enrolled sequentially. 2019 Catalog - Total Credit Hours = 121 2018

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1. Core Requirements (16 credit hours) Cr. Where Taken Date Grade Engl 103* Freshman English 3 ___ CS 103 Ethics in the Workplace 3 _ SpCm 103 Speech Communication 3 ___Math 134* Intermediate Algebra 4 __ MIS 113 Applied Information Processing 3 ______

2. Technical Core (9 credit hours) Trds 103 Occupational Safety 3 __ Elec 103 Electrical Fundamentals 3 __ Elec 113 Electical Blue Prints 3 ______3. Lakota Studies Requirements (6 credit hours) Lak 103 Lakota Language I 3 ______LSoc 103 Lakota Culture (or LHist 203) 3 ______

4. IT Professional Requirements (23 credit hours) Sci 113* Technical Writing 3 ______IT 134* A+ Certification 4 ______IT 153* Survey of Operating Systems 3 ______IT 243* Introduction to Networks 3 ______IT 224* PC Design & Assembly 4 ______2019 Catalog IT 253* Supporting Workstations 3 ____- IT 273* Information Systems Management 3 ______5. Electives (choose 6 credit hours)

IT 203* Programming (Visual Basic) 3 ______2018 IT 343* Application Software TnT 3 ______IT 353* Internet Technologies 3 ______IT 363* Implementing and Administering Web Servers 3 ____ IT 373* Web Design Fundamentals 3 __ MIS 143* Introduction to Spreadsheets 3 MIS 243* Data Base Applications and Design 3 ___

60 Total Credit Hours

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1. Core Requirements: (18 Credits) Cr. Where Taken Date Grade Engl 103 Freshman English I 3______Engl 113 Freshman English II 3______SpCm 103 Speech Communications 3______Math 163 Trigonometry 3______Social Science Elective 3______Humanities Elective 3______2. Lakota Studies Requirements: (9 Credits) Lak 103 Lakota Language I 3______LSoc 103 Lakota Culture or LHist 203, LHist 213 3______Lakota Elective 3______

3. Math and Science Requirements: (44 Credits) Math 194 Calculus I 4______Math 214 Calculus II 4______Math 224 Calculus III 4______Phys 214 Physics I 4______Phys 223 Physics II 3______Phys 221 Physics II Lab 1______Chem 233 General Chemistry I 3______Chem 231 General Chemistry Lab I 1______Chem 243 General Chemistry II 3______

Chem 241 General Chemistry Lab II 1______2019 Catalog Engr 101/111 Introduction to Engineering I & II 2______- Engr 233 Engineering Graphics&Computer Aided Drawing 3______Engr 243 Statics 3______Engr 254 Mechanics of Materials 4______Engr 213 Elementary Surveying 3______2018 Engr 211 Elementary Surveying Laboratory 1______

4a. Civil Engineering Electives (6 credits) Engr 202 Construction Materials 2______Engr 201 Construction Materials Laboratory 1______Engr 223 Principals of Environmental Science 3______

Total Credits for Civil Engineering Degree − 77 4a. Geological Engineering Electives (10 credits) Engr 143 Geology for Engineers 3______Engr 141 Geology for Engineers Laboratory 1______GIS 213 Introduction to GIS 3______GIS 313 Applications of GIS 3______Total Credits for Pre-Engineering Degree −81

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A SIN AND NLG DAN ASSIA F AS IN SIN NGINING AND A S

1. Core Requirements: (22 Credits) Cr. Where Taken Date Grade Engl 103 Freshman English I 3 ______Engl 113 Freshman English II 3 SpCm 103 Speech Communications 3 MIS 113 Applied Information Processing 3 Math 154 College Algebra 4 Social Science Elective 3 Humanities Elective 3

2. Lakota Studies Requirements: (9 Credits) Lak 103 Lakota Language I 3 LSoc 103 Lakota Culture or LHist 203, LHist 213 3 Lakota Elective 3

3. Math and Science Requirements: (31 Credits) Math 163 Trigonometry 3 ______Math 194 Calculus I 4 Math 214 Calculus II 4 Math 224 Calculus III 4 Phys 214 Physics I* 4 Phys 223 Physics II 3 Phys 221 Physics II Lab 1 Chem 233 General Chemistry I 3 2019 Catalog - Chem 231 General Chemistry Lab I 1 Chem 243 General Chemistry II 3 Chem 241 General Chemistry Lab II 1 Total Credits − 62 2018

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A SIN AND NLG DAN ASSIA F AS IN LIF SINS

1. Core Requirements (22 Credits): Cr. Where Taken Date Grade Engl 103* Freshman English I 3______Engl 113* Freshman English II 3______SpCm 103 Speech Communications 3______Psy 103* General Psychology 3 ______Humanities Elective 3 Math 154* College Algebra (or Higher) 4 100 Level Science or Higher 3

2. Lakota Studies Requirements (9 Credits): Lak 103 Lakota Language I 3______LSoc 103 Lakota Culture 3______Lak Lakota Elective 3

3. Math and Science Requirements (27 Credits): Mis 113 Applied Information Processing 3______Bio 153* Biology I 3______Catalog Bio 151* Biology I Lab 1______Bio 163* Biology II 3______Bio 161* Biology II Lab 1 Bio 204* Basic Microbiology 4

Bio 224* Human Anatomy 4 2019 Bio 234* Human Physiology 4______- Chem 233*General Chemistry I 3______

Chem 231*General Chemistry Lab I 1______18

4. Select One Elective From the Following (4 Credits) Chem 243*General Chemistry II 3 20 Chem 241*General Chemistry Lab II 1 Chem 253*Organic Chemistry I 3 Chem 251*Organic Chemistry Lab I 1 Chem 263*Organic Chemistry II 3______Chem 261*Organic Chemistry Lab II 1______Phys 214* Physics I 4______Math 194* Calculus I 4 Total Credits − 62

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MATH, SCIENCE AND TECHNOLOGY COURSE DESCRIPTIONS

Bio 103 Human Biology This course provides an introduction to human biology, including the evolution, natural history, and ecology of humans. Emphasis is placed on what the biological sciences have to say about maintaining human health. Native American views of health are also discussed. 3 credits

Bio 113 People and the Environment This course focuses on the role of people in ecosystems and the global effects of their alterations of those ecosystems. The influence of European and Native American cultures on people’s activities in the ecosystem will be discussed. Alternatives for human survival and the well-being and sustainability of the biosphere will be explored. 3 credits

Bio 153 Biology I This course begins with the basic chemistry of life and proceeds through cell structure and function to animal embryology, plant life cycles, hormonally and environmentally influenced growth processes, and plant and animal anatomy and physiology. Prerequisites: Student must have tested into college level English, may take concurrently with Engl 103. 3 credits

Bio 151 Biology I Lab This laboratory covers the use of the microscope and other elementary laboratory equipment. Students will conduct experiments that demonstrate principles discussed in lecture. Slides of structures and organisms, as well as preserved specimens, will be used to illustrate comparative morphology and function in plants and animals. Prerequisites: Student must have tested into college level English, may take concurrently with Engl 103. 1 credit

Bio 163 Biology II This course emphasizes ecological and evolutionary concepts, including classification, natural history, genetics, plant and animal diversity, and behavioral ecology. Prerequisites: Student must have tested into college level English, may take concurrently with Engl 103. 3 credits

Bio 161 Biology II Lab This laboratory allows students to conduct experiments that demonstrate principles covered in lecture. Dissections of representative invertebrate and vertebrate organisms will be used to illustrate the comparative anatomy within the animal kingdom. Prerequisites: Student must have tested into college level English, may take concurrently with Engl 103. 1 credit

Bio 204 Basic Microbiology A survey course of bacteriology and immunology for allied health students. Emphasis is on bacterial anatomy, physiology and genetics; immune response and medical applications. The laboratory demonstrates common clinical procedures involved in the isolation and identification of the bacteria. (3,2) Prerequisites: Student must have tested into college level English, may take concurrently with Engl 103. 4 credits

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Bio 223 Ecology The study of the interrelationship of living organisms and the environment. Topics include interactions at the population, community, and ecosystem levels; the study of energy flow and nutrient cycling within these systems. Included also is the study of the geologic, hydrologic, and atmospheric processes involved in the maintenance of life on earth, with emphasis on the importance of human actions to promote sustainability and health of natural processes. Prerequisite: Bio 153, Bio 151. 3 credits

Bio 224 Human Anatomy Systematic study of gross anatomy and normal homeostasis functions of the human body. Systems studies include the skeletal, muscular and nervous systems. The laboratory is used to demonstrate these concepts through dissection and physiological experiments and demonstrations. Prerequisite: Student must have tested into college level English, may take concurrently with Engl 103. 4 credits

Bio 234 Human Physiology A continuation of Bio 224. Systems studied will include cardiovascular, respiratory, digestive, urinary, reproductive and endocrine systems. Prerequisite: Chem 114 or Chem 233/231. 4 credits

Bio 303 Field Ecology This is a field course surveying the basic research methods used in sampling, and describing characteristics of plant and animal populations and communities. Emphasis will be placed on grassland, forest, wetland, and riparian systems in Southwest South Dakota. Prerequisite: Bio 223. 3 credits

Bio 413 Mammalogy This course includes study of the classification, evolution, distribution, identification, life histories, and morphological, ecological, and behavioral adaptations of mammals. Emphasis is placed on species of the Great Plains ecosystem. Prerequisite: Bio 223. 3 credits

Bio 443 Range Ecology (Co-listed as Rang 443) A study of the dynamics and structure of range plants and animals upon each other, and the area on which they are living including the effects of human-related activities. Special emphasis is given to the role of herbivores on species composition and distribution of plant communities. Prerequisite: Bio 303, all completed with a grade of “C” or better, or permission of instructor. 3 credits

Bio 463 Conservation Biology A study of the principles and practices associated with the maintenance of maximum biodiversity and stability of ecosystems throughout the world. The importance of retaining genetic variability in wild populations is examined. Prerequisite: Bio 223. 3 credits

Biol 413 Animal Behavior This course will present a biological perspective on the behavior of organisms from invertebrates through humans. Environmental and innate components of behavior will be discussed. Emphasis will be placed on social systems and the understanding of human behavior through comparative analysis with related social vertebrate species. Prerequisites: Bio 223. 3 Credits

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Biol 453 Advanced Ecology This course will build on information presented in general ecology, focusing on the ecology of South Dakota, with discussion of status and threats to those ecosystems. A research project will be undertaken in which the student designs a study investigating some aspect of wildlife or ecosystem interactions. Research may involve study of a local plant or animal population to better understand its ecological requirements or the investigation of a habitat and the interactions of plant and animal populations in that ecosystem. Prerequisites: Bio 223, Bio 303, Math 123, or permission of the instructor. 3 credits

Biol 463 Evolution This course will present the history of the development of the theory of natural selection and evolution as first elucidated by Charles Darwin and Alfred Wallace. The concurrent work of Mendel will be discussed as well as more modern developments in areas of genetics, molecular biology, sociobiology, paleontology, and anthropology. Prerequisites: Bio 223 or permission of the instructor. 3 credits

Chem 103 Survey of General Chemistry An introduction to inorganic chemistry stressing basic concepts and the language of chemistry. Prerequisite: Math 134. 3 Credits

Chem 114 Chemistry for the Health Sciences Introduces the basic concepts of general and organic chemistry helpful for nursing students. Lecture topics will include, but not be limited to Scientific Measurements, Chemical (Inorganic and Organic) Nomenclature, Molar and Percentage Mathematics, Reactions, and a study of Solutions (including pH) as well as discussions of aliphatic and aromatic organic compounds. The instructional approach of Chem 114 will emphasize how these differing chemical concepts affect the human body. Chem 114 does not satisfy the requirements for Chem 233. Prerequisites: Math 103. 4 credits

Chem 111 Chemistry for Health Sciences I Laboratory Reinforces, in a practical format, the concepts and ideas introduced in Chem 114. Topics will include, but not be limited to, scientific concepts of weights and measures, gas law equations and calculations, solution calculations (including molars and pH), percentage mathematics, and thermodynamic predictions and calculations. Prerequisites: Concurrent registration in Chem 114. 1 credit

Chem 233 General Chemistry I An in-depth survey of inorganic chemistry. This course stresses the concepts and language of chemistry, including periodic properties, reactions, mathematics and algebraic manipulation of existing formulas, physical chemistry, and environmental issues dealing with the topic of atmospheric gases and surface groundwater. Chem 231 must be taken concurrently. Prerequisite: Math 134. 3 credits

Chem 231 Experimental General Chemistry Lab I The fundamentals of chemical laboratory techniques and practice, the behavior of chemical compounds and quantitative measurements illustrating the laws of chemical combinations. Prerequisite: Must be taken concurrently with Chem 233. 1 credit

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Chem 243 General Chemistry II An advanced study of inorganic chemistry. Topics include: in-depth mathematical formulas of chemistry and their manipulation, acid-base chemistry, complex reactions and their prediction, thermodynamics, nuclear chemistry, metallurgy, and an introduction to organic chemistry. Chem 241 must be taken concurrently. Prerequisite: Chem 233. 3 credits

Chem 241 Experimental General Chemistry Lab II Laboratory work will complement the topics covered in Chem 243. Prerequisites: Must be taken concurrently with Chem 243, or permission of instructor. 1 credit

Chem 253 Organic Chemistry I This is an introduction to organic chemistry. Topics will include nomenclature of aliphatic and basic aromatic compounds and their derivatives, reaction predictions with industrial and environmental applications, chemical properties and synthesis and an introduction to biochemistry. Chem 251 must be taken concurrently. Prerequisites: Chem 233 and Chem 231. 3 credits

Chem 251 Organic Chemistry Lab I Laboratory work will complement the topics covered in Chem 253. Prerequisite: Must be taken concurrently with Chem 253. 1 credit

Chem 263 Organic Chemistry II Designed to be sequential with Chem 253, topics will include: chemistry of carbon compounds, isomerism, an introduction to nucleophilic substitution and elimination reactions, and a further examination of certain biochemistry principles such as the study of carbohydrates, lipids and proteins, including their role in metabolic reactions. Chem 261 must be taken concurrently. Prerequisite: Chem 253 and Chem 251 both completed with a grade of “C” or better. 3 credits

Chem 261 Experimental Organic Chemistry Lab II Laboratory work will complement the topics covered in Chem 263. Prerequisite: Must be taken concurrently with Chem 263. 1 credit

Chem 323 Environmental Chemistry A study of the chemical nature of air, water and earth. Some of the specific topics will include ozone layer, greenhouse effect, radioactivity, acid rain, nutrient cycles, and ecosystems. Prerequisite: Chem 243. 3 credits

Chem 351 Organic Chemistry for Educators Lab I Laboratory work will complement the topics covered in Chem 353. A methodology component is included. Prerequisite: Must be taken concurrently with Chem 353. 1 credit

Chem 353 Organic Chemistry for Educators I This is an introduction to organic chemistry. Topics will include nomenclature of aliphatic and basic aromatic compounds and their derivatives, reaction predictions with industrial and environmental applications, chemical properties and synthesis, and an introduction to biochemistry. Chem 351 must be taken concurrently. A methodology component is included. Prerequisites: Chem 233 and Chem 231. 3 credits

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Chem 361 Organic Chemistry for Educators Lab II Laboratory work will complement the topics covered in Chem 263. A methodology component is included. Prerequisite: Must be taken concurrently with Chem 363. 1 credit

Chem 363 Organic Chemistry for Educators II Designed to be sequential with Chem 353, topics will include: chemistry of carbon compounds, isomerism, an introduction to nucleophilic substitution and elimination reactions, and a further examination of certain biochemistry principles such as the study of carbohydrates, lipids and proteins, including their role in metabolic reactions. Chem 361 must be taken concurrently. A methodology component is included. Prerequisite: Chem 353 and Chem 351. 3 credits

Chem 423 Laboratory Equipment This course gives students exposure to analytical laboratory equipment used in the environmental sciences. Students will have opportunities to analyze soil, and water samples for contaminants using analytical instrumentation at the Lakota Center for Science and Technology, which may include: mass-spectrometer with gas chromatograph (GC-MS), ion chromatograph (IC), x-ray diffraction (XRD), x-ray florescence (XRF), atomic absorption (AA) flame and/or furnace. Prerequisites: Chem 243, Chem 241. 3 credits

Engr 101 Introduction to Engineering I Students are introduced to the concept of being a professional and the ethics required of a professional person through hands-on service learning projects to meet community needs, as well as reflection through journaling. Prerequisite: Math 103. 1 credit

Engr 111 Introduction to Engineering II This course is designed to give students the opportunity to learn how to solve engineering analysis and design problems through community focused service learning. Students will develop computational skills, sharpen communication skills, and be exposed to professional development in the form of team building, technology tools, and project management. In addition, students will have the opportunity to learn from professional engineers, scientists, and stakeholders through project-based interaction. Prerequisites: Math 103. 1 credit

Engr 133 Engineering Graphics and Computer Aided Drawing Students will learn to construct drawing documents using AutoCAD, the use of engineering, mechanical and architectural scales, lettering practices, geometric construction (manually and AutoCAD), and the ability to visualize in three dimensions. All work requires a “hands-on” approach. Prerequisite: Math 103. 3 credits

Engr 143 Geology for Engineers Rock forming processes and identification, mass wasting, ground water, streams, and appropriate geological engineering technologies through project based and hand-on learning. Emphasis is given to engineering significance of processes and their resulting deposits in the study of geological processes acting on the earth‘s surface. Prerequisite: Math 103. 3 credits

Engr 141 Geology for Engineers Lab Field laboratory to accompany Engr 143 - Geology for Engineers. Rock forming processes and identification, mass wasting, ground water, streams, and appropriate geological engineering technologies through project based and hands-on learning. Emphasis is given to engineering significance of processes and their resulting deposits in the study of geological processes acting on the earth‘s surface. Corequisite with Engr 143. Prerequisite: Math 103. 1 credit

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Engr 202 Construction Materials Principles that govern physical and mechanical properties of ferrous and nonferrous metals, plastics, bituminous materials, portland cement, aggregates, concrete, and timber. Laboratory exercises to demonstrate basic principles and standard laboratory tests (ASTM Standards) of structural materials. Computer- aided graphics and word processing are required for lab reports. Prerequisites: Chem 233. 2 credits

Engr 201 Construction Materials Lab Basic structure of materials and their effects on material properties. Laboratory tests on materials (ASTM Standards) to demonstrate basic principles of structural materials. Corequisites: Engr 202 Prerequisite: Chem 231. 1 credit

Engr 213 Elementary Surveying Care and operation of instruments, concepts of horizontal and vertical control; measurement of horizontal distances, vertical angles and elevation differences, basic surveying computations and field practice. Coverage includes the definition and analysis of errors of measurement. Additional topics include: horizontal curves, traverse work and construction surveying. The course includes an introduction to the concepts and applications of GPS and GIS to surveying practice. Corequisite course: Engr 201. Prerequisites: Math 163. 3 credits

Engr 211 Elementary Surveying Lab Laboratory portion of Engr 213. Care and operation of instruments, concepts of horizontal and vertical control; measurement of horizontal distances, vertical angles and elevation differences, basic surveying computations and field practice. Coverage includes the definition and analysis of errors of measurement. Additional topics include: horizontal curves, traverse work and construction surveying. The course includes an introduction to the concepts and applications of GPS and GIS to surveying practice. Corequisite course: Engr 213. Prerequisites: Math 163. 1 credit

Engr 223 Principles of Environmental Science Introduction to the basic principles of environmental management, environmental science and engineering. The course will teach the fundamental physical, biological, and chemical principles of environmental processes. The course will also explore the impact of humans and human activity on eco-systems in the environment. This course is co-listed with NSci 323. Prerequisites: Chem 243. 3 credits

Engr 243 Statics The study of the effects of external forces acting on stationary rigid bodies in equilibrium. Vector algebra is used to study two and three-dimensional systems of forces. Trusses, frames and machines, shear and moment in beams, friction, centroids, moments of inertia, and mass moments of inertia are discussed. Prerequisites: Math 194. 3 credits

Engr 253 Mechanics of Materials Basic concepts of stress and strain that result from axial, transverse, and torsional loads on bodies loaded within the elastic range, shear and moment equations and diagrams, combined stresses, Mohr’s circle; beam deflections; and column action and equations. Prerequisites: Engr 243. 3 credits

Geol 143 Physical Geology Rock forming processes and identification, mass wasting, ground water, streams, and appropriate geological engineering technologies through project based and hands-on learning. Emphasis is given to engineering significance of processes and their resulting deposits in the study of geological processes acting on the earth‘s surface. This course is co-listed as Engr 143. Prerequisites: Math 103. 3 credits

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Geol 153 Historical Geology This course involves a survey of the geological history of planet Earth with special emphasis on the northern Great Plains. Topics will include the rock cycle, stratigraphy, plate tectonics, evolution, and the fossil and archeological records. Typically includes at least one field trip. Prerequisites: Math 103. 3 credits

Geol 213 Soils I Introductory course in which students learn the basic structure, formation, and classification of soils, physical and biological properties, management aspects including water, fertility, and erosion, and the role of soils in the environment. 3 credits

Geol 303 Soils II This course focuses on the description, classification, and mapping of soils in western South Dakota and the Pine Ridge Reservation. Includes field description and identification of soils and paleosols from the Cenozoic rock record. Prerequisites: Geol 213. 3 credits

