OGLALA LAKOTA COLLEGE Rebuilding the Lakota Nation Through Education
2020-2021 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 605.455.6000 • FAX 605.455.2787 • PO BOX 490 • KYLE, SD 57752 • WWW.OLC.EDU Igloapi Kte 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 Kelsey Brave Eagle, Tribal President's Representative Cecelia Haas, Tribal Education Committee Representative
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 Chastity Shot With Arrow, Pass Creek Emma Featherman-Sam, Pejuta Haka Donovan Youngman, White Clay Garfield Steele, Wounded Knee Shawn Garnette, Student Representative Joe American Horse, Council of Elders
South Dakota Pine Ridge Indian Reservation
- 1 - FALL 2020 CALENDAR
Support Staff Return July 20th Department Chairs Return July 27th Faculty Return August 10th Registration Ends August 14th Graduate Studies Program Orientation August 14th Assessment Days August 17-21st Course Cancellation Meeting August 18th ADD Courses August 17-August 28th Classes Begin (Sunday classes begin on 8/30) August 24th Last week 100% Drop September 7 -September 11th Labor Day (Office Closed, Classes Meet) September 7th Midterm Weeks October 5-16th College Wide Make Up Day October 3rd Native American Day (Office Closed, No Classes) October 12th Midterm Grades Due October 23rd Registration Begins for spring semester November 9th Veteran’s Day Holiday (Office Closed, Classes Meet) November 11th College Wide Make Up Day November 21st Thanksgiving Day Holiday (Office Closed, No Classes) November 26--27th Classes End (Sunday) December 6th Make-up Period December 7-8th Final Grades and Assessment materials due December 9th Assessment Days December 10-11th Faculty Christmas Holiday December 14-January 3th Support Staff Christmas Vacation December 24-28th SPRING 2021 CALENDAR Support Staff/Chairs Return January 4th Faculty Return January 4th Registration Ends January 8th Assessment Days January 11-15th Course Cancellation Meeting January 12th ADD Courses January 11-22nd Martin Luther King Day (Offices Closed, Classes meet) January 18th Classes Begin (Sunday classes begin January 24th) January 18th Last Week to Drop 100% February 1-5th President’s Day (Offices Closed, Classes Meet) February 15th College Wide Make Up Day February 27th Midterm Weeks March 1-12th Midterm grades Due March 19th AIHEC 2021 (Rapid City, SD) March 27-30th Spring Break (No classes) March 29-April 2nd Easter Holiday (Good Friday) April 2nd College Wide Make Up Day April 10th Registration Begins for Fall semester April 12th Application to Graduate Program Due April 23rd Classes End (Sunday classes end May 9th) May 7th Faculty’s Last Day May 14th Make-up Period May 10-11th Assessment Days May 13-14th Final Grades and Assessment materials due May 12th Last Day for Chairs May 28th Memorial Day (Offices Closed) May 31st Graduation/Pow-wow June 18-20th Last Day for Support Staff (24 pay period) June 18th
- 2 - Table of Contents
Page Board of Trustees 1 Reservation Maps 1 Academic Calendar 2 Table of Contents 3 Vision, Mission and Purposes 4 President's Message 5 College History/Accreditation 6-7 Facilities 8 Governance 9-10 Policies and Procedures 10-11 Registrar 12-21 Financial Aid 22-29 Business Office 30-34 Instructional Division 35-39 General Education 39-42 Assessment Philosophy and Process 42-43 Foundational Studies Department 44-51 Woksape Tipi – Library and Archives 52-53 Agriculture Extension Department 54-56 Community/Continuing Education Department 57 Student Support Services (TRIO) Program 58 Business Department 59-70 Education/Early Childhood Department 71-105 Humanities and Social Science Department 106-123 Lakota Studies Department 124-138 Math, Science and Technology Department 139-173 Nursing Department 174-180 Department of Social Work 181-190 Vocational Education Department 191-205 Graduate Programs 206-223 District Staff/Faculty List 224-228
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.
- 3 -
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.
- 4 -
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 Baccalaureate 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 Simone Shot With Arrow, Personnel Assistant Don Giago, EAP/Student Services Coordinator/Athletic Director Marilyn E. Pourier, Development Director Cathy Ferguson, Gifts Coordinator Wanda O’Rourke, Data Entry Clerk Tony Ward, Maintenance Director
- 5 - 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 Lakotas 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 commencement 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 State 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.
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.
Oglala Lakota College has maintained accreditation by the Higher Learning Commission—previously called North Central Association—since June 20, 1983. The Higher Learning Commission (www.hlcomission.org) is located at 230 S LaSalle Street, Suite 7-500, Chicago, IL 60604-1413, and can be reached at 800-621- 7440.
When accreditation was granted in 1983, the degree offerings were a Bachelor 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.
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 was required to submit an Interim Report in December of 2018. No further reports are required until the next
- 6 - reaffirmation of accreditation scheduled for 2023-24.
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.
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.