GIS 213 Introduction to GIS Geographic Information Systems (GIS) are essential to the solution of many types of management, planning, environmental, and applied research problems. This course is designed to provide dedicated students, instructors/tribal members or teachers with a basic understanding of current mapping technology through introducing students to principles and the application of geographic information systems, with emphasis on GIS analysis techniques. Prerequisites: Math 134 and MIS 113. 3 credits

GIS 313/513 Applications of GIS Geographic Information Systems (GIS) are essential to the solution of many types of management, planning, environmental, and applied research problems. This course is designed to provide dedicated students, instructors/tribal members or teachers with a basic understanding of raster manipulation, editing, and geodatabases using ArcGIS. Prerequisites: GIS 213 must be completed with a “C” or better. 3 credits

GIS 323 Remote Sensing This challenging course rewards the student with an insight on classification methods of multi-spectral data. Students will study current remote sensing systems, focusing in on the digital image processing techniques utilized to analyze data collected by these systems. This course summarizes the physical background of earth's radiation interaction and provides detailed step-by-step instructions for using satellites in earth resources applications. Lectures will review the specific airborne and spaceborne systems, while lab assignments will cover the digital manipulation and analysis techniques employed by today's remote sensing technicians. Prerequisites: GIS 213. 3 credits

IT 133 A+ (A+ Certification) This course will prepare you to pass the A+ national certification exam. 3 credits

IT 153 Survey of Operating Systems You will explore the differences between popular operating systems offered in today’s marketplace. Operating Systems include, but not limited to Windows and UNIX/Linux. 3 credits

IT 203 Programming You will be exposed to the fundamental concepts of problem solving and developing program logic using tools and techniques of programming. Topics include algorithm development, diagramming and program documentation and incorporating a programming language for hands-on application of programming concepts. C++ will be from UNIX/Linux. Prerequisites: Math 154 College Algebra. 3 credits

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IT 243 Introduction to Networking This course will prepare you to pass the Network+ certification exam. Physical and logical network topologies; transmission media and network access will be examined. Hardware and software network configurations, operations and requirements will be discussed. Topics include communication codes, transmission media encoding methods, the OSI model, network standards and protocols. 3 credits

IT 253 Supporting Workstations Focuses on the skills necessary to install and manage a GUI workstation environment. The basic areas you will cover include installation and configuration, architectural overview, user interface, memory management, file I/O, network administration, communications and printing, disk utilities, troubleshooting, and multimedia. Linux and Windows XX systems will be used. (2,2) 3 credits

IT 273 IT Project Management A study of the Systems Development Life Cycle including problem investigation, determination of systems requirements, selection of solutions, feasibility studies, cost projections and proposal writing for existing or new systems. Prerequisite: SCI 113 and Engl 113. 3 credits

IT 303 Introduction to UNIX/Linux An introduction to UNIX/Linux operating system with specific reference to UNIX/Linux commands, the UNIX/Linux file structure, editors, and shell programming. Includes an introduction to system administration and security. 3 credits

IT 313 UNIX Shell Programming UNIX is a versatile multi-user, multitasking operating system. UNIX has a structural software tool design philosophy that is essential for producing reliable, maintainable, and portable programs. You will cover the essential aspects of UNIX Shell programming such as the Bourne shell and shell scripts. In this class you will learn to manage UNIX files and directories using the UNIX shell commands, work with shell variables, metacharacters and regular expressions, use shell commands to redirect input, output and error messages, and archive files in the background and write different types of shell scripts. Prerequisite: IT 303. 3 credits

IT 323 Command Line Interface Command line concepts and syntax to perform directory hierarchy maintenance, I/O redirection, pipes, and device and system maintenance using variables and switches are topics of the command line interface course. The Disk Operating System (DOS) and UNIX/Linux dialects will be studied. Prerequisite: IT 153. 3 credits

IT 333 Network Administration This course will acquaint you to a network environment and to provide basic entry-level skills in network administration. Hands-on exercises will allow you to become familiar with popular network operating system’s management utilities including printing services, storage devices and setup of networking protocols. Prerequisite: IT 243. 3 credits

IT 343 Application Software TnT This course will help you to develop problem-solving tactics to help end users overcome difficulties with their application program. Training aspects and how you can take a proactive approach for training end users on application programs will be investigated. Prerequisite: SCI 113 and IT 333. 3 credits

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IT 353 Internet Technologies This course is aimed at giving you a comprehensive overview of Internet technologies. You will learn about the history of the Internet, how to use a wide array of Internet technologies, Internet trends and current issues relating to the Internet. Students will also learn the key skills required to create attractive, well- designed, secure WEB sites that meet the goals of a business organization. (2,2) 3 credits

IT 373 Web Design Fundamentals This course will explore aspects of the design and creation of web sites including the initial planning, design, implementation and publishing. Students will design and publish a personal web page as part of the course. 3 credits

IT 383 Current Topics in Information Technology Offers current topics from the area of Information Technology systems. Prerequisite: Junior Status. 3 credits

IT 403 Network Protocols Focuses on TCP/IP using Microsoft Windows NT and UNIX/Linux. Topics include UNIX/Linux and Microsoft TCP/IP addressing, subnet addressing, implementing IP routing, dynamic host configuration protocol, IP, IPX/SPX, ATM address resolution, Net BIOS name resolution, Windows Internet name service, host name resolution, connectivity, and troubleshooting. Prerequisite: IT 243. 3 credits

IT 413 Wireless Communications This course offers an introduction of the fundamental theory of IEEE 802.11 and mobile computing technologies as they apply to WLAN administration. Prerequisite: IT 243. 3 credits

IT 423 Network Operating Systems and Virtualization Advanced network commands and utilities will be demonstrated to you to further supplement the skills required by a network administrator. Directory structures, security, printing and network administration will be covered. Troubleshooting methods and procedures will be discussed for workstations, servers and related hardware, and printing systems. Hardware and software to aid with problem identification and resolution will be discussed and demonstrated where possible. Network optimization and disaster recovery will be covered as well as copyright issues and ethics involved with computer operations. Prerequisite: IT 333. 3 credits

IT 453 Network Security (SCNP Certification) Provides you with the essential concepts and methods for the network security. Topics covered include physical/logical security and different methods of implementation, data encryption/decryption. There will be discussions of commercial and open source products for firewall, proxy, cache and NAT. 3 credits

IT 473 Network Analysis Provides you with the theory and methodologies for designing and analyzing network systems. Topics that you will cover include techniques used by computer professionals to determine, document, and analyze the network requirements; assessing the hardware/software needs of an organization. Emphasis will be on problem solving and cost-analysis in a networking environment. Prerequisite: IT 323 and IT 403, May be taken concurrent with IT 403. 3 credits

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IT 493a Senior Project I The course will focus on the process of project design and culminate with an Information Technology project approved by the IT faculty. Topics include the development of a product mission statement, identification of customer and consumer needs, development of targeted specifications, the consideration of alternative designs using a decision matrix, project management techniques, legal and ethical issues. Also included are the use of probability and statistics for design, interpretation and component selection. Project schematics and parts lists will be introduced for IT 492b. (2,1) Prerequisites: IT 273 Senior standing. 3 credits

IT 493b Senior Project II This course is a sequel to IT 493a Senior Project I. Seniors will build and test the design project in a simulated environment incorporating information technology standards and constraints. Requirement include a laboratory notebook, progress reports, a final oral presentation and written report. (1,2) Prerequisites: IT 493a. 3 credits

MIS 113 Applied Information Processing An applied course designed to meet the needs of today’s college students across the disciplines. Topics include, but are not limited to: computers based training techniques and on-line testing, E-mails and attachments, on-line conferences, delimited web-based research techniques, software applications, e-slides and web page presentation/publishing tools, and report writing documentation. 3 credits

MIS 413 Systems Analysis and Design This course will provide the student acceptable approaches to system analysis, design and implementation. Students will begin with systems analysis, determining system requirements, evaluating systems and designing and implement a system. Prerequisite: IT 273. 3 credits

Math 103 Elementary Algebra This course prepares students for Intermediate Algebra. Topics covered include algebra rules, simplifying algebraic expressions and solving single variable equations, as well as problem solving involving percent, rations, proportions, unit analysis, inequalities and geometry. Students will also learn to recognize, explan and work with basic functions (domain, range, making a table, and graphing them), graphs of linear equations and real life linear models. Prerequisite: an acceptable score on the OCl math placement exam or a passing grade in Math 093. 3 credits.

Math 123 Introduction to Statistics Topics include samples and populations, distributions, descriptive statistics, probability and statistical inference, experimental design, correlation and linear regression, and questionnaire methods. A lab portion of the course will introduce students to the use of computer-based statistical programs to solve problems in elementary statistics. Prerequisite: Math 103. 3 credits

Math 134 Intermediate Algebra This course prepares students for College Algebra. It is a continuation of Math 103. Topics covered include slope and graphs of linear equations, order, linear functions, domain and range, integer and rational exponents, radical expressions, mathematical operations involving polynomials, solving polynomial equations by factoring, simplifying and solving rational expressions and equations, applying algebra to real life situations and being able to explain results. Prerequisite: Math 103 with a grade of C or higher, or an acceptable score on the departmental test-out exam. 4 credits.

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Math 154 College Algebra This course is a continuation of Math 134. It prepares students for upper level analytical courses and fields of study. Topics include operations on radical expressions, use of the distance, midpoint, and quadratic formulas, graphical analysis and algebraic solutions of more advanced functions and relations, transformations of and operations on functions including exponential and logarithmic functions, inverse functions, domain and range of functions, systems of equations and real life applications of the above topics. Prerequisite: Math 134 with a grade of C or better, or an acceptable score on the departmental test-out exam. 4 credits.

Math 163 Trigonometry This course prepares students for upper level analytical courses and fields of study. Topics include angular and linear velocity, arc length of a circle and sector area, understanding and ability to convert between degree (DMS and decimal form) and radian measure, use of trigonometric functions to solve problems involving triangles, the unit circle, graphs, inverse functions, and real life applications of these skills; proofs of trigonometric identities, the use of identities to help solve trigonometric equations, domain and intervals, navigation, Law of Sines, Law of Cosines, and vector operations and graphs. Prerequisite: Math 154 with a grade of C or better, or an acceptable score on the departmental test-out. 3 credits.

Math 194 Calculus I This course prepares students for upper level math and science courses. Topics covered include evaluating limits; determining the continuity of early transcendental, algebraic, trigonometric, logarithmic and exponential functions; using the differentiation rules to find, use and explain the derivatives of functions; determining and explaining the meaning of the slope and the equation of a tangent line for a point on the graph of a function or relation; using implicit differentiation; using first and second derivatives, function extrema, limit evaluations, and continuity tests to sketch and analyze graphs of functions; using related rates to solve real world problems in many fields of study; solving variable optimization problems; evaluating definite and indefinite integrals using basic integration techniques. Prerequisite: Math 163 with a grade of C or better, or an acceptable score on the departmental test-out. May be taken simultaneously with math 163 with permission. 4 credits.

Math 214 Calculus II Continuation of Math 194 for transcendental functions, integration techniques, infinite series and sequences, indeterminate forms, improper integrals, parametric equations, and polar coordinates. Prerequisites: Math 194 completed with a grade of “C” or better, or an acceptable score on the calculus qualifying examination. 4 credits

Math 224 Calculus III A continuation of Math 214. Study includes polar coordinates, parametric equations, vector-valued functions, functions of multiple variables, multiple integrals and line and surface integrals. Topics also covered are level curves, gradients, cylindrical and spherical coordinates. Prerequisite: Math 214, with a grade of “C” or better. 4 credits

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Math 263 Discrete Structures This course covers fundamental topics in data structures and discrete mathematics. The topics are presented in an integrated manner that provides the discrete math foundations for data structures and computing applications of discrete mathematics concepts. Topics covered include stacks, queues, linked lists, trees, algorithms for searching and sorting, finite state automata, and concepts of computability and decidability. Topics from discrete math include sets and various types of relations (functions, graphs, trees, lattices), recursion and inductive proofs, Boolean logic, relational algebra, predicate calculus, series and limits, and asymptotic behavior of searching and sorting algorithms. Programming exercises are assigned throughout the course. Prereq: Math 154 completed with a grade of “C” or better. 3 credits

Math 324 Geometry for Educators A formal approach to Euclidean Geometry involving points, lines, planes, basic constructions, polygons, circles and three-dimensional figures. Logic, reasoning, direct and indirect proofs in two-column and paragraph form will be integrated where appropriate. A methodology component is included. Prerequisite: Math 163 completed with a grade of “C” or better. 4 credits

Math 234 Mathematics for Elementary Teachers I This course utilizes an inquiry-based approach to gain understanding of mathematical concepts at the concrete, representational and abstract levels. Topics include problem solving, sets, algebraic thinking, the study of numeration systems, fundamental operations of arithmetic (properties and algorithms), the extended number system and proportional reasoning. The processes of problem solving (representation, reasoning, making connections, and communication of ideas) are emphasized throughout the course. Direct connections are made between course content and the State Standards for Mathematics. Prerequisites: Math 103 with a grade of “C” or Better. 4 Credits

Math 244 Mathematics for Elementary Teachers II This course utilizes an inquiry-based approach to gain understanding of mathematical concepts at the concrete, representational and abstract levels. Topics include data and chance, geometric shapes, geometry as measurement and transformational geometry. Problem solving, representation, reasoning, making connections, and communication of ideas are emphasized throughout the course. Direct connections are made between course content and the State Standards for Mathematics. Prerequisite: Math 103 completed with a grade of “C” or better. 4 credits

Math 343 Matrix Theory and Linear Algebra This course covers matrix algebra, systems of linear equations, determinants, vector algebra and geometry in Euclidean 3-space, eigenvalues, eigenvectors, vector spaces, subspaces, bases and dimension, linear transformations, representation by matrices, nullity, rank, and isomorphism. Prerequisite: Math 214 with a grade of “C” or better. 3 credits

Math 483 Multivariate Statistics (replaces Advanced Statistics) This computer-assisted course explores the theory and application of multivariate statistical techniques including but not limited to discriminate analysis, principle components analysis, cluster analysis, and multivariate analysis of variance. It is helpful, but not required to be engaged in research that has yielded data requiring statistical analysis. Prerequisite: Math 123 with a grade of “C” or better. 3 credits

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Math 290/490 Special Topics in Math A study in selected topics in mathematics. Topics may change each semester and may be repeated for credit. When taken at the 200 level, it is expected that the student will do sophomore level work. A 400 level implies a senior level course with extensive work expected. 1-4 credits

NaRs 113 Watershed Principles This course covers watershed processes, characteristics and measurements, land use practices for proper watershed management; analysis techniques. Hydroponic cycle and components, ownership and value of water, organizations of water managers, water quality and quantity concepts relating to range, forests, agriculture, mining and other land uses, data sources and analysis for decision making, conservation methods, careers. 3 credits

NaRs 323 Natural Resource Measurements Basic vocabulary, concepts, tools, procedures and report forms for measuring natural resources. Emphasis is on concepts of sampling, degree of accuracy and on interpretation of data collected. Prerequisites: Math 123. 3 credits

NSci 253 Hydrology This course introduces the hydrologic cycle and focuses on precipitation and surface flow. The following topics will be covered and quantitative techniques applied to: precipitation, including causes, duration and measurement; infiltration and soil-water processes; evapotranspiration; surface runoff; and flow systems, including rivers, channels and impoundments. Basic concepts in fluid mechanics such as pressure, friction and pressure head will also be addressed. Prerequisites: MIS 113, Math 134. 3 credits

NSci 303 Integrated Environmental Science This course will cover an interdisciplinary approach to the study of environmental sciences. The Western science of ecology and earth sciences, traditional Lakota and other indigenous knowledge and perspectives are examined. These topics are presented with consideration of the social, economic and political aspects of environmental issues. Prerequisites: Bio 153. 3 credits

NSci 323 Principals of Environmental Science Introduction to the basic principles of environmental management, environmental science and eng-ineering. The course will teach the fundamental physical, biological, and chemical principles of environ-mental processes. The course will also explore the impact of humans and human activity on ecosystems in the environment. This course is co-listed with Engr 223. Prerequisites: Chem 243. 3 credits

NSci 363 Fluvial Morphology Fluvial processes incorporate information about river mechanics, geomorphology, hydraulics, and sedi- mentation into classification system that is based on the morphological characteristics of rivers. Classifi- cation of river systems gives insights into sustainable watershed use and channel stability. The Rosgen Stream Classification System is a widely used method to evaluate stream potential, and to identify departures from stream potential. Through monitoring the potential of a stream, environmental scientists can sustainably manage watersheds, evaluate the effectiveness of river improvement projects, and assess changes in river condition. Prerequisites: NSci 253, completed with a grade of “C” or better. 3 credits

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NSci 373 Watershed Assessment Techniques Running water habitats are rich and complex environments for biological study. Understanding how these lotic ecosystems function requires an interdisciplinary approach, incorporating hydrology, water chemistry, environmental engineering, and biology. This course will discuss habitat, life in running waters, energy and nutrients, community patterns, and biodiversity. The focus of the class will be on fieldwork to apply these concepts through recording and analyzing field data from reservation streams. Prerequisites: NSci 253, Chem 233, Bio 223 completed with a grade of “C” or better. 3 credits

NSci 393 Research Methods This course introduces students to the fundamental practices of research, including, the scientific method, research design, sampling, data analysis and interpretation, manuscript preparation, and professional presentation. Participation in a closely mentored research project is preferred: may be taken concurrently with NSci 493. Prerequisites: Sci 273 or with permission of instructor. 3 credits

NSci 413 Air Pollution This course explores the causes of natural and anthropogenic causes of air pollution. Topics covered will include the chemistry of air pollution, dispersion of pollutants in the atmosphere, and the effects of air pollution on biota and the environment. An overview of laws and the regulations used to regulate emissions from stationary as well as mobile sources will be presented. Indoor air pollution and noise pollution will be discussed. Finally, the course will address the effects of pollution on the atmosphere itself. Prerequisite: Chem 233 completed with a grade of “C” or better. 3 credits

NSci 433 Waste Management Waste management discusses the proper treatment and/or storage of solid waste, industrial and municipal wastewater, and water quality issues in rivers and lakes. Students will use mass balance approaches and other analytical techniques to find steady-state solutions to contamination, solid waste, and wastewater problems. Prerequisites: Chem 233 completed with a grade of “C” or better. 3 credits

NSci 443 Paleontology In this course students will study the history and evolution of life on Earth as preserved in the fossil records of invertebrates, vertebrates, and plants. Students will also be introduced to aspects of systematic anatomical description, paleoecology, paleoclimatology, and taphonomy. Special emphasis will be placed on Cenozoic fossil floras and faunas of western South Dakota and the Pine Ridge Reservation. Prerequisites: None. 3 credits

NSci 463 Groundwater This course involves a study of subsurface water quality and water flow. Topics will include migration of water through the vadose zone, soil moisture, ground water recharge, flow through aquifers, methods of measuring flow direction and velocity. Chemical interaction between the ground water aquifer and ground water will be discussed, along with the factors affecting the rate of contaminate migration in ground water and soils. A laboratory portion of the class may include the use of the Geoprobe® to drill and complete monitoring wells. Prereq: NSci 253, and Chem 243 all completed with a grade of “C” or better. 3 credits

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NSci 473 Wetlands This course covers the fundamental processes contributing to the unique nature of wetland ecosystems; as well as the various functions and values associated with wetlands. This class focuses on the hydrologic, geochemical, microbial processes, and the delineation of wetlands. Prerequisites: Chem 243 completed with a grade of “C” or better, or permission of the instructor. 3 credits

NSci 483 Renewable Energy Technologies This course will provide an introduction to renewable energy technologies, primarily solar photovoltaic, wind power generation, efficient building design and materials, and passive solar heating. Renewable energy system design and installation will be covered, including load analysis, system sizing and location, and installation and monitoring. Stand-alone and grid- systems will be covered. Prerequisites: Completion of Math 134 and Phys 113 completed with a grade of “C” or better, or permission of the instructor. 3 credits

NSci 493 Research This course consists of supervised research with a faculty mentor. Course requirements will vary depending on the nature and stage of completion of the research. Research may consist of part of the faculty mentor’s research, or an independent project. This course requires students to be internally motivated to succeed. Prerequisites: NSci 393 completed with a grade of “C” or better, or permission of the instructor. 3 credits

Phys 113 Survey of Physics This course is designed to cover broad topics such as mechanics, states of matter, wave motion, electricity and magnetism. Focus will be given to the development of students’ critical thinking skills. Students will be challenged to apply these skills to conceptual type situations as well as problems that require a fundamental knowledge of college level algebra. Prerequisites: Math 134 completed with a grade of “C” or better. 3 credits

Phys 214 Physics I The basic physic principles of Newton’s laws of motion and the conservation laws concerning momentum, energy and angular momentum are applied to the linear and curvilinear motion of particles, simple harmonic motion and the rotation of rigid bodies. An introduction to relativity and quantum concepts will also be included. Prerequisites: Phys 113 completed with a “C” or better or an acceptable score on a Physics I qualifying examination and prior/concurrent registration in Math 194. 4 credits

Phys 223 Physics II This is a continuation of the basic physical principles covered in Physics I, which extends to magnetic fields, and electric fields. Charged particles and electrical current are covered as well as basic DC and AC circuits. Gaussian surfaces, resistance, capacitance, and magnetic induction are studied. Extensive calculus is used. Prerequisite: Phys 214, completed with a grade of “C” or better. 3 credits