- 7 - FACILITIES
PIYA WICONI (located six 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 for 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 Art Studio, Classrooms and offices for Academic Dean, Center Director, Faculty and Staff.
- 8 - GOVERNANCE
OVERVIEW OF THE STRUCTURE
Governance consists of the Board of Trustees, the President, the Piya Wiconi Okolakiciye (all College Senate), 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
- 9 - 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.
- 10 - 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.
- 11 - REGISTRAR’S OFFICE
Leslie R. Mesteth, Registrar Kacena One Horn, Assistant Registrar Harley Ferguson, Assistant Registrar Phone: (605) 455-6033; Email: [email protected]
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.
- 12 - 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 Composition 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
- 13 - 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.
- 14 - 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.
- 15 - 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
- 16 - 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. • 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.
- 17 - 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.
- 18 - Department Chairs must ensure that the course is appropriate to be delivered in the GRC format, the syllabus is appropriate for GRC and will meet the student learning outcomes and the departmental requirements for student success and assessment.
Remuneration and Mileage
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.
- 19 - 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/SUSPENSION (POLICY AND PROCEDURE)
While Oglala Lakota College (OLC) is dedicated to helping every student achieve their educational endeavors, we recognize that situations or personal issues arise that will jeopardize a student’s ability to succeed. Failure to progress will prompt serious consequences. Students attending OLC are required to meet minimum progression standards and maintain a term grade point average requirement in order to remain in good standing. A Student who meets or exceeds the term grade point average requirement listed below is considered to be in good standing.
Class Credit Hour Range GPA Standard Freshman 0-30 1.8 Sophomore 31-60 1.8 Junior 61-90 2.0 Senior 90+ 2.0
ACADEMIC WARNING POLICY Any student who does not earn a term grade point average of 2.00 (1.80 for students with 60 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 warning.
ACADEMIC WARNING PROCEDURE 1. A student on Academic warning can enroll for 12 or more credit hours in the subsequent semester and shall be removed from academic warning if the term GPA requirement is met. 2. The Registrar shall initiate warning proceedings by informing the student and district center staff in writing (where the student has claimed to be his or her “Home Center”). 3. Academic warning serves notice to the student of unsatisfactory progress. Students who receive an academic warning notice will be required to meet with their center director and academic advisor to develop an approved personalized plan before registering the next semester. 4. Students will attend tutoring sessions each week, unless excused by the instructor in writing. 5. Students will meet with academic advisor on a schedule set by the academic advisor, no less than, every five weeks to do a check in. 6. The decision shall be binding and final for all courses offered by Oglala Lakota College. 7. The Registrar will maintain a current list of all students on academic warning status.
ACADEMIC PROBATION POLICY If a student does not earn a term grade point average of 2.00 (1.80 for students with 60 earned hours or less) during subsequent semesters, the probation process will be initiated.
ACADEMIC PROBATION PROCEDURE Academic Probation means that the student has not met the term GPA requirement for two semesters. Any extenuating circumstances need to be documented for the second advising meeting. 1. Students will meet the Enrollment Management Director and provide sufficient evidence to warrant continued enrollment before registering the next semester.
- 20 - 2. Students can enroll up to 12 hours in the subsequent semester after meeting with the Enrollment Management Director and Center Director. 3. Students will meet all conditions determined by the Enrollment Management Director.
ACADEMIC SUSPENSION PROCEDURE Suspension means that the student has not met the term GPA requirement for three semesters. Whether a student has met any of the prior plans for success will be a factor in determining whether academic suspension will be imposed. The third and final advising meeting is with the VP of Instruction to determine if they are prepared to return or go on suspension. 1. Students will sit out for one semester with no appeal. 2. Students will meet with the Vice President for Instruction before they register in their next semester.
*Note: 86-000 Students Right and Responsibilities and the overall mission and vision of Oglala Lakota College defines what we are striving for as an institution. Depending on the student’s circumstances and documented history of poor academic performance. anything beyond academic suspension shall fall under the following policies, 86-200 Student Grievance, 21-002 Powers of Local Boards and 86-300 Standards of Conduct.
- 21 - FINANCIAL AID
Cheryce M. Gullikson, Financial Aid Director Cindy Iron Cloud, Financial Aid Officer Faith Moves Camp, Financial Aid Officer Phone: (605) 455-6037; Email: [email protected]
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, Work Study, 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.
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 $639 to $6345, depending on the estimated family contribution (EFC) calculated by the Department of Education. 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 with the OST Higher Education office. 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 varies per semester and if a student receives it one semester does not mean they will get it the next semester.
- 22 - 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 $12.00 per hour. The average award is $2,400 per student per semester, but varies based on need and funding amount.
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. Have not already received a bachelor’s degree and/or above. 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. G. Complete application on file in the Financial Aid Office.
SCHOLARSHIPS
The Student Services Committee reviews and approves all institutional scholarships 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 Office for appropriateness. Examples of inappropriate pictures are baby pictures, students wearing sunglasses, bandanas, unclear pictures, filters, 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.
- 23 - 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.