Phys 221 Physics II Laboratory A hands on introduction to physical phenomena. Experiments will be performed in kinematics, force, freefall, projectile motion, friction, rotational motion, electrostatics and magnetic fields, simple AC/DC circuits, and optics. The experiments supplement the work in Phys 214, and Phys 223. Prerequisites: Phys 223 is to be taken concurrently. 1 credit

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Phys 253 Astronomy Covers topics in contemporary astronomy that explores the nature, methods, and limitations of scientific inquiry to understand the structure and evolution of the Universe. This includes the history of astronomy, motions of the night sky, the solar system, stellar evolution, galaxies, and cosmology. Prerequisite: Phys 113 completed with a “C” or better. 3 credits

Physics 434 Modern Physics Covers topics in thermodynamics (such as temperature, heat, laws of thermodynamics, and the kinetic theory of gases) and modern physics (such as relativity; models of the atom; quantum mechanics; and atomic, molecular, solid state, nuclear, and particle physics). Prerequisite: Phys 224 with a grade of ‘C’ or better. 4 credits

Phys 324 Physics II for Educators This is a continuation of the basic physical principles covered in Physics I, which extends to magnetic fields, and electric fields, light and optics. A methodology component is included. Extensive calculus is used. Prerequisite: Phys 214, completed with a grade of “C” or better, and at least concurrent registration in Math 224, or permission of instructor. 4 credits

Phys 321 Physics II for Educators Lab A hands-on introduction to physical phenomena. Experiments will be performed in kinematics, force, freefall, projectile motion, friction, rotational motion, electrostatics and magnetic fields, simple ac/dc circuits, and optics. The experiments supplement the work in Phys 214 and Phys 323. Prerequisites: Physics 324 is to be taken concurrently. 1 credit

PSc 233 Weed Science Principles of chemical, mechanical and cultural methods of control; identification of weed plants and weed seeds. Prerequisite: Range 103. 3 credits

PSc 303 Crop and Forage Production Emphasis on forage production, harvesting, storage, (alfalfa, silage, hay) range history, ecology, physiology of the forage plants, some grazing management. Prerequisites: Rang 103. 3 credits

Rang 103 Botany of the Northern Plains Systematic study of plants, including their anatomy, classification, and nomenclature, with special emphasis on species native to the northern Great Plains and the Pine Ridge Reservation. 3 credits

Range 113 Range Principles Application of range science principles to management of rangelands. Emphasizes range history, ecology and physiology of range productivity and utilization; range inventory and analysis; systems of grazing management and range improvement. Prerequisite: Range 103. 3 credits (2,2)

Rang 443 Range Ecology Description of the range ecosystems of the U.S. with a discussion of the major uses of each, with a focus on the Pine Ridge reservation. Discussion of management problems on private ranches and public lands. The major range plants and animals of each region will be studied along with the ecology, forage value and grazing responses of important range plant species. 3 credits

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Sci 113 Technical Writing and Communications This class will cover the essentials of writing clear, concise proposals, reports, technical manuals, letters, memos, bid specifications, websites and other Information Technology documents. The student will also learn how to conduct a professional presentation. (This course DOES NOT satisfy the Engl 113 requirement for non – Science, Math and Technology programs.) Prerequisite: Engl 103. 3 credits

Sci 204 Integrated Science for the Elementary Teacher I A course designed to acquaint the pre-service elementary teacher with the scientific method and basic processes and concepts of science through the use of published articles in addition to the text. The latest scientific discoveries and current thinking in science education will be discussed. A writing component will consist of reacting to the assigned articles. A completed science fair project is required. Prerequisite: Math 103 and a core science class. 4 credits

Sci 214 Integrated Science for the Elementary Teacher II This course is a continuation of Sci 204 and will further stress the scientific method and basic processes of science through the study of specific concepts of physical and biological sciences. A writing component will consist of reacting to recent scientific and science education articles followed by class discussion. The display of a science fair project is required. Prerequisite: Math 103 completed with a grade of “C” or better. 4 credits

Sci 273 Scientific Literature and Writing This course will have two foci: 1) reading and interpreting current scientific literature selected from a cross section of mainstream journals, and (2) presentation, written and orally, of research results in accepted scientific style. Research data will be either original student work or supplied by the instructor. Students will write one technical manuscript suitable for submission to a refereed journal. Prerequisite: Eng 113 and MIS 113. 3 credits

Sci 393 Special Topics In Science Course Description: This course consists of a seminar in selected topics in science. Topics vary from semester to semester to take advantage of the special expertise of a visiting scientist, or as an opportunity to train students to meet special or pressing needs of the reservation community. This course may be taken twice as Sci 393 and Sci 493. The 300-level prefix indicates junior-level work is expected. Course Prerequisites: Permission of instructor. 3 credits

Sci 493 Special Topics In Science Course Description: This course consists of a seminar in selected topics in science. Topics vary from semester to semester to take advantage of the special expertise of a visiting scientist, or as an opportunity to train students to meet special or pressing needs of the reservation community. This course may be taken twice as Sci 393 and Sci 493. The 400-level prefix indicates senior-level work is expected. Prerequisites: Permission of instructor. 3 credits

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NUSING DAN

Jessica Zephier, MSN, RN, Department Chair Michelle Bruns, MSN, RN, Assistant Chair, Faculty Robin White, MSN, RN, Faculty Amy Hindman, PhD, RN Faculty Nichole Herman, Administrative Assistant

Since 1986, the Department of Nursing, Oglala Lakota College, has served residents of the Pine Ridge and Rosebud Reservations and rural border communities in South Dakota and Nebraska. The program’s curriculum is congruent with traditional Lakota values which focus on the individual and families in promoting, maintaining and restoring balance and well-being, and is accomplished within the Lakota cultural framework of Woksape-wisdom, Woohitika- courage, Wowahola-respect and Wacatognaka- generosity.

Graduates of the program receive an Associate of Arts (AA) degree in Nursing and are eligible to take the National Council of Licensing Examination (NCLEX). Passing the exam will result in licensure as a registered nurse (RN).

Nursing courses are currently offered in Pine Ridge, where the department has a state-of-the-art facility with classrooms, offices, library, computer lab and a nursing skills laboratory. The program also has a dormitory building with accommodations for 12 students from outlying districts and the Rosebud and Cheyenne River Reservations. Many of the pre-nursing courses required for entry into the program can be taken at the student’s district college center. Basic skills courses are offered which enable students to improve reading, math, English and science skills before applying to the Nursing Program. Clinical practice sites may include Pine Ridge I.H.S. Hospital units and outlying clinics, the VA and Fall River Hospitals, Hot Springs, Oglala Sioux Lakota Nursing Home, Whiteclay, Nebraska, VA Hospital in Sturgis, South Dakota, Chadron Community Hospital Chadron, NE, Rapid City Regional Hospital as well as community agencies on the reservation. Two vehicles are available for transportation of students and faculty to some clinical facilities and educational opportunities.

A student may enroll in basic and pre-nursing courses at OLC at any time and declare nursing as a major. Students must complete pre-requisites before applying to the Nursing Program. Students cannot enroll in NURSING DEPARTMENT nursing courses until they are accepted into the nursing program. Nursing faculty members are assigned to specific district college centers and should be used by pre-nursing students to ensure a timely advancement through the pre-nursing curriculum. The number of students who can be admitted into the nursing program is limited. Students who have met the pre-admission criteria must apply by the last Friday of January for admission into the nursing program to start the following fall semester. Students are admitted once a year, fall semester.

A cumulative grade point average (GPA) of 2.0 is required for successful completion of the nursing program. The grading system for the program is different from the rest of the college with higher requirements for each letter grade. Requirement for graduation with an Associate of Arts Degree in Nursing must be completed within four years of being accepted into the Nursing Program.

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Admission: Pre-Requisite Courses

To apply for admission the student must have completed the following courses, or their equivalent, with a “C” or better and have an overall GPA of 2.8 or higher.

Engl 103 Freshman English I Psy 103 General Psychology Math 134 Intermediate Algebra Chem 111 Chemistry of Health Science Lab Chem 113 Chemistry for Health Science Bio 224 Human Anatomy (must be completed within four years of starting the nursing program)

The required science courses (Chem.111/114, Bio 224, Bio 234, Bio 204) will utilize the nursing department’s grading system for declared nursing students.

It is strongly recommended that the following science courses be taken within the first year nursing courses after admission: Bio 234 Human Physiology (if transferred in must be within previous 4 years). Bio 204 Basic Microbiology

The following Lakota courses must be completed before graduation: Lak 103 Lakota Language I - OR LSoc 103 Lakota Culture

Certified Nursing Assistant (C.N.A.) licensure or successful completion of OLC Nursing Department Nursing Assistant course (75 hours) is required before the start of the first semester in the Nursing Program.

Academic Skills Evaluation/Entrance Testing Prior to being considered as a candidate for admission, the student must take an assessment examination. This assessment is an important indicator of whether or not the student has the requisite skills to succeed in the nursing curriculum. After a complete application and admission fee has been received, the candidate will be notified of testing dates.

Application Procedure Students will be selected for admission to the Nursing Program only once a year to begin in the fall semester. The application procedure involves submission of: a. Application form fully completed b. Three letters of reference, using nursing department reference form, from non-relatives or friends; employers, teachers/instructors preferred. c. Certificate of Degree of Indian blood/tribal enrollment if applying to OLC for the first time. d. Official high school transcript or GED if not already on file. e. Official college transcripts from all other colleges, universities, or post-secondary schools attended unless already on file at OLC Registrar’s Office ONLY if pre-requisite courses were taken outside of OLC. f. Typed Essay (five paragraphs of 100 to 150 words each) developing the answers to: why you have chosen nursing as a career, life events that contributed to your decision to be a nurse, people who influenced you, what types of nursing interest you, and what you hope to do with your nursing degree. Include the four Lakota values of Respect, Wisdom, Courage, and Generosity in any way you can in your essay as you relate them to aspects of nursing.

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g. Application fee (pays for drug testing and entrance testing fee) h. Pre-admission entrance testing i. Proof of Certified Nursing Assistant licensure or successful completion of OLC Nursing Department C.N.A. course.

Selection Criteria Students who have completed all pre-requisites will be selected according to the following criteria: a. G.P.A. of 2.8 or higher b. Tribal enrollment priority as follows: 1. Enrolled members of the Oglala Sioux Tribe who are veterans; 2. Enrolled members of the Oglala Sioux Tribe; 3. Enrolled members of other Lakota Tribes who are veterans 4. Enrolled members of other Lakota Tribes (Rosebud and Cheyenne River priority) 5. Other enrolled Tribal members c. Reference letters, personal interview and an essay assist to evaluate the personal characteristics desired in health professionals and those that are reflective of Lakota values, including the ability to work with people, potential for leadership, reliability, and communication skills. The interview is set up during the month of April. After assessing the above criteria, the most weight will be given to academic standing (GPA) and entrance test score.

1. When in the judgment of the Nursing Department Admissions Committee the program can accommodate additional students, non-Indian applicants who meet all above requirements will be selected according to the following criteria: Students committed to remaining in the service area as evidenced by: a. Living in the service area for more than 5 years thus demonstrating permanent residence; b. Having permanent family/relative ties in the community. 2. A Comprehensive Background Clearance. If the results of the background check bring up issues, they may be reviewed by the nursing department personnel with the Board of Nursing and clinical sites. This review might result in barring admission and/or dismissal from the program. 3. A negative department drug test. Failure to undergo a drug screen, a positive drug screen, or a tampered with sample will result in barring admission. If the drug screen comes back positive and a valid medical prescription exists, which is verified and the student is under the current treatment of a licensed medical professional, who verifies this prescription will not interfere with clinical judgment, the test will be deemed negative. The number of students admitted for each fall semester will not exceed available faculty or clinical resources and will be determined each spring.

Provisional selection and notification of students for the fall semester will be made by mid-summer. The number of students admitted for each fall semester will not exceed the available faculty or clinical laboratory resources.

Comprehensive Background Clearance and Drug Testing Policy

Purpose: The Comprehensive Background Clearance and Drug Policy is implemented to: • Protect public/client safety • Meet the requirements of contracted clinical agencies • Comply with eligibility for licensure

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All nursing students will be given a drug test prior to beginning of classes in the fall semester. Random drug testing will be conducted throughout the school year. Any student testing positive will be referred to the OLC SAP (Student Assistant Program). The student will be denied clinical rotation until evaluated and cleared by subsequent drug testing and also subjected to unscheduled drug screening. Students who test positive to subsequent testing will be dismissed from the program.

Vision Statement: The Nursing Department will empower students to become engaged leaders within their communities to promote Wolakolkiciyapi. To equip entry level nurses to provide holistic care to individuals and families in diverse cultural settings.

Mission Statement: To provide academic excellence that will prepare an Associate Degree (AD) nurse to respond with relevant knowledge and skills to meet health care needs of individuals and families as an entry level registered nurse.

Philosophy: Nursing, as a caring profession, has the primary responsibility to address holistic health care, and health promotion/disease prevention needs of individuals and families in the community. The nurse is a responsible and accountable member of society who is committed to lifelong service, learning and education to respond to the needs of society.

Nursing Department Terminal Program Outcomes; Upon graduation the student will be able to: 1. Apply knowledge of the nursing process and critical thinking as a framework for clinical decision making. 2. Demonstrate cultural competency and caring behaviors for the purpose of providing culturally appropriate nursing care to diverse populations. 3. Incorporate professional/legal/ethical accountability into practice, embracing the values of the profession and assuming the various nursing roles of life-long learner, teacher, client advocate, leader/manager, and care provider. 4. Utilize evidence-based practice and technology to provide safe competent, holistic nursing to clients across the life span. 5. Communicate and collaborate with client, family, healthcare and interdisciplinary teams to provide holistic health care and promotion/disease prevention.

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NUSING DAN Aat Art n Nrn

1. Core Requirements (10 credits) Where Date Grade Engl. 103 Freshman English I 3 ______Math 134 Intermediate Algebra 4 ______Psy 103 General Psychology 3 ______

2. Lakota Studies Requirements (3 credits) Lak 103 Lakota Language I or LSoc 103 Lakota Culture 3 ______

3. Science Course Requirements (17 credits) Chem 111 Chemistry for Health Sciences Lab 1 ______Chem 114 Chemistry for Health Science 4______

Bio 224 Human Anatomy 4 ______2019 Catalog - Bio 234 Human Physiology 4 ______Bio 204 Basic Microbiology 4 ______

4. Nursing Courses (39 credits) 2018 Nurs 218 Foundations of Holistic Nursing 8 ______Nurs 223 Holistic Mental Health Nursing 3______Nurs 226 Holistic Maternal Child Nursing 6 ______Nurs 323 Pharmacology for Nursing 3 ______Nurs 313 Prof. and Transcultural Nursing 3 ______Nurs 317 Holistic Adult Health Nursing I 7 ______Nurs 339 Holistic Adult Health Nursing II 9 ______TOTAL: 69 CREDITS

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Nurs 218 Foundations of Holistic Nursing This course will introduce the student to concepts basic to the nursing profession and to the roles of the associate degree nurse. The student will begin to utilize the nursing process as the means of providing basic nursing care to meet the bio-psycho-cultural needs of the individual with emphasis on the healthy elderly. Health promotion techniques as well as basic skills of health assessment and nursing care will be emphasized. Sub-concepts of critical thought, therapeutic communication, pharmacology, medication administration and nutrition will be introduced. Lakota values of knowledge, respect, generosity and courage will be integrated into theory and clinical expectations. Clinical experiences may be provided through the I.H.S Outpatient clinic and Acute Care Unit, Gordon Memorial Hospital in Gordon, Nebraska, visits to the well elderly in the community, and the Bennett County Nursing Home in Martin, South Dakota and the Oglala Sioux Lakota Nursing Home in Whiteclay, Nebraska. Fall Semester Placement, 8 credits (6 theory credit hours and 2 clinical hours (3:1 ratio) for 90 clinical hours) Prerequisites: Requires formal admission to the nursing program Co-requisites: Bio 234

Nurs 226 Holistic Maternal-Child Nursing This course will introduce the student to the psycho-social-cultural health of the individual from conception through adolescence. Included are concepts of pregnancy, labor and delivery, post-partum, newborn, child growth and development, health maintenance, and prevention from infancy through last adolescence within the context of the family as a whole. Sub-concepts include nutrition, communication, and pharmacology in these populations. The student will further develop health assessment and nursing care skills for the female/maternity/fetal/ newborn and pediatric client. Common childhood illnesses and health imbalances will be introduced. The student will expand skills in the use of the nursing process and critical thinking in meeting maternal/child health care needs within the family system, well child and acute care settings. The maternal child unit is viewed as a member of the tiwahe/tiospaye (family) as well as member of the tribe/community. Lakota values of respect, courage, wisdom and generosity are inte-grated into the didactic and clinical components. Clinical facilities may include I.H.S Hospital Women’s Clinic, Maternity Unit, Well Child Clinic, Rapid City Regional Hospital Maternity Unit and Head Start facilities on the Pine Ridge Reservation. Spring Semester Placement, 6 credits (4 theory credit hours and 2 clinical credit hours (3:1 ratio) for 90 total clinical hours) Prerequisites: Nurs 218, Bio 234 Co-Requisites: Nurs 223, Bio 204

Nurs 223 Holistic Mental Health Nursing This course focuses on the health restorative aspects of common mental health problems. The student will continue to expand this knowledge as it is integrated into pediatric and maternal-child clinical exper-iences, and use the nursing process for individuals experiencing difficulty with behaviors and/or relation-ships. The student will further develop therapeutic communication techniques and develop psychosocial assessment techniques through classroom case studies, and in previously mentioned clinical settings. Spring Semester Placement, 3 credits (3 theory credit hours) Prerequisites: Nurs 218, Bio 234 Co-requisites: Nurs 226 and Bio 204

Nurs 313 Professional and Transcultural Nursing with Lakota Emphasis This course will introduce the student to expanded transcultural nursing concepts, assessments, and the role of culture in understanding and caring for clients of diverse backgrounds in health care settings. Various cultures will be examined for their concepts of health and illness. Student will gain further self-awareness

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of their racial, ethnic, and cultural backgrounds as a prerequisite for eliciting and responding to client needs. Cross-cultural communication will be addressed to provide the student with skills to negotiate differences between clients and providers concerning health and illness issues. This course will also address acclamation to the role of professional nurse, to include the concepts of leadership, delegation, and collaboration; there will be special emphasis on the culture of professional nursing, institutional norms, behaviors, and communication patterns that are critical to the student’s successful transition into the health care work place. Fall Semester Placement, 3 theory credit hours Prerequisites: Nurs 223, Nurs 226, Bio 204 Co-requisites: Nurs 317, Nurs 323

Nurs 317 Holistic Adult Health Nursing I This course will focus on nursing care and the application of the nursing process in the care of adults experiencing selected pathophysiological processes affecting body regulatory mechanisms. This course builds upon basic nursing knowledge and skills established during the first year of the program. Opportunities to apply theoretical concepts and perform nursing skills specific to adult clients are provided through faculty guided learning experiences in acute health care settings. Clinical experience may include home health/hospice programs at Chadron Community Hospital in Chadron, Nebraska, Rapid City Regional Hospital in Rapid City, South Dakota, and Grace of the Pines in Hot Springs, South Dakota, Black Hills Dialysis in Pine Ridge and the acute care hospital setting at the VA Medical Center in Hot Springs, or Sturgis, South Dakota, or Chadron Community Hospital in Chadron, Nebraska. Fall Semester Placement, 7 credits (4 theory credit hours, 3 clinical hours (3:1 ratio) for 135 clinical hours) Prerequisites: Nurs 223, Nurs 226, Bio 204 Co-requisites: Nurs 313, Nurs 323

Nurs 323 Pharmacology for Nursing This course develops knowledge of the general principles of pharmacology, mechanism of action and drug effects, indications, contraindications, side effects and adverse effects, interactions and dosages for each class of drugs, as well as incorporating the functional, six-step nursing process of assessment, nursing diagnoses, planning of outcome criteria, implementation and evaluation. Fall Semester Placement, 3 theory credit hours Prerequisites: Nurs 223, Nurs 226, Bio 204 Co-requisites: Nurs 313, Nurs 317 (or with permission of Nursing Chairperson and course instructor for non-nursing students)

Nurs 339 Holistic Adult Health Nursing II This course is a continuation of Nurs 317 and will continue to emphasize nursing care and application of the nursing process in the care of the adult experiencing selected pathophysiological processes affecting body regulatory systems. Students will expand their use of critical thinking and the nursing process by providing nursing care, including nursing management skills to individuals in the hospital setting. Students will collaborate with faculty and a preceptor in a chosen care setting, planning, organizing, and evaluating a learning experience and practicing professional nursing at the beginning nurse level. The student will also be expected to explore current literature and research utilized for health promotion and protection, health restoration, maintenance and support. Spring Semester Placement, 9 credits (6 theory credit hours, 3 clinical hours (3:1 ratio) for 135 clinical hours) Prerequisites: Nurs 313, Nurs 317, Nurs 323 Co-requisites: Lak 103 or LSoc 103

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DAN F SIAL

Monique Apple, MSW, Chair/Field Practicum Coordinator Linda Herzberg, MSW, Faculty Jeremy Vu, MSW, Faculty Devona Lone Wolf, MA, Faculty DEPARTMENT OF SOCIAL WORK VISION STATEMENT

In concert with the OLC vision, the Department of Social work seeks to prepare and empower students to make an impact at the micro, mezzo, and/or macro levels as both social work professionals and as representatives of their People.