- 24 - Board of Trustees Scholarship
This scholarship has many different criterions. Scholarships are awarded to students with Perfect Attendance, Outstanding Community Involvement, 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 and 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. Federal Student Aid includes Federal Pell Grant, Federal Supplemental Educational Opportunity Grant (FSEOG), 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 semester 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 result in 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:
A. Qualitative Requirement: Students must maintain a cumulative grade point average. 1. Freshman (1-30 attempted credit hours) - 1.50 2. Sophomore (31-60 attempted credit hours) – 2.00 3. Junior (61-90 attempted credit hours) – 2.00 4. Senior (91 or more attempted credit hours) - 2.00
- 25 - B. 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 at least 67% of their attempted courses.
Examples: Term 1 Term Pace Cumulative Pace 9 hours completed 75% 9/12=75% 12 hours attempted
Term 2 Term Pace Cumulative Pace 6 hours completed 50% 15/24=62.5% 12 hours attempted
Term 3 Term Pace Cumulative Pace 12 hours completed 100% 27/36=75% 12 hours attempted
"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 three weeks of the term, it is not considered credit hours attempted. All courses withdrawn from the fourth 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 (RW083A/B, RW093, Math083A/B, Math093) will be counted towards the students’ overall pace of progression and 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 at least 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 semester, the Grade Point Average and number of credits attempted and completed for each Financial Aid recipient will be reviewed. All attempted classes are calculated to find the pace of progression, including those classes that were repeated. Students will be notified if they do not meet the minimum SAP requirements.
- 26 - NON-SATISFACTORY ACADEMIC PROGRESS
Financial Aid Warning
If a Financial Aid recipient fails to meet the Satisfactory Progress Rule in a particular semester, the recipient will be placed on 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 courses with a cumulative Grade Point Average of 1.50 for Freshmen and 2.0 for Sophomores, Junior and Seniors.
Financial Aid Suspension
1. If a Financial Aid recipient fails to comply with the SAP policy during the warning period, the student will be placed on Financial Aid Suspension status for ALL financial aid. 2. When a Financial Aid recipient totally withdraws from all their courses anytime during the semester, they will automatically be placed on Financial Aid Suspension status for ALL financial aid.
Appeal of Financial Aid Suspension
A student may appeal Non-Satisfactory Progress by completing the Financial Aid Appeal Form and submitting it with supporting documents to the Financial Aid Office by the 8th week of the next attending semester for an appeal of suspension status.
The student must provide: a. Reasons why he/she did not achieve minimum academic requirements which should include any type of extenuating circumstances they may have been experiencing at the time. Extenuating circumstances that will be considered include but are not limited to: illness, death in the family, injury, casualty losses due to weather (blizzards, floods, tornado, mud slide, 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 by the end of the next term. d. Students may have up to three appeals – but must be for different reasons.
The Appeal Committee will review the appeal and determine whether the Financial Aid appeal is accepted. The Appeal Committee’s decision is final. The student will be notified 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 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
- 27 - 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 (MaxPell)
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 which the student is pursuing. This will allow for curriculum changes, repeats, and enrichment course work that may be required for the field of degree.
Examples: • A Two-Year Associate may be 60 credit hours x 150% = 90 • A Four-Year Bachelor may be 128 credit hours x 150% = 192 • A Two-Year Master may be 36 credit hours x 150% = 54
This includes all attempted Oglala Lakota College courses, with or without financial assistance, as well as all transfer credit hours that apply to the degree.
Academic Progress toward the degree program will be measured at the end of each semester. The student will receive an update on 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.
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 federal law to be the equivalent of six years of Pell Grant funding. Since the maximum amount of Pell Grant academic year funding a student can receive is 100% (amount can increase to 150% if attending full time summer courses that pertain to declared degree), 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.
Change of Major
Students wishing to change their major should notify the Registrar’s Office in writing, who will then notify the Financial Aid Office so that a determination of eligibility for the new program of study can be made. Determination shall be based on credits attempted and earned that can be transferred into the new major.
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 or required pre-requisites. 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.
- 28 - Transfer Credits
Transfer credits earned at another institution that are accepted at Oglala Lakota College toward the degree 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.
RETURN OF TITLE IV FUNDS (POLICY)
Return of Title IV Funds occurs when a student withdraws from all classes without completing 60% of the semester. Upon the student’s withdrawal, the amount of financial aid that has been “earned” by the student is based on the number of days of attendance. Students who withdraw unofficially will also be subject to the Federal Return of Title IV Funds Policy (R2T4). According to federal guidelines of R2T4, students who receive financial aid and then withdraw from all course work before 60% completion of the semester may have to pay back a portion of the grants received. The amount is determined by using a federal formula and the date the student has totally withdrawn from classes.
If Oglala Lakota College finds that the student’s expected Cost of Attendance incurred up to the time of withdrawal exceeds the amount of funds disbursed, the student does not owe a repayment. However, if the disbursement was greater than the student’s Cost of Attendance up to the withdrawal date, the student must repay the excess amount to Oglala Lakota College. It is the policy of Oglala Lakota College to reimburse the Federal Student Aid Program and collect repayment from the student. Thus, the student will be in a repayment situation with OLC rather than the Department of Education. OLC will collect the funds from students.