MISSION STATEMENT

The Department of Social Work’s mission is to facilitate student development of ethics, knowledge, and skills to (1) enter beginning professional social work practice and (2) assume leadership roles within tribal, state, and federal organizations that focus on the health and well-being of the Lakota people.

BSW Program Competencies

Graduates of the BSW program are expected to:

1. Identify as a professional social worker and conduct oneself accordingly; 2. Apply social work ethical principles to guide professional practice; 3. Apply critical thinking to inform and communicate professional judgments; 4. Engage diversity and difference in practice; 5. Advance human rights and social and economic justice; 6. Engage in research-informed practice and practice-informed research; 7. Apply knowledge of human behavior and the social environment; 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services; 9. Respond to contexts that shape practice; and 10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

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APPLICATION PROCEDURE - BSW

Tracking and Advanced Majors Initially, students who declare social work as a major are designated as tracking majors. In the weeks prior to completing the Introduction to Social Work (Sowk 203) and Professional Writing (Sowk 213) courses during the spring semester of a student’s sophomore year, the student must apply for admission and be accepted into advanced major in order to continue taking social work courses.

Application for Advanced Major Students must meet the following criteria to be admitted as advanced majors: 1. Students must earn a minimum grade point average (GPA) of 2.50 on all OLC course work. 2. Students must have most of their non-social work core courses (general core and Lakota Studies core) completed prior to being admitted to the advanced major. 3. Students must have all professional study requirements courses completed prior to being admitted to the advanced major, except for Psy 313. 4. Students must have earned a C or better in all required coursework. 5. Students must agree to adhere to the NASW Code of Ethics. 6. Students must have no documented instances of academic dishonesty on their records. 7. Background check findings may result in a student’s inability to complete the program. Students whose criminal conviction history will preclude completion of the degree requirements will be so advised and will not be admitted into the advanced major.

The Social Work Department Chair will disseminate applications in April of each year. Qualified students must submit the application for advanced major to the BSW Department Chair by the submission date on the application. Most students submit the application during the spring semester in which SoWk 203 and Sowk 213 are taken.

1. Application procedure a) Applications are submitted electronically to the social work chair. b) The full faculty reviews each application to determine acceptance or not into the major. c) Students are notified by email by the department chair as to the faculty decision. If a student is not accepted, the notification will state the reasons for said decision. d) A student may appeal the decision per section, “Grievance Regarding Advanced Major.”

The social work major is offered as a sequence of courses that take two years to complete. A full-time student takes a methods course in each of the four semesters of the junior and senior year. SOWK 343 Human Behavior in the Social Environment (HBSE) is taken in the spring of the junior year. The social work elective is taken in the spring of the junior year. Social welfare and social work history is taken in the spring of the junior year. Introduction to Research and Evaluation is taken during the fall of the senior year. The Research Project is conducted in the spring of the senior year. The practicum is taken in both fall and spring semesters of the senior year; alternatively, the practicum may be taken after all the Methods courses are completed.

Part-time programs of study can easily be constructed. Contact the Department Chair for the particulars of part-time completion of the BSW.

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DAN F SIAL Bachelor of Social Work (BSW) 120 Credits required for graduation (All courses passed with C or better)

A. Core (27Credits) When taken Grade SpCm 103 Speech Communications 3______Engl 103 Freshman English I 3______Engl 113* Freshman English II 3______Math 103 Elementary Algebra (or higher) 3______MIS 113 Applied Information Processing 3______Gen. Ed. Science Elective* (Suggest Bio 113) 3______Gen. Ed. Humanities Elective______3______Gen. Ed. Literature Elective______3______Gen. Ed. Social Science Elective______3______Note: *See General Education Course List in the catalog. Gen. Ed. Science Elective must have Human biology content if planning to seek MSW.

B. Lakota Studies Core (15 Credits) Lak 103 Lakota Language I 3______Lak 233* Lakota Language II 3______LSoc 103 Lakota Culture 3______Elective (Suggest Lpol 303*) 3______2019 Catalog

Elective (Suggest LPsy 323*) 3______-

C. Professional Study Requirements (21 credits) Sowk 203* Foundations of Social Work 3______2018 Sowk 213* Professional Writing 3______Psy 103* General Psychology 3______Psy 313* Developmental Psychology 3______Lhist 203* Lakota History 3______CD 103* Introduction to Alcoholism 3______

Sosc 313* Statistics for Social Science 3______

D. Social Work Advanced Major Requirements (39 Credits) Sowk 303* Social Welfare & Social Work History 3______Sowk 313* Social Work Methods I 3______Sowk 323* Social Work Methods II 3______Sowk 413* Social Work Methods III 3______- 181 -

Sowk 423* Social Work Methods IV 3______Sowk 343* Human Behavior in Social Environment 3______Sowk 403* Introduction to Research 3______Sowk 443* Research Project 3______Sowk 406* Social Work Practicum I 6______Sowk 416* Social Work Practicum II 6______Sowk 433* Social Work Elective 3______

E. Two options – choose only one option

1. Social Work General Studies Requirements Option - 18 Credits

Free Electives 6 credits (do not include remedial) 3______3______Upper Division (300 or 400) Humanities or Social Science or Lakota Studies Electives - 12 credits 3______3______3______3______2019 Catalog

2. Chemical Dependency Option – Choose 18 credits - CD 113* Introduction to Drug Abuse 3______CD 233* Foundations of Individual Counseling 3______CD 313* Ethical and Legal Issues for CD Professionals 3______2018 CD 343* Methods of Group Counseling 3______CD 223* Native American Substance Abuse 3______CD 203* Family Counseling & Chemical Dependency 3______CD 403* Continuum of Care 3______

Total Hours 120-121

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Option 1: Social Work Plan of Study Year 1 Year 2 Year 3 Year 4 Year 5 Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Science Spcm 103 Elective Math 103 CD 103 Sowk 213 Sowk 203 Sowk 303 Sowk 433 Sowk 403 Sowk 443

Upper Literature Free Division Engl 103 Engl 113 Elective Psy 103 Elective Elective Sowk 313 Sowk 323 Sowk 413 SoWk 423

Lakota Upper Upper Humanities Studies Division Division Sowk406 Sowk416 Lak 103 Lak 233 Elective Elective Elective Elective Psych 313 Sowk 343 FP I FPII

Lakota Upper Sosc Studies Free Division MIS 113 Course LSoc 103 LHist 203 Elective Sosc 313 Elective Elective

12 12 12 12 12 12 12 12 12 12 Credits Credits Credits Credits Credits Credits Credits Credits Credits Credits

Option 2: Social Work CD Emphasis Plan of Study

Year 1 Year 2 Year 3 Year 4 Year 5 Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Science Spcm 103 Elective Math 103 CD 103 CD 113 Sowk 203 Sowk 303 Sowk 433 Sowk 403 Sowk 443

Literature Engl 103 Engl 113 Elective Psy 103 CD233 CD 203 Sowk 313 Sowk 323 Sowk 413 SoWk 423

Lak Humanities Studies Lak 103 Lak 233 Elective Elective CD 223 SoWk 213 Psych 313 Sowk 343 Sowk 406 Sowk 416

Lak Sosc Studies MIS 113 Course LSoc 103 LHist 203 Elective Sosc 313 CD 313 CD 343

12 12 12 12 12 12 12 12 12 12 Credits Credits Credits Credits Credits Credits Credits Credits Credits Credits

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Sowk 203 Foundations of Social Work This course provides an overview of the profession of social work, including discussion of the various roles social workers perform. The course also explores professional and values and ethics. The course is designed for sophomores considering this major. Particular emphasis is placed on asking what the practice of social work would look like within the context of Lakota values, traditions and history. A core theme running through all content concerns the role of values and ethics, both personal and professional. Pre-requisites: Engl 113, 3 credits. Highly recommend SOWK 213 completed prior to class or taken concurrently.

Sowk 213 Professional Writing This writing intensive course is designed for students intending to pursue a professional career in social work. Using a writing-to-learn approach, students will write in response to written, audio, and video works with an emphasis on deepening understanding, exercising critical thinking, and enhancing clarity and specificity of written communication. Students will learn to maintain clarity about the boundaries between personal and professional writing. They will learn to enhance observational skills; describe in writing what is observed completely, accurately, and professionally; and distinguish between reaction, opinion, and argument. Written works will include literary prose and poetry as well as writings from the professional discipline (peer-reviewed journal articles). All readings and exercises will reflect professional social work values and concerns. Prerequisite: Engl 113, 3 credits

Sowk 303 Social Welfare & Social Work History This course seeks to add to generalist social work orientation by focusing on the connection between the history of social work practice and social welfare policy and the issues that lead to policy formation. Social workers need to possess knowledge and understanding of the development of social welfare policies in response to social issues from the local tribal level to the federal level. To this end a major focus of the course is social welfare history from the Poor Laws forward. A particular focus is health and social welfare policies affecting the Lakota people.

Macro-level social welfare policies have existed as long as people have collaborated to meet their social needs. Social workers must grapple continually with the policy questions of "Who should get What? How? When? Where? On what Basis and Why?" The role of professional values and ethics in policy formation is explored in relation to all course content.

By the end of the course, students should understand that policies define the context within which social work is practiced and affects all aspects of social work intervention from the smallest client system (micro practice) to the largest (macro practice). Policies, for example, define who becomes clients, and how services are to be delivered including when, where, why and how much. It is essential that social workers be knowledgeable about this larger context for the practice of social work in order to become proficient in assisting those clients who seek social work services. To this end students are asked to understand policy from within the OLC Generalist Model. Pre-requisites: Sowk 203, Sowk 213, OLC Core, 3 credits

Sowk 313 Methods I Sowk 313, the first of the four methods courses, is an introduction to the common core of essential concepts, skills, values, tasks, and activities important to generalist social work practice with individuals and families. The course will introduce students to the generalist perspective of social work practice including the relationship-building/problem-solving process within an ecosystems (person-in-environment) framework. Special emphasis will be placed on assessment of biological, psychological, and socio-economic

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factors (e.g., class, race, gender, and sexual orientation) and how they interact with elements of the environment, and influence intervention. This course also contains content stemming from Lakota values, beliefs and practices. This course contributes to the foundation on which the BSW curriculum builds its generalist practice model. The sequence emphasizes the strengths perspective which promotes empowerment and social justice for marginalized individuals, groups and communities. Pre-requisites: Sowk 203, Sowk 213, OLC Core; 3 credits

Sowk 323 Methods II This course is the second in a practice sequence that provides a conceptual framework for generalist social work practice and introduces students to the knowledge, values and skills needed to work with task & treatment groups. The sequence emphasizes the strengths perspective which empowers and promotes social justice for marginalized individuals, groups, and communities.

Social Work 323 is designed to teach students the theory and skills necessary to effectively design, implement, and evaluate task & treatment groups within the context of Lakota culture. This course frames task & treatment group work within the OLC generalist model. While specific class activities and learning objectives do not mention the emphasis on Lakota culture and its understandings of group process, this perspective is infused throughout the curriculum. The question, “How would this work with different populations on the reservation?” is an always present question. Pre-requisites: Sowk 313, 3 credits

Sowk 343 Human Behavior in the Social Environment (HBSE) This course provides an overview of human behavior in macro settings, examining the impact of key macro institutions on human behavior and vice versa. Critical thinking skills to assess both theoretical and empirical evidence will be employed. Students will learn how to promote change by building on the strengths of macro systems. By focusing on empowerment, the course highlights the ways that communities, organizations, and groups promote positive change. Traditional Lakota understandings of nature, culture, and society will also be explored in relation to human behavior in the social environment. Pre-requisites: OLC core, Sowk 203, Sowk 213, Psy 313, 3 credits

Sowk 403 Introduction to Research This course provides the student with the foundations of social work research, preparing the student to become an informed consumer of research. Emphasis is placed upon application: preparing the student to be a consumer and producer of practice-based research, especially evaluation research. Students will learn the design and planning of research, methodologies, and their applications. Both qualitative and quantitative research methodologies will be examined. Ethics of research and cultural competence of research will be emphasized. How tribal values relate to research, especially within the Lakota cultural framework, will be explored. Pre-requisites: Sowk 323 & Sowk 343; Sosc 313, 3 credits

Sowk 413 Methods III This course is the third in a practice sequence that provides a conceptual framework for generalist social work practice and introduces students to the knowledge, values and skills needed to work with community groups, organizations, communities, and the Lakota tribe. Introduction to the roles, tasks and functions of the social welfare practitioner as well as theories and methods of assessment, intervention, and evaluation are provided. The sequence emphasizes strengths and empowerment perspectives as laid out in the theory section of the OLCGM.

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The challenges facing the macro-practitioner in generalist practice are explored. Practice skills presented in this course build on the OLCGM and content presented in HBSE II. Issues regarding social and economic justice, the value of diversity, and populations-at-risk unique to this region and the role of professional ethics are integrated throughout the course. The student will learn the skills and knowledge necessary to enter beginning practice in the role of change agent. Pre-requisites: Sowk 323, 3 credits

Sowk 423 Methods IV This course is the fourth and last in a practice sequence that provides a conceptual framework for generalist social work practice and introduces students to the knowledge, values and skills needed to work with tribal and other governments. Introduction to the roles, tasks and functions of the social welfare practitioner as well as theories and methods of assessment, intervention, and evaluation are provided. The sequence emphasizes strengths and empowerment perspectives. Methods IV is a policy-practice course in which students learn how to engage in legislative advocacy, grant writing, and to analyze government and tribal policies relevant to the health and welfare of the Lakota people. Pre-requisite: Sowk 303, Sowk 413; 3 credits

Sowk 433 Elective The social work elective can change depending on interests of students and instructors. Pre-requisites: Sowk 203 & Sowk 213, or instructor permission for non-social work majors, 3 credits

Sowk 443 Research Project This is the second course in the two course research sequence and is offered in the spring semester of the senior year. It provides students with the opportunity to work on a research project. The research project is a group project arranged by the course instructor with an agency on the reservation or in Rapid City, and involves conducting research (generally needs assessment or program evaluation) on a topic of interest to the agency. Each student will assume leadership for one phase/segment of the research project; all students will participate in all phases and activities. Student input into population to be studied will be obtained spring semester of the preceding year; actual population/agency will be dependent upon agency availability and interest. Pre-requisite: Sowk 403; 3 credits

Sowk 406 & 416 Practicum I & II – 6 Credits each This course represents the culmination of preparation for entry-level generalist social work practice. The course consists of supervised practice of the social work knowledge, values and skills learned in the classroom. Grading is Pass/Fail only. The generalist practitioner operates within the ethical guidelines prescribed by the NASW Code of Ethics and utilizes the six-step, relationship building/problem-solving process and person-in-environment framework that make up the OLC generalist model.

During a supervised field experience students are expected to have opportunities to further integrate all educational facets, as articulated in the objectives, for a beginning level of generalist social work practice, with an emphasis on working with the Lakota people in systems of all sizes to promote, maintain and/or restore well-being. This course also emphasizes the professional attributes of the individual in professional practice, e.g. self-awareness, oral and written skills, accuracy and precision, empathy and genuineness, and organization and planning.

Students also participate in six hours per semester of seminar, which helps to integrate the field practicum experience with the BSW classroom knowledge and which allows the exploration of additional knowledge. - 186 -

In the field seminar, students will learn the principles of the logic model and its application to the field setting. There are three papers associated with the two-semester field seminar. Pre-requisites: Sowk 406 – Sowk 323, Sowk 343, Concurrent with, or after Sowk 413; 6 credits Sowk 416 - Sowk 406 and concurrent with, or after Sowk 423; 6 credits

CD 103 Introduction to Alcoholism This course introduces the study of alcoholism and the wide range of current approaches to treating and preventing it. It surveys the symptoms and effects of alcohol and abuse and addiction and introduces leading theoretical models of alcohol addiction. It affords students the opportunity to assess their learning in relation the phenomena of alcohol abuse and addiction in their communities. Prerequisites: Engl 103, 3 credits

CD 113 Introduction to Drug Abuse The material in this course will introduce you to the fascinating study of a wide range of mood-altering chemicals, both legal and illegal. You will learn about the symptoms that drugs produce, and about their effects on individuals. You will also explore various approaches to treating and preventing drug abuse and will consider their applicability to the Lakota community. Prerequisites: Engl 103, 3 credits.

CD 203 Family Counseling and Chemical Dependency This course will engage you in the study of the effects of alcoholism and drug abuse on families. You will consider the special needs of individual family members that alcoholism and drug abuse give rise to and you will learn about methods for addressing those needs. You will learn about self-help techniques for family members, about methods of family intervention, and about methods for helping the active alcohol or drug abuser. Prerequisites: PSY 103 and either CD 103 or CD 113 or instructor permission, 3 credits

CD 223 Native American Substance Abuse This course surveys the extent and the consequences of alcohol abuse among American Indians. The causes of origins of the disease of alcohol will be explored as well as the different theories of addictions. In addition to the reservation experience the urban setting will be discussed. The prevention, treatment and recovery for American Indian Alcoholics will be addressed. Prerequisite: CD 103 or CD 113 or instructor permission. 3 credits.

CD 233 Foundations of Individual Counseling. This course is designed to cover the skills, concepts, and issues of chemical dependency counseling of individuals. The content provides students with knowledge of the counseling relationship, factors involved in chemical dependency, the process of diagnosis, assessment and treatment plans. In addition to examining traits of an effective counselor, the student will work to develop and practice using a theory of counseling. Prerequisites: CD 103, CD 113. 3 credits

CD 313 Ethical and Legal Issues for Chemical Dependency Professionals This course will explore the ethical and legal issues as they apply to Chemical Dependency Counseling. These issues include: confidentiality, dual relationships, competency and referral, counselor values and conflicts, legality and ethics, client welfare, establishing appropriate limits and boundaries in the client relationship, informed consent, and other issues identified. Students will review the professional codes of ethics, values underlying coded of ethics and will focus on the process of ethical decision making. Students will have the opportunity to identify and discuss the ethical and legal issues frequently encountered by prevention and treatment professionals. Prerequisites: CD 103, CD 113, 3 credits

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CD 343 Methods of Group Counseling This course covers group leadership skills and various therapeutic techniques of group counseling through lecture and practical application. It focuses particularly on learning about the dynamics of group therapy as a helping and healing process. It covers theories that apply to groups and to addictions work. It introduces related topics of research, ethics, planning, leadership styles, multicultural considerations, and relevant Lakota practices. Prerequisites: CD 103, CD 113, CD 233, 3 credits

CD 403 Continuum of Care This course will cover the relationship between intake, case management, discharge planning and clinical record keeping. Students will learn how to implement plans used in addictions counseling, and about screening, assessment and evaluation procedures. Students will develop an understanding of relapse, including its relationship to the recovery process and the role of the counselor in relapse prevention. The course will cover treatment services provided to Native Americans and to the Lakota in particular. Prerequisites: CD 103, CD 113, CD 233, CD 313, CD 343, 3 credits

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AINAL DUAIN DAN

David White Bull, Director Faith Ann Richards, Administrative Assistant VOCATIONAL EDUCATION DEPARTMENT Stanley Janis, Automotive Technology Instructor Crystal Paulson, Office Technology Instructor Lyle Wilson, General Construction Instructor Mark Cuny, General Construction Instructor Steve House, Electrical Technology Instructor

VOCATIONAL EDUCATION DEPARTMENT MISSION

To continuously improve all programs to provide all students with competitive human, technical, and conceptual skills to participate in the improvement of their communities and quality of life.

The Vocational Education Department offers the following degrees and programs: Associate of Applied Science (AAS)

The Associate of Applied Science degree is a technical education and career-training program designed to provide students with hands-on experience in a variety of tasks and duties found in the world of business and government. These programs are not designed to facilitate the complete transfer of credits earned toward a higher academic degree.

AAS degree programs are offered only if and when vocational funding is available. Please contact the Vocational Education Department to see if the particular program of interest is currently funded. Vocational degree programs are subject to change without notice, depending on community need and the availability of funding, but active students will be given the opportunity to complete discontinued degree programs once they have been started.

AAS degrees offered:

A. Automotive Technology B. General Construction C. Electrical Technology D. Office Technology

Pre-Program Entrance Requirements

The above AAS degree programs require that entering students take the Accuplacer placement test offered by the OLC Foundational Studies Department. Any required Developmental Math and English courses must be completed before you enter On-Site Construction I or Auto 101, OMath 113 or TMath 123. Please see the Foundational Studies Registration Flowchart for courses you may take while you complete the program entrance requirements. Also see the Suggested Educational Plan for each degree area.

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Vocational Education Course Learning Outcomes When completing the program the student will be able to:

Automotive Program 1) Demonstrate professionalism and related soft skills. 2) Apply theory of vehicle operating systems. 3) Diagnose vehicle operating systems. 4) Repair vehicle operating systems. 5) Interpret service information. 6) Exhibit safety practices and procedures. 7) Prepare for ASE testing.

Electrical Program 1) Exhibit proper safety techniques and procedures. 2) Classify the use of common Electrical materials. 3) Analyze blueprints and isometric drawings. 4) Demonstrate proper techniques and procedures for installation of Electrical systems. 5) Perform skillfully the installation of light fixtures, outlets, and household equipment. 6) Apply knowledge of model Electrical code rules and regulations. 7) Prepare for SD apprenticeship card and knowledge.

General Construction Program 1) Exhibit problem solving, creativity, and resourcefulness. 2) Exhibit safety practices and procedures. 3) Demonstrate framing skills. 4) Apply interior finish techniques. 5) Perform exterior finish applications. 6) Perform estimating/print reading functions. 7) Prepare for industry or union credentials & knowledge.

Office Technology Program 1) Demonstrate professional business communication. 2) Utilize computer and other technology for general office applications. 3) Exhibit ethical behavior in the office setting. 4) Apply bookkeeping and record keeping procedures. 5) Perform administrative responsibilities to the customer and employer. 6) Explain social behaviors and interactions between individuals, groups and institutions. 7) Demonstrate organizational skills.

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AINAL DUAIN DAN ASSIA F ALID SIN IN AUI NLG

1. VOCATIONAL EDUCATION CORE (12 credits) Taken Date Grade

CS 103 Ethics in the Workplace 3______

OEd 103 Computer Basics 3______

OMath 113 Occupational Math 3______

Lak 103 Lakota Language I 3______

2. AUTOMOTIVE PROGRAM (48 Credits)

SEMESTER ONE:

Auto 101 Electrical Systems 12______

SEMESTER TWO:

Auto 102* Brake Systems 12______SEMESTER THREE:

Auto 201* Engine Performance 12______2019 Catalog - SEMESTER FOUR:

Auto 202* Steering & Suspensions 12______

Total Credits: 60 2018

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AINAL DUAIN DAN ASSIA F ALID SIN IN AUI NLG

Suggested Educational Plan

Pre-Program Entrance Requirements 6 Credits

Math 093 Developmental Math* 0 R&W 093 Reading & Writing* 0 CS 103 Ethics in the Workplace 3 OEd 103 Computer Basics 3

First Semester 15 Credits

Auto 101 Electrical Systems 12 OMath 113 Occupational Math 3

Second Semester 15 Credits

Auto 102 Brake Systems 12 Lak 103 Lakota Language 3

Third Semester 12 Credits

Auto 201 Engine Performance 12

Fourth Semester 12 Credits

Auto 202 Steering & Suspensions 12

Total Credits: 60

*Non-credit requirements or test-out (suggested educational plan)

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1. VOCATIONAL EDUCATION CORE (12 credits) Where Taken Date Grade

CS 103 Ethics in the Workplace 3 OEd 103 Computer Basics 3______TMath 123* Construction Trades Math 3______Lak 103 Lakota Language I 3______

2. CONSTRUCTION TRADES CORE (18 credits)

Trds 103 Occupational Safety 3______Trds 133 Residential Print Reading 3 CAR 103 Carpentry Theory I 3______Elec 103 Electrical Fundamentals 3______PLMB 103 Plumbing Fundamentals I 3______HV 103 Introduction to HVACR 3______

2. ELECTRICAL TECHNOLOGY SPECIALIZATION (15 credits)

Elec 113 Electrical Blue Prints 3______Elec 122 NEC® Codes 3______Elec 133* Motors 3______Elec 213 Electrical Fundamentals II 3______

Elec 233 Advanced Electrical Theory 3______2019 Catalog - 3. APPRENTICESHIP ( 16 credits)

CAR 114 On-site Construction I 4______CAR 124* On-site Construction II 4______CAR 214* On-site Construction III 4______2018 CAR 224* On-site Construction IV 4______

Total Credits: 61

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AINAL DUAIN DAN ASSIA F ALID SIN IN LIAL NLG

Suggested Educational Plan

Pre-Program Entrance Requirements 6 Credits

Math 093 Developmental Math* 0 R&W 093 Reading & Writing* 0 CS 103 Ethics in the Workplace 3 OEd 103 Computer Basics 3

First Semester 16 Credits

Elec 103 Electrical Fundamentals 3 Trds 103 Occupational Safety 3 CAR 103 Carpentry Theory I 3 CAR 114 On-site Construction I 4 TMath 123* Construction Trade Math 3

Second Semester 13 Credits

Elec 213 Electrical Fundamentals II 3 Elec 113 Electrical Blue Prints 3 Elec 122 NEC® Codes 3 CAR 124 On-site Construction II 4

Third Semester 13 Credits

Trds 133 Residential Print Reading 3 PLMB 103 Plumbing Fundamentals I 3 HV 103 Introduction to HVACR 3 CAR 214 On-site Construction III 4

Fourth Semester 13 Credits

Lak 103 Lakota Language I 3 Elec 133 Motors 3 Elec 233 Advanced Electrical Theory 3 CAR 224 On-site Construction IV 4 Total Credits: 61 *Non-credit requirements or test-out (suggested educational plan)

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AINAL DUAIN DAN ASSIA F ALID SIN IN GNAL NSUIN

1. VOCATIONAL EDUCATION CORE (12 credits) Where Taken Date Grade

CS 103 Ethics in the Workplace 3 OEd 103 Computer Basics 3______TMath 123*Construction Trades Math 3______Lak 103 Lakota Language I 3______

2. CONSTRUCTION TRADES CORE (18 credits)

Trds 103 Occupational Safety 3______Trds 133 Residential Print Reading 3 CAR 103 Carpentry Theory I 3______ELEC 103 Electrical Fundamentals 3______HV 103 Introduction to HVACR 3______PLMB 103 Plumbing Fundamentals I 3______

2. GENERAL CONSTRUCTION SPECIALIZATION (15 credits)

CAR 233 Res. & Light Comm. Bldg. Codes 3______CAR 113 Basic Drafting 3______Trds 163 Concrete Fundamentals 3______CAR 203 Carpentry Theory II 3______

Trds 213 Residential Estimating 3______2019 Catalog - 3. APPRENTICESHIP (16 credits)

CAR 114 On-site Construction I 4______CAR 124* On-site Construction II 4______CAR 214* On-site Construction III 4______2018 CAR 224* On-site Construction IV 4______

Total Credits: 61

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AINAL DUAIN DAN ASSIA F ALID SIN IN GNAL NSUIN

Suggested Educational Plan

Pre-Program Entrance Requirements 6 Credits

Math 093 Developmental Math* 0 R&W 093 Reading & Writing* 0 CS 103 Ethics in the Workplace 3 OEd 103 Computer Basics 3

First Semester 13 Credits

CAR 103 Carpentry Theory I 3 TMath 123* Const. Trade Math 3 Trds 103 Occupational Safety 3 CAR 114 On-site Construction I 4

Second Semester 13 Credits

CAR 203 Carpentry Theory II 3 CAR 113 Basic Drafting 3 Elec 103 Electrical Fundamentals 3 CAR 124 On-site Construction II 4

Third Semester 13 credits

PLMB 103 Plumbing Fundamentals I 3 Trds 133 Residential Print Reading 3 Trds 163 Concrete Fundamentals 3 CAR 214 On-site Construction III 4

Fourth Semester 16 credits

HV 103 Introduction to HVACR 3 Lak 103 Lakota Language I 3 CAR 233 Res. & Light Comm. Bldg. Codes 3 Trds 213 Residential Estimating 3 CAR 224 On-site Construction IV 4 Total Credits: 61 *Non-credit requirements or test-out (suggested educational plan)

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AINAL DUAIN DAN ASSIA F ALID SIN IN FFI NLG

1. GENERAL EDUCATION CORE (18 credits) Where Taken Date Grade

Engl 103* Freshman English I 3 ___ Engl 113* Freshman English II 3 __ SpCm 103 Speech Communications 3 ______OMath 113* Occupational Math 3 __ OEd 103 Computer Basics 3______Social Science Elective 3

2. LAKOTA STUDIES (6 credits)

Lak 103 Lakota Language I (or higher) 3______LSoc 103 Lakota Culture OR LHist 203* Lakota History I 3______

3. PROFESSIONAL REQUIREMENTS (42 credits)

CS 103 Ethics in the Workplace 3______OEd 143* Concepts of Database Management 3______OEd 123* Word Processing I 3______OEd 133 Records Management 3______MIS 143* Introduction to Spreadsheets 3

OEd 153 Professional Development 3______2019 Catalog OEd 173* Dictation/Transcription 3______- OEd 243* Office Management, Security & Safety 3______OEd 253* Word Processing II 3______OEd 283 Keeping Financial Records 3______OEd 293* Record Keeping Application Software 3______Professional Elective (must be a 200 3 2018 Professional Elective level or higher) 3______OTech 273* Office Technology Internship 3______

Total Credits: 66

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AINAL DUAIN DAN ASSIA F ALID SIN IN FFI NLG

Suggested Educational Plan

Pre-Program Entrance Requirements 6 Credits

Math 093 Developmental Math* 0 R&W 093 Reading & Writing* 0 CS 103 Ethics in the Workplace 3 OEd 103 Computer Basics 3 First Semester 15 Credits

Engl 103 Freshman English I 3

OMath 113* Occupational Math 3 LAK 103 Lakota Language I 3 SpCm 103 Speech Communication 3 OEd 143* Concepts of Database Management 3

Second Semester 15 Credits

Engl 113 Freshman English II 3 OEd 123 Word Processing I 3 OEd 133 Records Management 3 LSoc/LHist Lakota Culture/History 3 OEd 153 Professional Development 3

Third Semester 15 Credits

Social Science Elective 3 OEd 253 Word Processing II 3 OEd 283 Keeping Financial Records 3 OEd 243 Office Mgmt, Security & Safety 3 MIS 143 Introduction to Spreadsheets 3

Fourth Semester 15 Credits

OEd 293 Record Keeping Software 3 OEd 173 Dictation/Transcription 3 2 Professional Electives 6 OTech 273 Office Technology Internship 3 Total Credits: 66 *Non-credit requirements or test-out (suggested educational plan)

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VOCATIONAL EDUCATION COURSE DESCRIPTIONS:

Auto 101 Electrical Systems Prerequisite: None The first of four semesters begins with the student getting an overall picture of the program. Topics include Safety, Communications, Basic Shop Procedures, Service Information, Tools and Equipment, and Basic Vehicle Maintenance. Using state of the art computer based instruction modules, students will begin learning automotive Electronics. The areas of study includes: Introduction to Electronics, Semi- Conductors, Transistors, Circuits and Troubleshooting. 12 credits

Auto 102* Brake Systems Prerequisite: Auto 101 Student will be able to use a drum/disc brake trainer, which will be a two wheel model. This trainer will be part of a brake system program to present the live operation and study hydraulic brake systems. A Delco/Bosh ABS/TCS system trainer will used to present “real world” operation and study of antilock brake/traction control systems. 12 credits

Auto 201* Engine Performance, Emission & Ignitions Prerequisite: Auto 102 Student will learn how to use training boards to perform troubleshooting and engine control fundamentals, engine control diagnostic fundamentals, engine control system troubleshooting, and injector/ fuel pump systems. 12 credits

Auto 202* Steering & Suspensions Prerequisite: Auto 201 In this course students will study and gain knowledge of the following: Steering, Suspension Service and Repair including steering system design, Steering gear and linkage (manual and power), rack-and-pinion, steering columns, front and rear suspension designs, Electrical suspension control systems, wheel bearing and spindle design, wheel and tire assembly service, wheel alignment diagnosis and adjustment. Students will have hands on training and testing. 12 credits

CAR 103 Basic Carpentry Theory I Prerequisite: None This course deals with the study of the various tools and materials including “green construction” materials used in construction and proceeds into the study of foundation systems and materials, floor systems, wall systems, and roof systems used in any type of residential construction. This course focuses on the rough in stage of residential construction. 3 credits

CAR 203 Carpentry Theory II Prerequisite: CAR 103 This course completes the study of residential construction. It concentrates on the finishing of the interior, exterior, and attachments to the home. 3 credits

CAR 113 Basic Drafting Prerequisite: TMath 123 Students will gain experience in transferring abstract ideas to workable drawings. Simple block drawing exercises will advance to residential home, and multi-plan drawings. 3 credits

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CAR 114 On-Site Construction I Prerequisite: TMath 123; Trds 103 Continued construction of the residential home started with CAR 114. Emphasis for each student will be toward their specific degree program through hands-on activities. Electrical students will primarily do the wiring; plumbing students will install piping and plumbing fixtures and the general construction students will do primarily the framing, etc. (All students will work in all phases of the general construction for additional experience.) 4 credits

CAR 124* On-Site Construction II Prerequisite: CAR 114 Continued construction of the residential home started with CAR 114. Emphasis for each student will be toward their specific degree program through hands-on activities. Electrical students will primarily do the wiring; plumbing students will install piping and plumbing fixtures and the general construction students will do primarily the framing, etc. (All students will work in all phases of the general construction for additional experience.) 4 credits

CAR 214* On-Site Construction III Prerequisite: CAR 124 Continued construction of the residential home started with CAR 114. Emphasis for each student will be toward their specific degree program through hands-on activities. Electrical students will primarily do the wiring; plumbing students will install piping and plumbing fixtures and the general construction students will do the framing, etc. (All students will work in all phases of the general construction for additional experience.) 4 credits

CAR 224* On-Site Construction IV Prerequisite: CAR 214 Continued construction of the residential home started with CAR 114. Emphasis for each student will be toward their specific degree program through hands-on activities. Electrical students will primarily do the wiring; plumbing students will install piping and plumbing fixtures and the general construction students will do primarily the framing, etc. (All students will work in all phases of the general construction for additional experience.) 4 credits

CAR 233 Light Commercial & Residential Building Codes Prerequisite: TMath 123 This course provides authoritative requirements and recommendations compiled from the nation’s leading professional associations, industry publications, and building code organizations. Coverage includes standards for concrete, masonry, framing, finish carpentry and cabinetry, insulation, roofing, windows and doors, drywall and ceramic tile, floor covering, plumbing, Electrical, HVAC, and more. 3 credits

CS 103 Ethics in the Workplace Prerequisite: None This course is designed to help students to become aware of ethical issues in everyday life and in the workplace. Students will be encouraged to think critically when a difficult ethical issue arises and to make a mature and logical decision. This course also provides an introduction to personal financial responsibility. 3 credits

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Elec 103 Electrical Fundamentals Prerequisite: TMath 123 This is an introduction to basic wiring of switches, outlets, lights, and appliances in residential applications. This course introduces the student to AC/DC Electron theory, Electron flow resistance, voltage, ohms law, magnetism, inductance, and capacitance. 3 credits

Elec 113 Electrical Blue Prints Prerequisites: TMath 123 Students will develop efficient and accurate print reading skills in the areas of Electrical construction and maintenance. Concepts of drawing, sketching, views, plans, schedules, and specifications will be studied and then reinforced by actual print reading exercises that offer practice in the interpretation and analysis of various prints in the residential, commercial and industrial fields. Students will benefit from exposure to Electrical, mechanical, hydraulic, and specialized communication symbology that will improve recognition and understanding of other craft symbols likely to be encountered on the job. 3 Credits

Elec 122 NEC® Codes Prerequisites: TMath 123 Print reading Based on 2008 National Electrical Code® is designed to enable the student to learn Electrical print reading and become familiar with applicable sections of the NEC®. Complete references to the book are presented throughout the text. Trade Competency Tests are included at the end of each chapter to help students check their understanding of the text material and the NEC®. 3 credits

Elec 133* Motors Prerequisite: TMath 123 This course introduces motors from a magnet spinning in a magnetic field to three-phase adjustable speed types and the basic methods of wiring and controlling them. 3 credits

Elec 213 Electrical Fundamentals II Prerequisite: Elec 103 This is a continuation of the basic wiring- Fundamentals I (Elec 103) course with wiring of switches, outlets, lights, and appliances in residential applications. This course introduces the student to AC/DC electron theory, electron flow resistance, voltage, ohms law, magnetism, inductance, and capacitance. Students will study the methods used to safely install, maintain and troubleshoot the wiring systems of a house. 3 credits

Elec 223 Electrical Maintenance Prerequisite: None This course investigates the problems of an Electrical complex and the probabilities of failure and maintenance methods to prevent them. 3 credits

Elec 233 Advanced Electrical Theory Prerequisite Elec 122 This course includes the study of transformers, generators, and power lines, and other advanced electrical topics. Students will be able to understand the power distribution industry from the standpoint of the Vocational Education Electrical Program. 3 credits

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HV 103 Introduction to HVACR Prerequisite: TMath 123 This course is designed to guide apprentices, entry-level technicians, and first-year students through their first experiences in the HVACR Trade. It provides a solid and thorough introduction to the field. It is the culmination of the efforts of industry leaders like the Air Conditioning Contractors of America (ACCA), Plumbing-Heating-Cooling Contractors Association (PHCC), and Refrigeration Service Engineers Society (RSES). It provides simple concepts that provide an overview of the world of HVACR and its main systems and components. Coverage then progresses to increasingly complex procedures, such as maintenance and inspection, installation and repair, and customer service and sales. 3 credits

MIS 143 Introduction to Spreadsheets Prerequisite: OEd 103 or test out This is a continuation of the study of spreadsheets emphasizing the advanced features of functions, macros and business graphics. 3 credits

MIS 243 Data-Based Applications and Design Prerequisite: MIS 213 A continuation of the study of database emphasizing database concepts, design and management techniques. 3 credits

OEd 103 Computer Basics Prerequisite: None This course provides a working knowledge of the basics of computer use. Students will be introduced to the basic workings of the computer, common software applications, basic internet usage including sending and receiving e-mail, sending attachments, and they will learn the keyboard. 3 credits

OEd 123* Word Processing I Prerequisites: OEd 103 or test out This course provides opportunities for skill development in the Electronic procedures of producing quality business documents. Word Processing Software is used to develop the competencies of creating, formatting, editing/revising and the printing of documents such as memos, letters, reports, tables, labels, envelopes, and etc. Competencies in the areas of composing and proofreading documents, and producing effective communication skills are the objectives of this course. 3 credits

OEd 133 Records Management Prerequisite: None This course will apply alphabetic, geographic, numeric and subject filing procedures according to the rules established by ARMA (American Records Management Association). Storage systems, file maintenance, records control, and Electronic filing are included in this course. Records Management is a part of all offices nationwide. 3 credits

OEd 143 Concepts of Database Management Prerequisite: OEd 103 or test out An introduction to Data Base Management Systems (DBMS). Topics include, but are not limited to: relational models, keys, function, queries, reports and management of database systems. 3 credits

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OEd 153 Professional Development Prerequisite: None This course is designed to provide students with professional job skills and professional job seeking skills. A “Professional Portfolio” will be compiled during this class. Items, to be included but not limited to, are: resume, transcript, graded school assignments, achievements/honors, volunteer work certificates or projects, scholarship letters, recommendation letters, and any other documents that will help the student become successfully employed. 3 credits

OEd 173* Dictation/Transcription Prerequisite: OEd 123 This course provides fundamental instruction in the use of dictating/transcribing equipment in preparing office letters, correspondence and meeting minutes. The course includes a review of spelling, rules of dictation, rules of transcription and the mechanics of producing error free documentation at employable production rates. 3 credits

OEd 243* Office Management, Security & Safety Prerequisites: CS 103, Engl 103, OEd 103, OEd 153 or with approval of Department Director. This course features modern practices and problems in the business office. Office safety, office/document security, work ethics, problem-solving and decision-making tools, social responsibilities, organizational structures, supervising, staffing, training, and office control through a systems analysis process are areas to be studied. 3 credits

OEd 253* Word Processing II (General) Prerequisite: OEd 123, OEd 143 and MIS 143 This course develops the advanced application competencies of document composition. Improved productivity in the most efficient, timesaving way of producing office documents using Electronic equipment and templates, proofreading/editing documents will be a major objective of this course. This course has an exit requirement of 40 words-per-minute without error. 3 credits

OEd 283 Keeping Financial Records Prerequisite: None This course will give the student a thorough background in the basic record keeping skills used in business. The skills presented will also serve as a sound background for employment in office jobs. Students will be working with budgets, credit records, cash receipts, checking account records, petty cash records, retail charge sales, accounts receivable and payable, payroll records, and etc. 3 credits

OEd 293* Record Keeping Application Software Prerequisite: OEd 283 or with approval of instructor or director. Accounting software for small business and entrepreneurship will be introduced for business recordkeeping and management. An example of this would be “Quick Books”. An introduction to a word processing program and a spreadsheet program will be provided so that the student will be able to learn how to integrate financial documents into letters or reports and how to import data from an existing spreadsheet to a bookkeeping management program. 3 credits

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OMath 113 Occupational Math Prerequisite: Math 093 or test out This one-semester course helps students develop mathematical skills needed in the occupation that they are seeking. It provides a comprehensive coverage of the basic computational skills and their applications. The course is developed to meet not only the needs of the traditional post-secondary student, but also the needs of the mature student whose mathematical proficiency may have declined during years away from formal schooling. 3 credits

OTech 273* Office Technology Internship Prerequisite: Final semester of Program or department approval. Students will work as a supervised office assistant in an office on or off the reservation in a tribal, government, or private entity for ninety hours. A daily log of hours, activities performed, an overall report of the internship experience, plus the normal signed documents required to take the internship work experience will be required. 3 credits

PLMB 103 Plumbing Fundamentals I Prerequisites: Math 093, R&W 093- Developmental math and reading & writing, or test-out. Students will be taught history of plumbing and value in creating healthy society. Will learn plumbing definitions as spelled out in Uniform Plumbing Code . Will be exposed to basic concepts of DWV systems and basic water distribution. 3 credits.