The date of withdrawal is based on the date indicated on the drop card (official withdrawal) or the last day of attendance according to student attendance records (unofficial withdrawal).
It is Oglala Lakota College’s policy for our faculty to take attendance.
Post Withdrawal Disbursements
If the student received less federal aid than they earned, a post-withdrawal disbursement will be made to the student’s account for direct costs. If further post-withdrawal disbursement is due, notification will be sent to the student if any grant amounts will be directly disbursed. The post withdrawal disbursement of Pell Grant funds must be completed within 45 days of the date the school determined the student withdrew.
All Refund Distributions are returned in this order as prescribed by Law and Regulations: 1. PELL Grant 2. FSEOG 3. Private, or Institutional Aid 4. The Student
Federal Work Study (FWS) wages are excluded because they have been earned.
Oglala Lakota College Student Accounts Office is responsible for notifying the student of the amount owed, for billing the student and for collecting the repayment.
The Director of Financial Aid will use the R2T4 PowerFAIDs Software for determining both the student’s and institution’s refunds.
- 29 - BUSINESS OFFICE
Julie Johnson, Vice President for Business Sandra Janis, Accounting Clerk Myreen Iron Cloud, Bookstore Manager Colleen Sitting Bear, Grants/Contracts Compliance Officer Sarah Janis, Payroll Officer Rebecca Cedar Face, Accounts Payable Stevanna Hernandez, Accounts Payable Dawn Moves Camp, Student Accounts Angela Little Elk, Student Accounts Corey Stover, Bookstore Randi Hunter, Bookstore Phone: (605) 455-6011; Email: [email protected]
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
- 30 - “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: 1. Must have used all entitlement to, or not be eligible for, educational benefits, (Veterans benefits, Pell grants, Higher Education grants, Scholarships.) 2. Must have honorable discharge. 3. Must have served more than 181 days in the Military. (Proof of Military Service is the DD-214). 4. Must be a first generation college student. 5. Tuition waiver will be granted until a first Bachelor’s degree is completed.
E. Veteran Debt Waiver All Veterans that qualify for the tuition waiver and have debts with Oglala Lakota College will have these debts waived.
F. 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.
G. 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
H. 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.
I. Review of Tuition and Fees Schedule The Oglala Lakota College schedule of tuition will be reviewed annually.
- 31 - 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.
- 32 - 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: 1. Pay your tuition bill at the end of the semester. 2. 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
- 33 - 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.
- 34 - INSTRUCTIONAL DIVISION
Dr. Dawn Tobacco-Frank, Ph.D., Vice President for Instruction Susanne Auer-Osborn, M.A., Director of Institutional Research/Assessment Vacant., Enrollment Management Director Vacant, Faculty General Education Director Jonalynn Clifford, B.S., Assistant to the Vice President for Instruction Inez White Hawk, Administrative Assistant Phone: (605) 455-6035; Email: [email protected]
The Instructional Division supervises all degrees and courses which grant college credit. These degrees and courses are offered through the academic departments.
OGLALA LAKOTA COLLEGE ACADEMIC PROGRAMS
DEGREE DEPARTMENT RESPONSIBLE
Master of Arts: Lakota Leadership/Management Graduate Studies Secondary/Middle/Elementary Educational Administration Emphasis Graduate Studies Bachelor of Arts: Early Childhood Education Education Lakota Studies Lakota Studies Leadership and Communications Humanities & Social Science Bachelor of Science: Business Administration Business Information Technology Math & Science K-8 Elementary Education Education K-12 Lakota Studies Education Education Natural Science Math & Science Secondary Education Physical Science Education Social Work - BSW Social Work Associate of Arts: Early Childhood Education Education Elementary Education Education General Business Business Graphic Arts Humanities & Social Science 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, and 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, and others based on course offerings that align with SD DOE requirements. Alternative certification coursework is available for individuals who have a bachelor’s degree and have been hired by a school district to teach at the secondary level.
- 35 - 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 245 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 • 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 Composition I and Elementary Algebra must complete the college readiness assessment.
- 36 - 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 1 - freshman courses 2 - sophomore courses 3 - junior courses 4 - senior courses 5-7 - master’s level 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). 3. 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
- 37 - 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. 4. Students are required to take the course in which they place within 2 semesters or subject to retesting. 5. Engl 103 Composition 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. 6. Math 103 is a required course for many Associate level degree programs. It is also the pre-requisite course for Math 134 Intermediate Algebra, the minimum core mathematics requirement for Baccalaureate programs.
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 Composition 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
- 38 - (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.
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.