TMath 123 Construction Trade Math Prerequisite: Math 093 or test out Trade Math will demonstrate the applications of math principles to the construction industry in the area of actual building, estimating, and drafting. Some of the principles addressed are surface areas, volumes, properties of spheres and circles, fractions and decimals, weight, and measures. The context will be bases on realistic carpentry problems, including modern construction materials and practices. 3 credits

Trds 103 Occupational Safety Prerequisite: None The students will learn about theories and concepts (causes and costs of accidents, ethics and safety, Workers’ Compensation and OSHA Compliance); OSHA’s Construction Standard and Safety Practices; applications on the job (program and policies, safety and hazard analysis, accident investigation, reporting and record keeping, & emergency response plan); preventing violence in the workplace, stress, etc. The students will have the opportunity to receive CPR Training and Certification. 3 credits

Trds 133 Residential Print Reading Prerequisite: TMath 123 Print reading will address the need to accurately interpret technical drawings and transform them into actual projects. Students will study the principles of architectural and structural details and measurements. 3 credits

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Trds 163 Concrete Fundamentals Prerequisite: CAR 103 Carpentry Theory I This class provides basic knowledge of concrete construction. Contents include organizing for quality, concrete mixture designs, specifications, foundations, formwork, reinforcement and embedment’s in structures, joints and reinforcement for slabs-on-ground, preparing for concreting, concrete placing and finishing, common field problems, and safety. 3 credits

Trds 213 Residential Estimating Prerequisite: TMath 123 This is an introduction course to residential estimating processes and to the steps involved in accurately preparing a cost estimate. Students will learn how to price excavation and site work, concrete, carpentry, masonry, plumbing, heating, and Electrical work, as well as the general expenses and sub-trade work. Specifics on how to prepare a bill of materials from takeoff, how to summarize and prepare a bid for a custom home, assessing markup on an estimate, and how to review a bid before it is submitted to the client as well as information on preparing estimates for remodeling jobs. 3 credits

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GADUA SUDIS DAN Vacant, Director Ethleen Iron Cloud-Two Dogs, Faculty Sandra White Shield, Administrative Assistant

LAKM Graduate Advisory Board: LMEA Graduate Advisory Board:

John Hass Vacant Marie Randall Robert Two Crow Robert Two Crow Vacant Alex White Plume Vacant Vacant (student rep) (Graduate Student Representative)

The Graduate Studies Department issues degrees in Lakota Leadership and Management and in Lakota Leadership and Management, Education Administration. The following is the framework for both programs:

GRADUATE PROGRAM AUTHORIZATION The Oglala Lakota College was founded in 1970 by tribal leaders who determined an educated Lakota Oyate was necessary to assist the tribe in realizing the operation of its own affairs. The elders, who served as advisors, envisioned that a tribal college was paradoxically the way to preserve the Lakota language and culture. Therefore, the Oglala Sioux Tribe chartered Oglala Lakota College in March 1971, as part of its operation, Oglala Lakota College designed and developed a graduate program entitled Managers as Warriors from 1990-1992 and implemented the program in 1993. The Board of Trustees (BOT) created the Graduate Studies Department on April 1995 meeting the increased demand for graduate courses and degrees, thereby sustaining the current Graduate Department and the Master of Art’s degree in Lakota Leadership and Management. In 1998, North Central Accreditation Association granted approval for the Education Administration component of the degree.

DEGREES AUTHORIZED Oglala Lakota College is authorized to grant the following degrees: Associate of Arts (1983), Bachelor of Arts (1983) and Master of Arts (1993). The South Dakota State Department of Education and Cultural Affairs approved teacher education program(s) (Oglala Lakota College, Self -Study Report, North Central Association of Colleges & Schools Commission on Institutions of Higher Education, March 16-18, 1998) and the Educational Administration emphasis Master of Arts level (South Dakota State Board of Education, March 20, 2000).

ACCREDITATION AND AFFILIATIONS GRADUATE STUDIES DEPARTMENT GRADUATE Education Administration is an approved principal program under the authority of the State of South Dakota. The Education Administration program has adopted the Educational Leadership Constituent Council (ELCC) professional standards. The teacher education program is a member of the Teacher Education Accreditation Council and South Dakota Association of Colleges of Teacher Education. The South Dakota State Board of Nursing approved the nursing program. Affiliations of the nursing programs include the University of South Dakota Nursing Program, Salish Kootenai, Sisseton-Wahpeton Nursing Program, Indian Health Service Pine Ridge and Rosebud, Rapid City Regional Hospital, Gordon Memorial Hospital, Veterans Administration Hospital, and Chadron Community Hospital. ` - 206 -

GOVERNANCE The policy making body of the graduate program is the Graduate Policy and Review Committee. Graduate Policy and Review Committee is chaired by Director/Chair of Graduate Studies Department, and further composed of the Vice President for Instructional Affairs, academic department chairpersons, faculty with earned doctorates, and members of the graduate faculty. A recommendation for degree requirements and curriculum originate within each department and reviewed by the Graduate Advisory Boards, then moves to the Graduate Policy and Review Committee. Finally, it is subject to review by the Graduate Faculty and Vice President for Instructional Affairs then requires action by the President of Oglala Lakota College, and the Board of Trustees.

MASTER OF ARTS DEGREE IN LAKOTA LEADERSHIP AND MANAGEMENT AND LAKOTA LEADERSHIP AND MANAGEMENT: EDUCATION ADMINISTRATION

PHILOSOPHY The belief of the degree program (s) is dedicated to the reality that Lakota leaders and managers must have a foundation in Lakota beliefs, values, thought, and philosophy. Specifically, the curriculum is guided by the principle that traditional Lakota beliefs recognized a leader as someone who works for, with and among the people, rather than above them, someone who lives for the people and takes action that is for the people rather than for personal and material gain.

VISION The vision of the Graduate Studies Programs is Wolakota within professionals as they continue their training to become leaders and managers; Lakota leaders who will live, preserve, and continue the Lakota way of life for coming generations.

MISSION STATEMENT The Graduate Programs are committed to the belief that the leaders and managers, who will take the Lakota into the 22nd century, must have a foundation in; Lakota language, spirituality, belief, values, thought and philosophy. Delivery of the curriculum is guided by the principle that Lakota leaders work for, with, and among the people, rather than for personal or material gain. The rigor of the program will be a source of pride for dedicated professionals. Our graduate candidates strive to demonstrate Wolakota excellence and confidence as they translate theory into quality practice.

PURPOSE OF THE GRADUATE PROGRAM The purpose of the Graduate Program(s) of the Oglala Lakota College is to develop individual management and leadership skills that are harmonious with Lakota values. Further, the knowledge base of Graduate Program(s) are designed to produce candidates with expanded intellectual application, independence in reading and research, using critical thinking skills in decision making, and ability to design and implement change through strategic planning.

Program Goal: To graduate leaders who are sage managers/leaders in the Lakota community.

GRADUATE PROGRAM(S) BROAD OBJECTIVE: OVERVIEW Oglala Lakota College’s graduate programs of study are designed to expand understanding of contemporary society through a full application of the Lakota culture and its world relationships; to increase knowledge in a particular area; to challenge values and philosophy; to encourage independent research and implementation through dissemination; to develop and refine communication skills; to foster reflective thinking processes; to provide intellectual stimulation and a foundation for continued study and life-long learning.

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Learning outcomes of Graduate Studies programs

Program Learning Outcomes Course Alignment 1. Candidates will integrate their knowledge and development of qualities LAKM 613, 623, 633, 643, necessary for Wolakota leadership. 653, 663, 673, 683, 693, 703, 706 LMEA 713, 723, 743 796 2. Candidates will specify and implement how Lakota values, belief LAKM 613, 623, 633, 693 systems, and life-styles of leaders and managers impact peoples and LMEA 703, 713, 723, 733, 753, societies. 796 3. Candidates will recognize and practice listening, Lakota oratory skills, LAKM 613, 633, 643, 703, 706 and other appropriate methods in the expression of Lakota values. LMEA 703, 713, 743, 796 4. Candidates will assess how historical processes of colonization affected LAKM 633, 653, 703, 706 Lakota culture and the social organization of indigenous peoples. Use the LMEA 733, 796 assessment to develop a plan of action for change. 5. Candidates will practice concepts of organizing communities and LAKM 663, 643, 653 constructing change. LMEA 713, 733, 753, 796 6. Candidates will examine and evaluate financial management systems LAKM 673 and recommend strategies for monitoring these systems. LMEA 743, 796 7. Candidates will identify, synthesize and interpret forces that underlie LAKM 683 environmental issues using the Lakota world view of Mitakuye Oyasin. Determine how people and nature influence and affect environment, LMEA 733, 796 community, and curriculum. 8. Candidates will analyze and apply the development and implementation LAKM 693 process of exercising of tribal rights. LMEA 723, 603, 796 9. Candidates will comprehend, interpret, and demonstrate the nature and LAKM 706, 603 significance of research, and provide them opportunities for application LMEA 763, 773, 796 and implementation of research techniques. 10. Candidates will design, implement and evaluate existing community LAKM 703A I, development circumstances from a Wolakota perspective. LAKM 703B II 11. Candidates will demonstrate an understanding of the larger political, economic and legal context within policies benefiting the diverse learner LMEA 723, 753, 603 needs and school community.

South Dakota State Competencies (SDSC) and the Educational Leadership Constituent Council (ELCC) The above learning outcomes of Graduate Studies Department Lakota Leadership and Management: Education Administration degree program (LMEA) are designed to meet the following state and specialized professional accreditation, and to reinforce the Lakota standards of Lakota Leadership and Management emphasized in the Four Directional Model of Bear Shield et. al (2000). Lakota Standards (see Graduate Studies Four Directional Model listed below).

South Dakota State Administrative Rule § 24:53:08:01 inclusive. South Dakota State Competencies §24:53:04, §24:53:05, and §24:53:06 inclusive. ELCC Standards see Educational Leadership Constituents Council, National Policy Board for Educational Administration (2002) Standards for advanced programs in educational leadership for principals, superintendents, curriculum directors, and supervisors.

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FOUR DIRECTIONAL CONCEPTUAL FRAMEWORK MODEL

The Oglala Lakota College Graduate Studies Department incorporated Lakota values and concepts in an effort to maintain and strengthen the Lakota culture within individuals and communities. The four directional conceptual framework model evolved by integrating the concepts and symbols of the Lakota Mental Health Model (Bear Shield, et al, 2000), medicine wheel, and the Oglala Lakota College Logo. The Four Directional Model is the framework for all program(s) within Graduate Studies Department.

Wounspe na oitancan un wolakolkiciyapi, meaning learning Lakota ways of life in community through education and leadership, is the philosophy for the Four Directional Conceptual Framework Model incorporating Oyate IkceTatuye Topakiya Wocicala Hena Wopasi, meaning measuring knowledge of the four directions, to capture the capstone experiences for the program. The Four Directional Conceptual Framework model demonstrates the unique organization of the overall institutional structure of shared leadership and shared vision of Oglala Lakota College in correlation with the programs.

The Four Direction Model also known as the Lakota Mental Health Model was developed from Bear Shield et al. (2000) who utilized cultural indicators to measure human development. These indicators assist in determining the disposition of the candidate and their capabilities of acquiring content knowledge, pedagogical and professional knowledge, skills, decision making, and the importance of stewardship within organizations as the candidate move towards completion of the degree. The four dimensions of measurement include: 1) Wiyohpeyata (West) 2) Waziyata (North) 3) Wiyohinyanpata (East) 4) Itokagata (South). All four directions correspond equally to the four stages of growth, which include spiritual, physical, intellectual, and emotional components of development. These stages balance an individual. Therefore, the Four Directional Conceptual Framework Model is grounded in the Lakota world view and cannot be separate from the intellectual component of human development. This world view is utilized in this Four Directional Conceptual Framework Model which demonstrates educational excellence and high standards within the program.

WIYOHPIYATA (West) - Admission/Entrance Requirements

Wiyohpiyata, meaning the cardinal direction of west, is represented by the color black. The cycle begins in the west and continues clockwise. This direction is also known as the Wakinyan Oyate, meaning Thunder Nation, who teaches us that we must be courageous to overcome obstacles and difficulties in life (Bear Shield, et al, 2000). Graduate students are required to demonstrate Wowacin Tanka meaning fortitude, Wohitika meaning courage and bravery, as well as Woksape meaning wisdom. Entering graduate students must endure and balance day-to-day obstacles of a family, geographical location, financial and personal responsibilities. The completion of the necessary core requirements for Graduate Studies Program(s) requires fortitude, courage and wisdom. Therefore, this is the starting point and the first stage of the entering graduate students’ educational journey toward becoming a “Master’s Candidate” and program completion.

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ADMISSION/ENTRANCE REQUIREMENTS

The Oglala Lakota College Graduate Studies Department accepts applications from new entering students once per year for fall entry. Applications are due the last Friday of April. Applications must be complete. All late applications will be reviewed for entry into the next semester year. Incomplete applications will not be accepted and will be returned as incomplete.

All new entering students must meet the admission requirements listed below in order to be accepted into one of the degree programs. Accepted students are required to attend the Annual Graduate Studies Orientation, before registering for courses. The Graduate Studies Orientation is held in August of each year. All LMEA students must attend portfolio orientation. All graduate students must attend seminars as scheduled.

Admission process - Lakota Leadership and Management (LAKM) and Lakota Leadership and Management: Education Administration (LMEA)

Entering students must apply for acceptance into one of the degree programs by completing and submitting the following: 1) Graduate application 2) OLC admissions application, on-line 3) $15.00 application fee 4) Submit all official transcripts specifying the date the degree was conferred 5) Submit degree of Indian blood or lineage form 6) Submit current resume 7) Complete and submit a technology assessment accessed through the Graduate Office 8) Submit copy of current and valid teaching certificate in elementary or secondary education (for LMEA degree only) 9) Submit three (3) reference letters from employers, community members, or colleagues, etc. Reference letters cannot be from immediate family members

Reference letter criteria: Lakota Leadership and Management (LAKM) reference criteria: a. Reference letters must explain why the student is an excellent candidate for the Masters of Arts degree in Lakota Leadership and Management b. Distinguish the students’ Lakota Leadership professional and personal disposition c. Explain student professional and personal ethics d. Elaborate on the student’s civic engagement within the work place and/or community

Lakota Leadership and Management: Education Administration (LMEA) reference criteria: a. Reference letters must explain why the student is an excellent candidate for the Masters of Arts degree in Lakota Leadership and Management: Education Administration b. Distinguish the students’ Lakota Leadership professional and personal disposition c. Explain student professional and personal ethics d. Elaborate on the student’s civic engagement within schools and community e. Verify the students three (3) years of teaching experience on a valid certificate in an accredited K-8, 9-12, or K-12 school f. Verify additional educational experiences within an education system

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10) Submit and receive a rating of 15 (proficient) or higher on each writing sample: Autobiography and Philosophy of Leadership. (Note, the Autobiography and the Philosophy must follow American Psychological Association (APA) professional writing style. For assistance follow this link: https://owl.english.purdue.edu/owl/resource/560/1/ or refer to APA manual. Writing sample criteria must be in APA style writing

Lakota Leadership and Management (LAKM) writing sample criteria: a. Autobiography highlighting family, life experience and disposition that emphasize key points to describe why you would be an excellent candidate for the Lakota Leadership and Management program. Question: What distinguishes you as an excellent candidate for the Lakota Leadership and Management program? (see rubric) b. Philosophy and Vision of Leadership emphasizing current issues in native communities serving native populations or underrepresented groups. Discuss your steps and explain how you plan on using the Lakota Leadership and Management degree within your work, personal life, and/or community to achieve your Philosophy and vision. Question: What is your philosophy and vision of leadership and how does this tie into addressing current issues in native communities or communities serving native populations? (see rubric)

Lakota Leadership and Management: Education Administration (LMEA) writing sample criteria: a. Autobiography highlighting family, life experience and disposition that emphasize key points to describe why you would be an excellent candidate for the Lakota Leader in Lakota Leadership and Management Education Administration program. Question: What distinguishes you as an excellent candidate for the Lakota Leadership and Management Education Administration program? (see rubric)

b. Philosophy and Vision of Education emphasizing current issues in native communities serving native populations or underrepresented groups. Discuss your steps and explain how you plan on using the Education Administration degree within your work, personal life, and/or community to achieve your philosophy and vision. Discuss how your philosophy and vision aligns with the purpose of the Graduate Studies program. Question: What is your philosophy and vision of educational leadership in relation to Educational Administration, curriculum, communication, instruction, and community within native communities or communities serving native populations? (see rubric)

Students must have a baccalaureate degree from an accredited institution matching the admission requirements for the degree in which they are applying. A complete application, with official documents must be delivered to or mailed directly to the Graduate Studies Department: Attention Graduate Studies Admissions, P.O. Box 490, Kyle, SD 57752. Applicants must meet the entrance requirements listed above before being accepted as pre candidate status.

Lakota Leadership and Management (LAKM) entrance requirements: 1. Must have a bachelor’s degree from a regionally accredited institution 2. Must have a 2.50 cumulative GPA 3. Must have a 3.00 GPA in undergraduate major field in 300 or higher level course work 4. Must have a 3.00 GPA in all undergraduate Language Arts course work 5. Receive a score of 15 (proficient) or higher on each writing sample: Autobiography and Philosophy of Leadership. Must have at least 2 years of experience working with for profit or nonprofit organizations, and/or community organizations, and/or grassroots community

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Lakota Leadership and Management: Education Administration (LMEA) entrance Requirements:

1. Must have a bachelor’s from a regionally accredited institution 2. Must have received an undergraduate educational bachelor’s degree from an accredited Institution (for Education Administration students) 3. Three years of verified classroom teaching experience at the elementary level and/or secondary level on a valid elementary and/or secondary teachers certification or another endorsement which includes elementary and/or secondary grades 4. Must have a current and valid teaching certificate in elementary or secondary education 5. Must have a 2.50 cumulative GPA 6. Must have a 3.00 GPA in undergraduate major field in 300 or higher level course work 7. Must have a 3.00 GPA in all undergraduate Language Arts course work 8. Receive a score of 15 (proficient) or higher on each writing sample: Autobiography and Philosophy and Vision of Leadership

Students must meet all graduate entrance requirements to gain full admission to the program. Students may be placed on conditional status dependent on writing sample scores, cumulative GPA, Language Arts GPA and Upper Division course GPA. Students who are placed on conditional status are required to attend the Introduction to Graduate School Seminar. Students who did not meet graduate entrance requirements are welcome to reapply. Students will not be considered for enrollment into any of the courses as a degree seeking student until they have met entrance requirements and have been officially accepted into the program. Students may enroll in graduate core courses LAKM 603, LAKM 613, LAKM 633 after acceptance. Course work is to be taken sequentially.

Lakota Leadership/Management Core course descriptions:

Students must successfully complete the core courses: LAKM 613, LAKM 633 and LAKM 603 with a B or better for each course. Students must complete the core then apply for candidacy in the degree program they are seeking, in order to become a “Master Candidate”. Successful completion is needed to enter into Waziyata, the direction of the North.

LAKM 603 Wowapi Woecun Na Wounspe Wankatuyahci Glustanpi Kte Kin Hena (Research, Writing, and Statistics for Graduate Work) This course is designed for new graduate students. The purpose of the course is to provide students an introduction to graduate study developing specific writing skills and a knowledge base needed to be successful in the graduate program, i.e. Formulating the question, developing hypothesis, developing a project model, reviewing literature, data collection, technical writing using APA style, and adapting research to appropriate audiences. This course will emphasize Lakota values of honesty, courage, and fortitude. Lakota language will be spoken as much as possible during class hours. 3 graduate credits

LAKM 613 Lakota Woitancan Na Wokicanye Kin Un Oegleyapikte (Lakota Foundations for Leadership/Management) This course is the introductory course to the graduate program. Students will explore Lakota philosophy and theology, the foundation of Lakota leadership/management. Students will examine Lakota Leadership and management strategies by studying contemporary and historical Lakota leaders and managers’ strategies, thereby developing their management strategies to address the unique environment of the reservation. The Lakota values emphasized in this course: respect, generosity, and humility. Lakota language will be spoken as much as possible during class hours. 3 graduate credits

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LAKM 633 Tiospaye (Lakota Social Organization) This course is an in-depth analysis of Lakota political, economic, religious system, and a strong emphasis on interpreting the relationships between various aspects of Lakota social organization and Lakota leadership and management practices. This course will emphasize the Lakota values of respect and humility. Lakota language will be spoken as much as possible during class hours. 3 graduate credits

WAZIYATA (North) – Candidacy/Professional Core Requirements

Waziyata, the cardinal direction of the North, is represented by the color red. This direction is also known as the Tatanka Oyate, meaning Buffalo Nation, who brings us the laws, beliefs, and teachings. These teachings provide the basis for Lakota identity and importance of living a good, productive life (Bear Shield, et al, 2000). Within the profession, students need a solid theoretical base for understanding of laws, beliefs, and teaching in order to transition as a Master Candidate. These skills are needed to become proficient within their field of study. Candidates are required to demonstrate Wowacin Tanka meaning patience and fortitude as well as Woonspe meaning lessons, during this stage. Graduate students must complete and submit candidacy application 30 days following the successful completion of the core courses: LAKM 613, 633, 603, in order to be considered a Master Candidate in their chosen degree area. When students become a Master Candidate, they can proceed toward completion of their professional requirements. Candidates must maintain candidacy status throughout their program.

Candidacy requirements of Lakota Leadership and Management (LAKM) Degree:

The following documents are needed to apply for candidacy to receive Master Candidate status within the Lakota Leadership and Management program:

1. Submit candidacy application form, attach documents and receive validation of meeting candidacy: a. Submit OLC IRB approved training certificate (National Institute on Health https://phrp.nihtraining.com ) b. Successfully complete the core courses LAKM 613, 633, & 603 with a B (3.00) or better in each course 2. Maintain Candidacy status: a. Have and maintain a 3.00 GPA or higher for program of graduate study b. Successful completion of professional requirements with a B (3.00) or better in each course c. Complete program requirements within six (6) years of acceptance d. Complete Capstone Option 1: LAKM 706 within three years of completing 30 credit hours of the required course work, or, Option 2: LAKM 703A and LAKM 703B within six (6) years of entrance e. Attend and participate in all applicable graduate seminars as scheduled f. Must meet or exceed LAKM graduate expectations prior to graduation g. Uphold academic honesty and personal responsibility toward completion of degree

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Candidacy requirements of Lakota Leadership and Management: Educational Administration (LMEA) degree:

The following documents are needed to apply candidacy and maintain Master Candidate status within the Education Administration program plan of study: 1. Submit candidacy application form, attach documents and receive validation of meeting candidacy a. Submit OLC IRB approved training certificate (National Institute on Health https://phrp.nihtraining.com ) b. Successfully complete the core courses LAKM 613, 633, & 603 with a B or better (3.00) or higher in each course c. Complete and meet expectations of appropriate portfolio indicators for LakM 613, 633, & 603 d. Maintain current and valid teaching certification. e. Meet program requirements for the elementary principal and/or secondary principal certification: i. Elementary Principal 1. A bachelor’s or Master’s educational degree from a college or university approved for teacher education as defined in §24:53:04 inclusive 2. Three years of verified teaching experience at the elementary level, on a valid elementary teachers certification or another endorsement, which includes elementary grades 3. Program required internship hours specific to principal responsibilities of elementary schools ii. Secondary Principal 1. A bachelor’s or master’s educational degree from a college or university approved for teacher education as defined in §24:53:04 inclusive 2. Three years of verified teaching experience at the secondary level, on a valid secondary teacher certificate or another endorsement, which includes secondary grades 3. The completion of an approved program for secondary principals at an accredited college or university 4. Program required internship hours specific to principal responsibilities of secondary schools 2. Maintain Candidacy status: a. Have and maintain a 3.00 GPA or higher for program of graduate study b. Successful completion of professional course requirements with a B (3.00) or higher in each course c. Complete portfolio indicators and upload artifacts upon completion of each professional course d. Complete LMEA 796 within three (3) years of completing 30 credit hours of required course work e. Attend and participate in all applicable graduate seminars as scheduled f. Complete all program requirements within six (6) years of entrance g. Must meet or exceed LMEA graduate expectations prior to graduation h. Uphold academic honesty and personal responsibility toward completion of degree

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WIYOHINYANPATA (East) - Professional Requirements Wiyohinyanpata, the cardinal direction East, is represented by the color yellow. This direction is also known as the Hehaka Oyate, or Elk Nation, who possess Woksape meaning wisdom encompassing survival skills, a sense of destiny, and vision for the future. These teachings are to be modeled by Ikce Wicasa, meaning the common man (Bear Shield, et al, 2000). This is the third stage fulfilling the professional requirements as Master Candidate. Candidates depend upon survival skills, which include the constructs of appropriate vision for self, the educational community of learners and the community; then begin to demonstrate professional wisdom within their profession.

Lakota Leadership and Management (LAKM) professional course descriptions:

LAKM 623 Lakota Woitancan Na Wowasi Icicakagapikte (Lakota Leadership and Professional Development) This course is designed for candidates to examine values, belief system, and life style to gain an understanding of and to determine their leadership style. Candidates will analyze leadership to determine the impact it has on society. Finally, Candidates will study leadership styles and develop strategic plan(s) for professional development. The course will emphasize Lakota values: respect, courage, humility, and generosity. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LAKM 643 Lakota Woitancan Un Woglaka Unspe Iciciyapikte (Lakota Leadership Communication Skills) This course is designed to furnish candidates an awareness of, to gain knowledge of, and to practice listening skills, Lakota oratory, and appropriate methods of expression of Lakota values. It will examine and explore non-defensive and non-offensive speaking styles, oral advocacy, and working within conflict situations. Further, an in-depth study of skills in decision making, self-expression, consensus building techniques and strategies of negotiation will be made. Finally, a comparison and contrast of combative communication styles of communication with the Lakota style of communication. This course will emphasize the Lakota value of respect. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LAKM 653 Wowasake Na Tiospaye Wounspe (Power and Community) The principle objectives of this course are to assess how historical processes associated with European expansion and colonization have affected the culture and social organization of indigenous peoples, and to discuss ways of using assessment to form action for change. Further, study into the effects of the market system, of missionizing, of integration into the capitalist world system, and of colonization, on community life. Final study will include an examination of past and ongoing resistance and struggle of indigenous and oppressed people in North and South America to protect their communities, preserve their cultures, and to achieve self-determination. The course will emphasize the Lakota values of respect, humility and courage. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

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LAKM 663 Tiyospaye Okolakiciye Wounspe (Community Organizing) Course content is a critical examination of the process of organizing communities and achieving community change. The course emphasizes Lakota values: respect and courage. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LAKM 673 Maza Ska Okicanye Wounspe (Financial Management) A course designed to develop the understanding of and the ability to monitor financial management systems. Focus will be on: Budgets and business management accounting for nonprofit and profit organizations, audit analysis and spreadsheets and Indian School Equalization Program (ISEP). The course will emphasize Lakota values of respect and honesty. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate cr.

LAKM 683 Lakota Tamakoce Un Wokicanye Na Woanwanyanke Wounspe (Lakota Environment Management and Protection) This course is designed for candidates to examine global, political economic and ideological forces that underlie the environmental crises. It is further designed for candidates to compare the Lakota view of the relationship of human beings to nature with those of other cultures. Finally, strategies and tactics that can be implemented to protect the environment will be explored. This course emphasizes Lakota values of respect and courage. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LAKM 693 Lakota Kin Iyecinka Igloayapi Kta Un Hecel Eglepli kte Wounspe (Establishing Lakota Sovereignty) This course is designed for candidates to examine the constraints and the possibilities permitted under the current Federal-Indian relationship. They will learn the development and implementation process of asserting and exercising tribal rights to make decisions as a society with the full attributes of a sovereign nation including recognition by other governments. The course will include a review of past and current activities of tribal involvement at the international level. This course emphasizes Lakota values of respect and courage. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

Lakota Leadership and Management: Educational Administration (LMEA) professional course descriptions: The courses LAKM 613, 633, and 603 are core requirements to Educational Administration emphasis. Course work is to be taken sequentially.

LMEA 703 Wowapi Wounspe Itancan (Instructional Supervision) This course is designed for candidates to examine values, belief systems, and life styles to gain understanding of and determine their leadership style. Candidates will study and understand the role of administrators in general supervision of educational programs within the K-12 school system. Candidates will examine leadership styles and develop strategic plans emphasizing professional development. This course will emphasize the Lakota values of wisdom, courage, respect, generosity, fortitude and humility. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

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LMEA 713 Wayawapi Itancan – (School Administration) 713 (E) Kucila (Elementary); 713 (M) Eyokogna (Middle); 713(S) Wakatuya (Secondary) Candidates will examine and explore non-defensive and non-offensive speaking styles, oral advocacy, and working within conflict situations. In-depth study of skills in decision-making, self-expression, consensus building, strategies of negotiation, and a comparison and contrast of combative communication styles will be presented and practiced. A study of problems and practices in organizing and administering school programs encompassing the K-12 systems will be covered in this course. This course will emphasize the Lakota values of wisdom, courage, respect, generosity, fortitude and humility. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LMEA 723 Woksape (Counseling Theories and Socio-culture Foundations) Candidates will examine how historical processes associated with European expansion and colonization affected culture and social organization of indigenous peoples. Particularly, focus will be placed on the effects of the market system, missionizing, integration into the capitalist world system, and colonization. Candidates will explore current counseling theories, emphasizing relationships and intervention strategies which focus on counseling methods for K-12 schools and agencies. This course will emphasize the Lakota values of patience, fortitude and wisdom. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LMEA 733 Oyate Wicoun (Fundamentals of Curriculum Development) This course is designed to focus on school curriculum through an examination of principles and practices essential to developing and administering curricular programs, including knowledge and understanding of measurability, scope and sequence taxonomy, program designs, and fit between a planned program and an implemented one. This course will emphasize the Lakota values of wisdom, courage, respect, generosity, fortitude and humility. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LMEA 743 Mazaska Wounspe Okicanye (School Finance) A course designed to develop understanding and the ability to monitor financial management systems. Focus will include: Budgets and business management accounting for nonprofit, audit analysis and spreadsheets, Indian School Equalization Program (ISEP), K-12 public school finance, management of plant, equipment, insurance, transportation, and food services. This course will emphasize the Lakota values of honesty, fortitude and wisdom. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

Lakota Leadership and Management: Education Administration (LMEA) Electives (6hrs.):

LAKM 683 Lakota Tamakoce Un Wokicanye Na Woawanyanke Wounspe (Lakota Environment Management and Protection) This course is designed for candidates to examine, global, political, economic, and ideological forces that underlie the environmental crises. It is further designed for candidates to compare the Lakota view of the relationship of human beings to nature with those of other cultures. Finally, strategies and tactics that can be implemented to protect the environment will be explored. This course emphasizes Lakota values of respect and courage. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

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LAKM 693 Lakota Kin Iyecinka Igloayapi Kta Un Hecel Eglepli kte Wounspe (Establishing Lakota Sovereignty) This course is designed for candidates to examine the constraints and the possibilities permitted under the current Federal-Indian relationship. They will learn the development and implementation process of asserting and exercising tribal rights to make decisions as a society with the full attributes of a sovereign nation including recognition by other governments. Course will include a review of past and current activities of tribal involvement at the international level. This course emphasizes Lakota values of respect and courage. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LMEA 603 Owayawa Ta Woupe (School Law) This course is designed to understand the principles of law applicable to practical problems of school organization and administration. Study of organizational structure and administrative procedures at the federal, state, and local government level used in education/special education service delivery systems is included. This course will emphasize the Lakota values of wisdom and honesty. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LMEA 753 Nagi Wounspe Wakatuya (Advanced Educational Psychology) This course is a learning process with special emphasis on human abilities, early and contemporary learning theories with applications to selected developments in teaching and persistent problems and issues in education. The course will emphasize the Lakota values. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LMEA 763 Wopasi Wounspe (Statistics) This course is an introductory, yet comprehensive, survey of elementary statistical analysis in educational research and will be computer-oriented. This course will emphasize Lakota values of honesty courage and fortitude. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LMEA 773 Wopasi Woecun (Survey Design) A course designed to prepare graduate candidates in social context of question asking and designing questionnaires from start to finish. This course will emphasize the Lakota values of honesty, fortitude, and courage. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

ITOKAGATA (South) Capstone experience Community Action Project (CAP) and School Community Action Project/Internship (SCAP) and Induction

Itokagata, the cardinal direction for South, is represented by the color white. This direction is also known as the Wamakaskan Sitomni or the Animal Nation. The Animal Nation teaches us how to live and work together living in harmony with Unci Maka (Grandmother Earth). These teachings strengthen our understanding of the world and create a solid foundation in preparing the candidates for their educational journey. Candidates recognize their origins and demonstrate their appreciations (Bear Shield, et al., 2000). This is - 218 -

the fourth stage of the educational journey. Candidate will begin their first year putting to practice pedagogical knowledge and skills as well as working within the profession. Candidates are required to demonstrate Wacante Ognaka meaning compassion and generosity. Effective Lakota leaders demonstrate compassion and generosity through the delivery and giving of their knowledge, skills and ability to the educational and local communities.

Lakota Leadership and Management (LAKM) Capstone experience The Lakota Leadership and Management degree has two options within the capstone experience. Candidates must select an option when applying for candidacy in one of the degree programs. Options are listed below:

Option one: Community Action Project (CAP)

Option 1 is the Community Action Project (CAP). This is a year- long six (6) credit hour course. Preparation for this course begins one semester prior to enrollment, usually held in April. Candidates must attend the CAP seminar and meet all deadlines prior to enrollment. Candidates can refer to the Graduate Studies Handbook for full CAP requirements and process.

LAKM 706 Tiospaye Ecel Waecunpi kta Wounspe (Community Action Project) Community Action Project is original research designed collaboratively by candidate and faculty advisor. Results of the research are presented and adhere to the process of scholarly research and writing. The Process: Topic selection, proposal submission, project development, project documentation (technical paper), and APA writing style. Note: only those candidates who have completed 30 hours of the program may register for this course. Prerequisite: All core and professional core requirements 30 credit hours. 6 graduate credits

Option two: 703: A & B Woichage Na Kihelaka (Community Development and Sustainability I & II)

The Graduate Studies Department created a non-thesis option as an alternative to the Community Action Project within the Lakota Leadership and Management Degree. Option two is a capstone educational experience in applied management for the Master of Arts in Lakota Leadership and Management degree. Graduate Candidates will apply the selected Leadership and Management skills in the public and private sector in; tribal and non-tribal governmental and social structures, social or enterprise operations in the development, management, and ongoing evaluation of programs. These two courses are designed to provide an opportunity for the Graduate Candidate to demonstrate the Lakota Leadership and Management skills and concepts through a Wolakota perspective. This course is an immersive leadership experience, encouraging the Graduate Candidate to use discretion decision making, analysis, and evaluation beyond the exercise of routine tasks with the mentorship of faculty and community leaders.

LAKM 703A Woichage Na Kihelaka, Wanji (Community Development and Sustainability I) This course is designed for Lakota Leadership and Management Candidates from a tribal treaty context focusing on community development and sustainability. This course offers lectures, student collaboration and inquiry based learning from a Wolakota perspective. Master Candidates will gain a comprehensive understanding of public and private programs, and strategies; administrative tools and data analysis methodologies. Master Candidates will develop a conceptual framework for a tribal or community private/public program or enterprise such as; a human service program or community development

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organization. Candidates are required to demonstrate Woksape meaning Wisdom and Wacante Ognaka meaning holding people in their heart through compassion and generosity when developing their conceptual framework. Prerequisite: 24 credit hours of the Lakota Leadership and Management required courses: LAKM 603, LAKM 633, LAKM 613 Professional Core LAKM 623, LAKM 653, LAKM 663, LAKM 673, LAKM 693 LAKM 683, LAKM 643. 3 graduate credits

LAKM 703 B Woichage Na Kihelaka, Nupa (Community Development and Sustainability II) This course is designed for Lakota Leadership and Management Candidates from a tribal treaty context focusing on community development and sustainability. This course is for candidates who have completed a conceptual framework in community development and sustainability I. Candidates will identify similar programs and best practices, to evaluate and critique from a Wolakota perspective. Candidates will be required to demonstrate Lakota Leadership through presentation and implementation of findings. Candidates are required to demonstrate Wacante Ognaka meaning holding people in their heart through compassion and generosity. Effective Lakota Leaders demonstrate compassion and generosity through the delivery and giving of their knowledge, skills and ability to the educational and local communities. Prerequisite: LAKM 613 A Community Development and Sustainability I. 3 graduate credits

Lakota Leadership and Management: Education Administration (LMEA) Capstone experience School Community Action project (SCAP)/Internship and Induction

The School Community Action Project (SCAP) is a year- long six (6) credit hour course. Preparation for this course begins one semester prior to enrollment, usually held in April. Candidates must attend the SCAP seminar and meet all deadlines prior to enrollment. Candidates also prepare for the 120 hour internship completed in conjunction with the written paper. Candidates can refer to the Graduate Studies Handbook for full SCAP requirements and process

LMEA 796 Wayawa Tiyospaye Woecun Wicokan (School Community Action Project/Internship) School Community Action Project (SCAP) is original research designed collaboratively by candidate and faculty advisor. Results of research are presentation and implementation of project. The process: Topic selection, proposal submission, project development, project documentation (technical paper), and a semester of internship that culminates an implementation of School Community Action Project (SCAP). Internship is on-the-job experience while implementing SCAP, under the supervision of Graduate program staff. Internship is part of the School Community Action Project (SCAP) course. Internship is designed to take place over a period of two (2) semesters serving under a licensed principal at elementary, middle, or secondary level. Candidates are required to have completed thirty (30) hours of their program before applying for Internship. Candidates can be placed in any accredited South Dakota school and schools in other states having reciprocity with South Dakota. Director of Graduate Programs and faculty of LMEA 796 will supervise Candidates serving an internship. Note: only those Candidates who have completed 30 hours of the program may register for this course. Prerequisite: All core and professional core requirements 30 credit hours. 6 graduate credits

Internship Education Administration Candidates are required to complete 120 hours of principal internship over a period of two (2) consecutive semesters serving under a licensed principal at the elementary, middle, or secondary level. Candidates must meet or exceed internship requirements. Internship placement, mentor and calendar must be approved by the Director of Graduate Studies and the LMEA796 Instructor prior to

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beginning internship. Experiences and artifacts must meet ELCC standards. See graduate handbook for internship process and assessment.

Exit requirements/Induction All graduate candidates are expected to meet or exceed graduate expectations upon exiting the program as defined in the Graduate Studies Handbook. All graduate students must complete a satisfaction survey. LMEA candidates within the graduate program will be provided induction services for their first year as a school leader. Induction services may include mentoring, coaching and periodic assessment. See Graduate Studies handbook for induction procedures, requirements, and assessment. All supervisors of 1st year and 3rd year principals will be asked to participate in an employee performance survey.

Lakota Leadership and Management Ideal Program of Study The following is an ideal program of study to earn a Lakota Leadership and Management degree with Option one: LAKM 706 Community Action Project or Option two: LAKM 703A & LAKM 703B Community Development and Sustainability I&II.

Option one: LAKM 706 Community Action Project Year 1 Year 2 Year 3 Year 4 fall spring fall spring fall spring fall spring LAKM 603 LAKM 633 LAKM 643 LAKM 693 LAKM 653 Cap prep LAKM 706 LAKM 613 LAKM 623 LAKM 673 LAKM 683 LAKM 663 seminar

Option two: LAKM 703A & LAKM 703B Community Development and Sustainability I&II. Year 1 Year 2 Year 3 fall spring fall spring fall spring LAKM 603 LAKM 633 LAKM 643 LAKM 693 LAKM 703A LAKM 703B LAKM 613 LAKM 623 LAKM 673 LAKM 683 LAKM 663 LAKM 653

Lakota Leadership and Management: Education Administration Ideal Program of Study

The following is an ideal program of study to earn a Lakota Leadership and Management: Education Administration degree. Candidates can choose two out of six electives identified on the Education Administration status sheet. Year 1 Year 2 Year 3 Year 4 fall spring fall spring fall spring fall spring LAKM LAKM LMEA 713 Elective LMEA SCAP internship LMEA 603 633 1 743 preparation 796 SCAP and Internship LAKM LMEA LMEA LMEA Elective 2 Final 60 hrs. 60 hrs. 613 703 723 733 Portfolio Internship Internship Review

New entering students are required to attend the Graduate Studies Orientation held in August of each year. All students are encouraged to participate in any scheduled seminars.

For more information please contact: Graduate Studies Director/Chair, P.O. Box 490, Kyle, SD 57770 (605) 455-6006 or 6007, fax (605) 455-6131. See Graduate Program Handbook and Graduate Policy for more information. The revised Graduate Policies have been approved by BOT, May 29, 2002, amended June 2012. Information is available at www.olc.edu for general OLC information and http://www.olc.edu/departments/graduate_studies.htm for Graduate Studies specific information.

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GADUA SUDIS DAN AS F AS IN LAA LADSI AND ANAGN Core LAKM 603* Wowapi Woecun Na Wounspe Wankatuyahci Glustanpi Kte Kin Hena (Research, Writing and Statistics for Graduate work) 3 hrs.

LAKM 613* Lakota Woitancan Na Wokicanye Kin In Oegleyapikte (Lakota Foundations for Leadership and Management) 3 hrs.

LAKM 633* Tiospaye (Lakota Social Organizations) 3 hrs.

Professional LAKM 623 Lakota Woitancan Na Wowasake Icicakagapikte (Lakota Leadership & Professional Development) 3 hrs.

LAKM 643 Lakota Woitancan Un Woglaka Unspe Iciciyapikte (Lakota Leadership & Communication Skills) 3 hrs.

LAKM 653 Wowasake Na Tiospaye Wounspe (Power and Community) 3 hrs.

LAKM 663 Tiospaye Okolakiciye Wounspe (Community Organizing) 3 hrs. 2019 Catalog

LAKM 673 Maza Ska Okicanye Wounspe - (Financial Management Administration) 3 hrs.

LAKM 683 Lakota Tamakoce Un Wokicanye Na Woawanyanke Wounspe (Lakota Environmental Management and Protection) 3 hrs. 2018

LAKM 693 Lakota Kin Iyecinka Igloayapi Kta Un Hecel Eglepikte Wounspe (Establishing Lakota Sovereignty) 3 hrs.

Capstone experiences-Choose one option when applying for candidacy in one of the degree programs. Option one

LAKM 706** Tiyospaye Ecel Waecunpi Kta Wounspe 6 hrs. (Community Action Project) Option two

LAKM 703A Community Development and Sustainability I 3hrs.