- 39 - 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 153 Engl 113 Hum 143 Cannot be Hum 203 transferred to Hum 213 other institutions Lakota Studies Social Science Literature Applied Science Technology Lak 103 Geog 213 Lit 203 CS 103 MIS 113 Lak 233 Pols 203 OEd 103 LSoc 103 Psy 103 OMath 113 LHist 203 SoSc 103 TMath 123 LHist 213 Econ 203 LLit 103 Specific to LArt 103 Vocational Ed. programs
The courses listed above are the courses selected from each department as courses that will be assessed under the general education outcomes. Most all courses are linked to the general education outcomes and this list is not limited.
The approved general education courses will be utilized for advising purposes toward a degree program of study, however will not limit students from utilizing courses that meet Oglala Lakota College’s core requirements for graduation.
- 40 - ACADEMIC PROGRAMS
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.
BA/BS CORE Requirements Cr. Engl 103 Composition I 3 Engl 113 Composition 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 Requirements Cr. Engl 103 Composition I 3 Engl 113 Composition II 3 SpCm 103 Speech Communications 3 Humanities 3 Mathematics (103 or above) 3 Science 3 Social Science 3 Credits: 21 AAS CORE Requirements Cr. Engl 103 Composition 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
LAKOTA STUDIES REQUIREMENTS 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
- 41 - Assessment Philosophy and Process
At Oglala Lakota College, assessment of student learning is an integral part of the institutional effectives 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, general education, and co-curricular level. Information obtained from the assessment of student learning is 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 performance, faculty performance, How well does the curriculum address
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.
- 42 - 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
- 43 - FOUNDATIONAL STUDIES DEPARTMENT
Thedna Zimiga, B.S., Chair Dana Haug, B.S., Faculty Grady Brunsch, B.S., Faculty Theodore Hamilton, M.A., Faculty William Young, PhD, Faculty Phone: 605) 455-6109; Email: [email protected]
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 FOUNDATIONAL STUDIES DEPARTMENT FOUNDATIONAL 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 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
- 44 - 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.
- 45 - 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: 227
Reading Comprehension Reading Comprehension
Classic: 0 Next Generation: 200 Classic: 25 Next Generation: 227
RW 083B Sentence Skills Sentence Skills
Classic: 37 Next Generation: 228 Classic: 54 Next Generation: 235
Reading Comprehension Reading Comprehension
Classic: 26 Next Generation: 228 Classic: 38 Next Generation: 235
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: 236
Math 093 Arithmetic score Elementary Algebra score
Classic: 31 Next Generation: 236 Classic: 31 **Next Generation: 236
Elementary Algebra Score
Classic: < 31 Next Generation: <236
*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.
- 46 - 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 Engl 103 Composition I 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.
- 47 - 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. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.
- 48 - 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.) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.
- 49 - 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.
- 50 - 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 BOT.
- 51 - WOKSAPE TIPI ACADEMIC & PUBLIC Library and Archives http://library.olc.edu Sharon R. Janis, Acting Director Darlene Bear Killer, Circulation Valerie Janis, Outreach Tawa Ducheneaux, Archivist Vacant, Assistant Archivist Phone: 605-455-6069; Email: [email protected]
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
- 52 - Co-Curricular Programs
Objective 1: Promote community-wide awareness and education Objective 2: Promote community and family literacy and lifelong learning • Archives Ehanni etan takuku unkicupi unpatanpi (Gathering things from long ago that we are keeping) • Build Your Own Library - donation driven. gift of books to every child/family on the Reservation encouraging early literacy and lifelong learning. • Headstart library and reading sessions • Lakota Woglaka Wounspe reading and research weekly on-site library gatherings • Outreach to all centers • Reservation wide school promotion of Book Talk and Book Read • 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, photo- graphs, 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.
- 53 - AGRICULTURE EXTENSION DEPARTMENT “USDA/NIFA 1994 Land Grant”
Leslie Rae Henry, M.S., Agriculture Extension Director Phone: 605-455-6085; Email: [email protected]
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.
• Pine Ridge College Center • Oglala College Center • Wounded Knee College Center • Pajuta Haka College Center • Paha Sinte College Center • Eagle Nest College Center • Pass Creek College Center • East Wakpamni College Center • LaCreek College Center • He Sapa College Center • Cheyenne River College Center
- 54 - 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
• Ag Expo Center: To develop an Ag Expo Center for hosting community events, training, and value- added product development. • Advisory Boards: To reactivate formally working agriculture advisory groups and continuation of current working advisory groups. • Support Community (or Community Support): Support Community (or Community Support) training needs and coordinate with national, regional, and local USDA priority areas. • 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.
- 55 - 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 6084 or emails: [email protected] to request training.
- 56 - UNI / N INUING DU A I N D A N
Kateri Montileaux, Coordinator Vacant, Assistant Coordinator Phone: (605) 455-6142; Email: [email protected]
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: A. Adult Basic Education Skills Tutoring in reading, writing, listening, speaking, and mathematics. B. GED Tutoring in high school subjects of writing, language arts, mathematics, social studies, and science. C. GED Testing Services is provided by Pearson VUE and we are a certified test center. D. Life Coping Skills Workshops are short courses in many areas such as; consumer economics, job skills, law and government, Lakota culture and health. E. Career Counseling and Job Seeking Skills F. Family Literacy this may include Financial Literacy, Suicide Prevention, Bullying Prevention, and Counseling services available.
- 57 - S UD N SU S I S I G A
Milton Fineran, Program Director, Piya Wiconi Campus Vacant, Counselor, Pahin Sinte College Center Jerilyn Chasing Hawk, Counselor, Pejuta Haka College Center Whisper Catches, Counselor, Pine Ridge College Center Vacant, Counselor, He Sapa College Center Phone: (605) 455-6027; Email: [email protected]
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.
- 58 - USIN SS D A N
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 Dr. Moreau Four Bear, M.S.A., J.D Faculty Shawn Reinhart, M.B.A, Faculty Doug Noyes, M.S.T.M, Faculty Dr. Lisa Brooks, Ph.D, 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 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
Associate of Arts in General Business This is an associate degree intended for those who ultimately may decide to pursue a bachelor’s degree. This program is designed to provide the student a basic education in business, while facilitating continuation of their education toward a bachelor’s degree in Business, at a future date, without loss of credit. It is also suitable for those who seek an AA Degree from OLC, but plan to pursue further education at another accredited institution of higher education, and want to ensure that their degree and/or credits fully transfer.
Associate of Arts in General Business Program Learning Outcomes Students will demonstrate the ability and skill to: 1 Evaluate the core functional areas of business including: a. Ability to prepare, analyze, communicate and use economic and financial information b. Ability to understand the duties of a manager: planning, organizing, directing and controlling c. Ability to use marketing to successfully perform in the business environment 2 Demonstrate well developed written and oral business communication skills 3 Ability to apply ethical decision models and fundamental legal concepts to business decisions
- 59 - Plan of Study:
- 60 - USIN SS D A N ASS IA F A S IN G N A USIN SS
1. CORE (24 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 3______Humanities Elective 3______Literature Elective 3______Science Elective 3______2. LAKOTA STUDIES (9 credits) Lak 103 Lakota Language I 3______
Lak 233* Lakota Language II 3______Catalog Lakota Studies Elective 3______3. BUSINESS CORE REQUIREMENTS (30 credits) Acct 103* Principles of Accounting I 3______2021
Acct 203* Principles of Accounting II 3______- BAd 133* Introduction to Business 3______BAd 143* Personal Finance 3______BAd 243* Business Law 3______2020 BAd 253* Principles of Management 3______
BAd 263* Principles of Marketing 3______2013 Catalog - BAd 333* Business Communications 3______Econ 213* Principles of Macroeconomics 3______
Credits 2011 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, unless the courses were taken prior to Fall 2011.
- 61 - BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION
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:
4 Evaluate the major functional areas of business including: a. Ability to prepare, analyze, communicate and use economic and financial information b. Ability to understand the duties of a manager: planning, organizing, directing and controlling c. Ability to use marketing to successfully perform in the business environment d. Ability to coordinate the knowledge learned in program core courses in the formulation and administration of sound business policy 5 Demonstrate well developed written and oral business communication skills 6 Ability to utilize current technology to critically and creatively solve business issues 7 Ability to apply ethical decision models and fundamental legal concepts to business decisions 8 Ability to use critical thinking to construct quantitative and qualitative analysis of business problems
OPTION A – Specialization in MANAGEMENT 1. Ability to evaluate and apply the functions of Human Resource Management 2. Demonstrate an understanding of small business by successfully completing a business plan 3. Ability to understand organizational issues and human behavior to apply leadership styles necessary to effectively solve problems
OPTION B – Specialization in ACCOUNTING 1. 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 2. Recommend relevant accounting principles and standards to specific business activities and workplace situations
OPTION C – Specialization in TRIBAL MANAGEMENT 1. Ability to select, apply for and manage a grant 2. Integrate principles of management and personnel supervision in relation to tribal programs 3. 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 1. Determine individual leadership techniques to best suit a small business 2. Assemble a report in relation to the marketing research conducted for a business 3. Construct a business plan integrating reservation issues, licensing, tribal laws and codes
- 62 - Plan of Study
- 63 - USIN SS D A N A F S I N IN USIN SS AD INIS A I N
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______BAd 133* Introduction to Business 3______2021 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______2020 BAd 263* Principles of Marketing 3______
BAd 333* Business Communications 3______2013 Catalog
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______BAd 453**Seminar in Strategic Management 3______2011 **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______
- 64 - 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______Catalog BAd 483* Leadership 3______LPol 313* Indian Law 3______
5. GENERAL ELECTIVES (18 Credits)
300-level or higher 3______2021
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______2020 ***9 credit hours of electives must be in the area of professional requirements such as 2013 Catalog
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 2011 Grades of C or better are required in all business courses, unless the courses were taken prior to fall 2011.
- 65 - BUSINESS COURSE DESCRIPTIONS
ACCOUNTING
ACCT 103 Principles of Accounting I Prerequisite: Math 103 & MIS 113, 3 credits An introduction to accounting where emphasis will be placed on the accounting cycle and double-entry accounting.