LAKM 703B Community Development and Sustainability II 3hrs. Total 36 hrs. *Core required courses. These courses must be successfully completed prior to enrollment in LAKM professional courses. **LAKM 706 taken after 30 hours of successfully completing coursework. LAKM 703A and B can be taken with professional course. - 222 -

GADUA SUDIS DAN AS F AS IN LAA LADSI AND ANAGN ASIS IN DUAIN ADINISAIN Core LAKM 603* Wowapi Woecun Na Wounspe Wankatuyahci Glustanpi Kte Kin Hena (Research, Writing and Statistics for Graduate work) 3 hrs. LAKM 613* Lakota Woitancan Na Wokicanye Kin Oeglayapikte (Lakota Foundations for Leadership and Management) 3 hrs. LAKM 633* Tiospaye (Lakota Social Organization) 3 hrs. Professional Required LMEA 703 Wowapi Wounspe Itancan (Instructional Supervision) 3 hrs. LMEA 713 Wayawapi Itancan – (School Administration) Kucila (Elementary), Eyokogna (Middle), Wakatuya (Secondary) 3 hrs. LMEA 723 Woksape (Counseling Theories and Socio-culture Foundations) 3 hrs. LMEA 733 Oyate Wicoun (Fundamentals of Curriculum Development) 3 hrs. LMEA 743 Mazaska Wounspe Okicanye (School Finance) 3 hrs. Electives (2) LAKM 683 Lakota Tamakoce Un Wokicanye Na Woanwanyanke Wounspe (Lakota Environment Management and Protection) 3 hrs. LAKM 693 Lakota Kin Iyecinka Igloayapi Kta Un Hecel Eglepikte Wounspe

(Establishing Lakota Sovereignty) 3 hrs. 2019 Catalog LMEA 603 Owayawa Ta Wounspe - (School Law) 3 hrs. LMEA 753 Nagi Wounspe Wakatuya (Advanced Educational Psychology) 3 hrs. LMEA 763 Wopasi Wounspe 2018 (Statistics) 3 hrs. LMEA 773 Wopasi Woecun (Survey Design) 3 hrs. SCAP LMEA 796 Wayawa Tiospaye Woecun Wicokan (School Community Action Project and Internship) 6 hrs. Total 36 hrs.

*Core required courses. These courses must be successfully completed prior to enrollment in LMEA professional course work. **LMEA 796 to be taken after 30 hours of all required coursework is successfully completed.

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DISTRICT STAFF INSTRUCTIONAL Bond, Joshua CHEYENNE RIVER C.C. FACULTY BS Social Science Clinton Knife Black Hills State Univ. Candace Lee Abraham, Marry MA Sociology Gladys Looking Horse B.S. in Accounting Arizona State University Keri Dupris National American University EAGLE NEST C.C. M.S. in Business Admin. Brave, Merle Georgia Rooks National American University B.S. Biology Wesley Hawkins Colorado Women’s College Phyllis Swift Hawk Al-Asfour, Ahmed M.A. Middle/Junior H.S. B.S. Business Administration Univ. of Northern Colorado EAST WAKPAMNI C.C. New York Institute of Tech. Colleen Provost M.S. Business Administration Boomer, Holly Anthony Barajas B.A. English Mass Media Tammy Harvey-Fullen New York Institute Ph.D. M.A. English LACREEK C.C. Chadron State College Keeley Clausen Amiotte, Shannon Ph.D. English Hope Conquering Bear B.S Elem.Ed. & Sp.Ed. University of Nebraska Sarah Clifford Black Hills State University M.S. Curriculum & Instruction Bruns, Michelle PAHIN SINTE C.C. Black Hills University B.S. in Nursing Avanelle No Braid Ed.D. Educational Admin. South Dakota State Univ. Monica Spider University of South Dakota M.S. Nursing Diana Lessert South Dakota State University PASS CREEK C.C. Apple, Monique Leslie Tozack B.S. in Human Services Brunsch, Grady Sandra Shot With Arrow Oglala Lakota College B.S. Elementary Education Angela Martinez M.A. Social Work Haskell Indian Nation Washington University University PEJUTA HAKA C.C. Stephanie Sorbel Auer, Susanne Frank Dawn Stella Joseph B.S in Human Services Denise Harris M.S. Cultural Anthropology University of Zurich M.A. Lakota Ldrshp & Mgmt PINE RIDGE C.C. Oglala Lakota College Loretta Red Feather Bauck, Tammy Ph.D. in Biological Sciences Chrysan Smallwood B.S. in Elementary Education South Dakota State University Theresa Cuny Concordia College Carol Big Crow M.S. in Curriculum & Superv. Funk, Jason Black Hills State University BFA in Biology RAPID CITY EXTENSION M.S. in Ed. Ldrshp. & Admin. Chadron State College Shirley Lewis Jones International University Doctor of Chiropractic Ginna Arguello Parker College Cassie Big Crow Ed.D. Instructional Technology Darelyn Runnels & Distance Education Jacqueline Alcantar Nova Southeastern University Graham, Judith M.S. Language Arts WHITE CLAY C.C. Bear Stops, Marlene Northeastern State Univ. OK Pauline Fast Wolf BS Elementary Education B.A. English Rebecca Lone Elk SiTanka University Univ. of Central Oklahoma Ashley Sully MS Educational Administration Sinte Gleska University Hamilton, Ted WOUNDED KNEE C.C. M.A. History Brian Dodge Vevina White Hawk Bettelyoun, Kimberly Western Illinois University B.A. English M.A. Liberal Studies Haug, Dana Chadron State College BFA in Elem. Education Chadron State College

-224-224 Haugen, Tyler Noyes, Douglas Stambach, Monica M.S. Computer Science B.S. Interdisciplinary Sci. B.A. in Math/Science School of Mines & Technology M.S. Tech. Mgmt. University of Mary S. D. School of Mines & Tech. M.S. Educational Technology Herzberg, Linda Dakota State University M.S. in Social Work Olsen, Linda University of Missouri BS in Elem.& Spec. Education Starr, Edward Black Hills State University B.A. Business Admin. Higa, Alessandra MS in Elem. School Admin. Oglala Lakota College M.S. in Biological Sci., Brazil Northern State University M.A. Lakota Leadership/Mgt. Oglala Lakota College Higgins, John Paulson, Crystal MFA in Creative Writing B.S. Business Admin. Thorp, Whitney Ph.D. in English Oglala Lakota College M.A. Creative Writing University of So. Carolina M.S. in Curriculum &Instr. Eastern Kentucky University Am. InterContinental Univ. Houston, Pam Tinant, Jason B.S. Corporate & Public Fin. Pipe On Head, Nikki M.S. Civil & Environmental SiTanka College B.A. in History/English Engineer M.S. Business Administration M.A. in Art/English SDSM&T University of South Dakota LaGarry, Hannan Thompson, Andrew Ph.D. Geology Quaas, Carol B.A. Economics University of Nebraska B.S. Mechanical Engineering Univ. New Mexico College University of Iowa M.B.A Financial Mgmt. Lee, Patrick B.A. French & Art Robert O. Anderson Graduate B.S. Education Cornell College, Mt. Veron School of Management Black Hills State College M.A. in English J.D. Ariz. Univ. Clg. Of Law University of Nebraska Two Bulls Jr., Marty 37 Grad. Hrs Business Ed. BFA Studio Arts Northern Arizona Univ. Raymond, Thomas IAIA B.S in Elementary Education Lone Hill, Karen University of South Dakota Vu, Jeremy B.S. Secondary Education M.S. Elementary Education B.S. Social Work Black Hills State College Black Hills State University Oglala Lakota College M.A. Education-SDSU M.S. in Social Work Known Expertise in Lak. Stds. Reinhart, Shawn Washington University B.S. Business Administration Lone Wolf, Devona Oglala Lakota College West, Anna M.A. Education M.S. Business Administration B.A. Sociology/Psychology Chadron State College M.S. Counselor Education B.S. Human Service Rodin, Jenni Northern State University A.A. Human Service A.B. Math,Smith College, MA Oglala Lakota College M.A. in Mathematics Education White Robin Teachers College, Columbia AAS in Nursing Meyers, Richard University of South Dakota B.A. in Anthropology Ross, Margaret RN in Nursing Amherst College BS History, Am. Indian Studies University of Mary M.A. Socio-Cultural Anth. Black Hills State University Arizona State MA in Lakota Leadership&Mgt. White Buffalo, Charles M.A. English Oglala Lakota College B.S. Lakota Studies Middleburg College M.A. Lakota Ldrship. & Mgmt. Ph.D. Cultural Anthropology Sarmiento, Christine Oglala Lakota College Arizona State M.S. Information Security Capella University

-224-225 White Thunder, Joanne Ahrens, Constance Blacksmith, Vance B.S. Business Administration B.S. Elementary Education AA Lakota Studies Oglala Lakota College Sinte Gleska University Oglala Lakota College M.S. MIS M.A. Curriculum & Instruction Known Expertise in Lak Studies E.D.D. Educational Admin. South Dakota State University University of South Dakota Brewer, Josephine Alarie, Kim BS Elem./Spec. Ed. Witt, Karla BS in Secondary Education Oglala Lakota College B.S. in Science Huron College MS Education Admin. M.S. in Science MA in English SDSU South Dakota State University University of South Dakota Bull Bear, Marcel Yellow Boy, Corey Arens-Beauchamp, Tammy BS Human Services B.A. in Lakota Studies BSW Known Expertise in Lak. Stds. Oglala Lakota College MSW Walla Walla University Campbell, Jessica Yellow Hair, Warren M.S. Leadership in Literacy A.A. General Studies Arnold, Mary Jo University of Sioux Falls A.A. Business Administration B.A. English B.S. in Elementary Education BA in Lakota Studies Duchesne College Sacred Heart Northern State University Oglala Lakota College M.S. Cnselg & Hum. Res. Dev. Known Expertise in Lak Studies South Dakota University Carlow, Amanda AA in Liberal Arts Young, William Attack Him-Dubray, Lolita Northeast Community College B.S. Sec. English Education A.A. General Studies BS in Criminal Justice Black Hills State University Oglala Lakota College University of Texas-Pan Am. M.S. Curriculum & Instruction Known Expertise in Lak.Studies MS in Counseling Black Hills State University Creighton University Doctor of Philosophy Bad Warrior, Margaret University of Nevada B.A. Music Casey, Thomas University of California B.A. Political Science Zephier, Jessica Master in Public Health Univ. of Colorado M.S. in Nursing Tufts University School of Med. M.S. in Sociology Univ. of Nebraska Med. Center Juris Doctor Univ. of Colorado Northeastern University Zimiga, Thedna Charging Eagle, Stephanie A.A. General Basener-Cormer, Jacqueline M.A. in Educational Admin. Studies/Sci.,Eng.,Math BS in Education Oglala Lakota College Oglala Lakota College Black Hills State University B.S. in Education B.S. Biology, Univ. of So. Dak. MS in Cslg. & Human Resource Black Hills State University South Dakota State University Trades Construction Program Clausen, Keeley Cuny, Mark Bear Eagle, Marcus A.A. General Studies Wilson, Lyle Lakota Language Certificate A.A. Lakota Studies Janis, Stanley AA in Lakota Studies B.S. in Human Services House, Steve BA in Lakota Studies Oglala Lakota College Oglala Lakota College ADJUNCT FACULTY Cline, Robin Benson, Dorraine BS Elementary & Spec. Ed. Adams, Alicia BS Multi-subject K-8 Education Black Hills State University MSW Social Work Western Maryland College MA Special Education/Mental University of Missouri MS Curriculum & Instruction University of Northern Colorado Davis & Elkins College

-224-226 Coleman, David Fairhead-May, Mary Harris, Sarah BS in Chemistry BS in Education B.A. Criminal Justice MA in Biomedical Sciences Black Hills State University Dakota Wesleyan University University of Colorado MA Educational Adm. JD, University of South Dakota Ph.D. Biomedical Sciences ED.S. Educational Adm. Univ. of Texas Health Sci.Ctr USD Henry, Jennifer BA in Art/Three Dimensional Conroy, Cornell Farrington, Mary Chadron State College SD Teaching Certificate B.A. History Education Known Expertise in Lak Studies Colorado Women’s COllege Henry, Leslie M.A. College Administration B.S. in Animal Science Conquering Bear, Hope Columbia University Iowa State University AA in Fine Arts M.S. Biology BS in Business Administration Four Bears, Jessica South Dakota State University Oglala Lakota College BS Business Management Oglala Lakota College High Horse, Bryant Corwett, Michael JD Indian Law B.A. Human Services BS Techn. Mgmt. USD School of Law Oglala Lakota College MBA Network Security M.S. Counseling & Guidance, MS Inform. Systems Mgmt. Gaddie, Helen USD A.A. in Nursing Cross, Deborah B.S. in Natural Science Hornbeck, Billi BS Elem. Ed./Except. Ed. Oglala Lakota College B.S. Business Admin MA Curriculum Instruction/Rdg Oglala Lakota College Good Iron, Kathy Cross, Warren A.A. Business Admin. Iron Cloud, Melissa BS Biology Univ. of South Dakota BS in K-8 Elem. Ed/Spec.Ed. Black Hills State University B.S. Business Admin Oglala Lakota College MA Lakota Ldrshp. & Mgmt. Oglala Lakota College Oglala Lakota College Iron Cloud, Richard Green, Sharon M.A. Lak. Leadership & Mgmt. Cypher, Kimberly B.S. Political Science/Social Sci Oglala Lakota College B.S. in Education Black Hills State University B.A. in Sociology & Hum. Serv. Huron University M.Ed. Cnslg. Guid&Person. Ser. Ft. Lewis College M.A. Phiolophys/Counseling South Dakota State University Emergining Leaders Fellowship Liberty University Program of North Carolina PhD. Philosophy School of Ed. Haas, John Capella University B.S. Industrical Education Iron Horn, Lyle Chadron State University BS in Secondary Education Delong, Clifford M.A. Ed. Adm./Psy. & Guid. Black Hills State University B.S. in Computer Science, University of South Dakota MA in Lakota Ldrship.Ed.Adm. Physics, Mathematics Chadron State College Hagel, Rochelle Jacobson, Wendy M.S. Tech. Systems Ed. BA in Arts & Sci. Journalism B.S. in Nursing Computers DSU South Dakota State University Montana State Univ. MS in Human Resource Mgmt. M.S in Nursing SDSU Dupont, Didier National American University BS Philosophy Jarding, Lilias MA Philosophy Harris, Lindsay M.S. Public/Human Serv. Adm. Europe AA in Nursing Minnesota State University Oglala Lakota College Ph.D. Political Science Dutt, Jessica BSN in Nursing Colorado State University B.S. Elementary Education SDSU Northern State University M.A. Education/Ldrshp. in Rdg. University of Sioux Falls

-224-227 Johnson, Julie Makes Him First, Valentina Palezawsk, Jessie B.A. Accounting & Mgmt. AA in Computers B.S. Fine Arts M.S. Business Administration BS in K-8 Elementary Ed. Black Hills State University Chadron State College BA in Early Childhood MFA Oglala Lakota College University of North Dakota Johnson-Vaughn, Carol B.S. Elem. Ed./Spec. Ed. Martin, David Peacock, Mark Oglala Lakota College B.A. in History BS Biology Fort Lewis College MS Natural Science Jones, Jeffery M.S. in Mathematics BS in Information Technology University of Wyoming Peterson, Doug Oglala Lakota College B.S. Education/History Matejcik, Frank Black Hills State University Jordon, Crystal M.S. in Statistics M.S. Curriculum & Instruction B.A. Political Science Western Michigan University Black Hills State University Columbia College M.S. in Mathematics J.D. Hofstra Univ.School ofLaw Bowling Green State University Phelps, Peggy MPH Health & Political Science Ph.D. in Industrial English M.S. Education Columbia University Ohio State University B.A. Sociology South Dakota State Univ. Keegan, Cindy McIntosh, Michelle MA in Ed./ECH/Spec.Ed. BS in Education Pittman, Pandianna Sinte Gleska University Black Hills State University BS Agriculture BS. In K-8 Elem.Ed/K-12 SpEd MS in Literacy/Reading Spec. South Dakota State Univ. Oglala Lakota College Dakota State University MS Curriculum & Instruction Black Hills State University Krejci, Ann Means, Tatewin Ed.D. Education Administration BA Biology A.A. in Criminal Law Univ. of South Dakota MS Biology Oglala Lakota College Doctor of Philosophy B.S. in Environmental Engr. Rasor, Aaron European Graduate School Stanford University BS in Natural Science M.A. Lakota Leadership&Mgt. Oglala Lakota College Lee, Angel Oglala Lakota College B.S. in Biology Juris Doctor Red Bear, Emmanuel Northern State University University of Minnesota BS General Studies MA in Lakota Leadership&Mgt. Known Expertise in Lakota Oglala Lakota College Merrival, Darrin Studies BS Educational Mgmt. Lee, Candace MA Lakota Leadership & Mgt. Red Bear, Ida B.S. Administrative Systems Oglala Lakota College B.S. Math Education Northern State University Chadron State College M.S. Administrative Studies Mesteth, Leslie M.S.T. in Mathematics University of South Dakota B.S. Business Administration University of Wyoming MA Lakota Leadership & Mgt. Lindskov, Loris Oglala Lakota College Red Bear, Martin B.S. Education B.A. Visual Arts and Ed. Northern State Teachers College Montileaux, Matilda College of Santa Fe M.S. Administration BS Elementary Education M.A. Art Education Northern State University Oglala Lakota College University of New Mexico

Mack, Thomas Overturff, Teresa Red Cloud, Darrell B.S. History B.S. Art Education Lakota Language Certificate Dakota Wesleyan University University of Cental Arkansas B.A. in Lakota Studies M.A. History Oglala Lakota College University of South Dakota Known Expertise in Lak. Std.

-224-228 Red Elk, Dolly Tail, Carolyn Wilson, Iris Lakota Language Certificate BA English BS Elementary Education Oglala Lakota College Ithaca College MA in Lakota Leadership Known Expertise in Lakota Studies JD Oglala Lakota College University of Denver Reiser, Melvin Winter, Gail BA Biology Two Crow, Robert AA Agriculture BS Elementary Education B.S. Elementary Education BS in Elementary Ed. Mount Marty College Oglala Lakota College University of Nebraska MA Special Education M.S. Elementary Admin. MS Curriculum & Instruction University of South Dakota South Dakota State Univ. Reading Specialist Black Hills State Univ. Rogers, Randall Two Crow, Stephanie BA History/Mass Comm. BS Lakota Studies Wright. Lonnie MA History/Mass Comm. Oglala Lakota College BS Industrial Engineering University of South Dakota SD School of Mines & Tech. Ph.D. Rural Sociology Tyon, Gene MS Public Administration South Dakota State University BS in Human Services University of South Dakota AAS in Human Services JD Sam, Jimmy AA in Chemical Depend. Cnslg. University of School of Law BA in Government Oglala Lakota College Harvard College MS in Administration Yellow Cloud, Todd Ed.M Administration Special: Alcohol & Drug Stds. AA Lakota Studies Harvard Univerity Grad.Sch. University of South Dakota Known Expertise in Lak. Stds. JD, Univ. of Tulsa, Law Uses the Knife, Matthew Sanovia, James B.A. in Studio Arts B.S. Geological Engineering University of Min. at Morris S. D. School of Mines & Tech. Known Expertise in Lak.Studies

Silva, A.J. Welch, Elizabeth Ph.D. BA Sociology & SW M.S. Hazardous Waste Mgmt. Marquette University Idaho State Univ. MSW B.S. Mining Engineering Unv. Of Southern California SDSM&T B.S. History Education Wells, Lester Univ. of South Dakota BA in Early Childhood Oglala Lakota College Spider, Verola A.A. in General Studies White, Verine A.A. in Human Services B.S. Elementary Education Oglala Lakota College M.S. Education Known Expertise in Lak Studies Black Hills State College Known Expertise in Lak.Studies Stands, Gilma AA in Criminal Justice White Butterfly, Karen BA in Lakota Studies A.A. in General Studies Oglala Lakota College A.A. in Social Work & Cnslg. A.A. in Lakota Studies Swift Hawk, Phyllis A.A. in Drug & Alcohol Abuse A.A. General Studies B.A. in Sociology B.A. in Lakota Studies B.S. in Human Services Oglala Lakota Studies Oglala Lakota College

-224-229 OGLALA LAKOTA COLLEGE IS *CHARTERED BY THE OGLALA SIOUX TRIBE *ACCREDITED BY THE HIGHER LEARNING COMMISSION OF THE NORTH CENTRAL ASSOCIATION OF COLLEGES AND SCHOOLS *A FOUNDING MEMBER OF THE AMERICAN INDIAN HIGHER EDUCATION CONSORTIUM *A FOUNDING MEMBER OF THE AMERICAN INDIAN COLLEGE FUND *A 501 (C) (3) TAX EXEMPT ORGANIZATION AS DEFINED BY THE INTERNAL REVENUE SERVICE

If you wish to obtain more information about Oglala Lakota College or if you wish to contribute to help our college students accomplish their dreams, please write to: OGLALA LAKOTA COLLEGE 490 Piya Wiconi Road Kyle, SD 57752-0490 (605) 455-6000/Fax (605) 455-2787 [email protected] | www.olc.edu

Cover Artwork by: Carmelita Gibbons

605.455.6000 • FAX 605.455.2787 • PO BOX 490 • KYLE, SD 57752 • WWW.OLC.EDU