ACCT 203 Principles of Accounting II Prerequisite: ACCT 103. 3 credits 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.
ACCT 303 Intermediate Accounting Prerequisite: ACCT 203. 3 credits 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.
ACCT 343 Governments/Non Profit Accounting Prerequisite: ACCT 203. 3 credits 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 under- standing of the financial activities of non-profit and governmental agencies, budgetary accounting, and reporting procedures.
ACCT 353 AIS-Accounting Information Systems Prerequisite: ACCT 203. 3 credits An accounting course that provides experience with computer-based application software programs.
ACCT 393 Managerial Accounting Prerequisite: ACCT 203. 3 credits 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 view- point is stressed.
ACCT 423 Advanced Accounting Prerequisites: ACCT 303. 3 credits 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 adjust- ments for errors and in-depth concentration of the statement of cash flows.
ACCT 453 Auditing Prerequisite: ACCT 203. 3 credits A study of audit procedures including professional standards, professional ethics, legal liability, audit evidence, planning the audit, and internal controls.
- 66 - ACCT 496 Accounting Internship Prerequisite: Department Chair Approval. 6 credits 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.
BAd 133 Introduction to Business Prerequisite: Engl 103 & Math 103. 3 credits 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.
BAd 143 Personal Finance Prerequisite: Engl 103 and Math 103. 3 credits 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.
BAd 153 Applied Business Math Prerequisite: Math 134. 3 credits 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.
BAd 243 Business Law Prerequisite: BAd 133. 3 credits 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.
BAd 253 Principles of Management Prerequisite: BAd 133. 3 credits 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. 3 credits 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.
- 67 - BAd 303 Human Resource Management Prerequisites: BAd 253. 3 credits 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.
BAd 313 Organizational Theory & Behavior Prerequisite: BAd 253. 3 credits 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.
BAd 333 Business Communications Prerequisite: BAd 133. 3 credits 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.
BAd 343 Quantitative Business Analysis Prerequisites: SoSc 313 and BAD 153 or Math 154. 3 credits 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.
BAd 363 Business Finance Prerequisites: Acct 203 and BAD 153 or Math 154. 3 credits 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.
BAd 373 Grants Proposal Writing & Management Prerequisites: Acct 203 and BAd 253. 3 credits 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.
BAd 383 Business Ethics & Social Responsibility Prerequisites: BAd 253. 3 credits 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.
BAd 413 Reservation Entrepreneurial Operations Prerequisite: BAd 253. 3 credits 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.
- 68 - BAd 423 Organizing & Operating a Small Business Prerequisites: BAd 303 & BAd 363. 3 credits 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.
BAd 443 Problems in Business Prerequisites: BAd 343. 3 credits 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.
BAd 453 Seminar in Strategic Management Prerequisites: Must be taken in final semester & BAd 363. 3 credits 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.
BAd 463 Tribal Planning & Administration Prerequisite: BAd 363. 3 credits 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.
BAd 473 Marketing Research Prerequisite: BAd 263 and BAD 153 or Math 154. 3 credits Introduces students to the planning, collection, and analysis of data relevant to marketing decision making, the understanding and communication of the results.
BAd 483 Leadership Prerequisite: BAd 253 and BAd 313. 3 credits 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.
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.
- 69 - BAd 496 Business Internship Prerequisite: Department Chair Approval. 6 credits 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.
Econ 203 Principles of Microeconomics Prerequisite: Math 103. 3 credits 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.
Econ 213 Principles of Macroeconomics Prerequisite: Math 103. 3 credits 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.
Econ 333 Economic Issues on Reservations Prerequisites: Econ 203 & Econ 213. 3 credits 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.
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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 Ms. Ramona Pourier Sammarco, M.Ed., Assistant Professor Mr. Thomas Raymond, M. Ed., Associate Professor Ms. Jacklyn Swanson, M. Ed., Assistant Professor EDUCATION DEPARTMENT 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 on the National Association for the Education of Young Children (NAEYC) initial licensure standards for teacher preparation programs. This degree has two emphasis options: 1) Birth to Preschool, to earn a Bachelor of Arts Degree in Early Childhood Education as required by Head Start and 2) Birth to Grade 3, to earn a Bachelor of Arts Degree in Early Childhood Education and South Dakota Department of Education teacher licensure. Candidates pursuing this option must pass the required Praxis Series content and pedagogy area exams to be eligible for graduation and state licensure. Students pursuing the Bachelor of Arts in Early Childhood Education degree must meet the entrance requirements of the Teacher Preparation Program.
- 71 - 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 in the state of South Dakota. This program is aligned to the Council for the Accreditation of Education Preparation (CAEP) Elementary Teacher Preparation Standards for initial teacher licensure. 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
- 72 - 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 National Science Teachers Association (NSTA) Science Standards for Teacher Preparation. Candidates need to meet entrance requirements and pass the SD DOE required content knowledge credit hours or 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 leads to an endorsement in K-12 special education that may be added to a professional or advanced South Dakota educator certificate. Coursework is offered for both undergraduate teacher candidates and certified teachers. The program is aligned to the Council for Exceptional Children (CEC) performance-based standards for initial special education teacher licensure. Candidates complete required coursework, complete a special education practicum and, if working towards alternative certification, must pass the Praxis Series special education exam required for licensure.
- 73 - 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 character- istics 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 South Dakota 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 in the state of South Dakota. 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.
ALTERNATIVE CERTIFICATION: Oglala Lakota College offers a variety of courses that may be utilized to meet coursework requirements for South Dakota Department of Education alternative certification requirements. Individuals who are considering or who have been approved for alternative certification are encouraged to contact the Education Department to discuss their professional development plans.
STATE CERTIFICATION REQUIREMENTS All applicants for South Dakota Teacher Certification must submit verification of meeting minimum content credit hour requirements or 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 Praxis 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.
- 74 - 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, Lakota studies, and degree specific core requirements with a 3.0 GPA (grade point average) or higher; • Participate in a Praxis subject area assessment orientation and preparation session.
Notes: Prospective candidates pursuing the Birth to Preschool option in the Bachelor of Arts in Early Childhood Education Degree may “opt out” of taking Praxis Series exams. Prospective candidates pursuing the Secondary Physical Science Degree will need to complete the math and science professional content requirements prior to taking any 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.
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 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
- 75 - 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 birth to preschool 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, this requirement applies to courses taken Fall 2016 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.
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.
- 76 - 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 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 (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 program 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.
- 77 - 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. (Effective 2016-2017) • Earn a grade of “B” or better in all professional required courses. (Note: This requirement applies to all courses taken Fall 2016 or later, courses completed with a “C” prior to that time are permitted so long as the overall GPA requirement is met.)
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 Birth to Grade 3 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 altern- ative 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.
- 78 - 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. (Effective 2016-2017) • Earn a grade of “B” or better in all professional required courses. (Note: This requirement applies to all courses taken Fall 2016 or later, courses completed with a “C” prior to that time are permitted so long as the overall GPA requirement is met.) • 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). 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 Birth to Grade 3 state certification.
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. (Effective 2016-2017) o A grade of “B” or better in all professional and professional core coursework. (Note: This requirement applies to all courses taken Fall 2016 or later, courses completed with a “C” prior to that time are permitted so long as the overall GPA requirement is met.) 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 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 Birth to Grade 3 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.
- 79 - Upon approval, student teaching / practicum experience arrangements will be made and a placement meeting will be 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. (Effective 2016-2017) • A grade of “B” or better in practicum or student teaching. (Effective 2016-2017) • 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).
- 80 - 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 Council for the Accreditation of Education Preparation (CAEP) Elementary Teacher Preparation Standards, 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 DEPARMENT COURSE ROTATION SCHEDULE All courses are offered every semester with classes switching between cohorts each semester. Classes in each cohort are arranged so that upper and lower division courses are scheduled each day to support student progression and minimize situations in which students would need to choose between two needed classes. Courses that are needed in both eastern and western cohorts will be centrally located whenever possible. Schedule is subject to change based on student enrollment.
Fall Courses Western Cohort Day 1 Day 2 Day 3 Day 4 ECH 203 ECH 213 ECH 323 ECH 363 ED 283 ECH 383 ED 213 ED 303 EDECH 413 Math 234 SCI 204 EDECH 402 EDECH 423 EDECH 462 Eastern Cohort Day 1 Day 2 Day 3 Day 4 ECH 223 ECH 243 ECH 253 ECH 423 ED 283 ED 463 ED 483 ED 213 EDECH 433 Math 244 SCI 204 ED 443 EDECH 453 ECH 233 ExEd 323 ExEd 333 Spring Courses Western Cohort Day 1 Day 2 Day 3 Day 4 ECH 223 ECH 243 ECH 253 ECH 423 ED 283 ED 463 ED 483 ED 213 EDECH 433 Math 244 SCI 204 ED 443 EDECH 453 ECH 233 ExEd 323 ExEd 333 Eastern Cohort Day 1 Day 2 Day 3 Day 4 ECH 203 ECH 213 ECH 323 ECH 363 ED 283 ECH 383 ED 213 ED 303 EDECH 413 Math 234 SCI 204 EDECH 402 EDECH 423 EDECH 462 Special Arrangements Arranged Each Virtual Campus Fall Virtual Campus Summer Interim Praxis Challenges Semester Semester Spring Semester Courses and Boot Camps ECH 243 ECH 413 ECH 403 ECH, ExEd, and Fall - September ECH 496 ED 303E ED 303E Other Courses Spring - February EDLK 473 (Day 2) ED 313 ED 323 as Needed Summer - June EDLK 489 ExEd 303 ExEd 313 ExEd 483 ExEd 313 ExEd 453 ExEd 493 SCED 443
- 81 - Education Department Ideal Plan of Study for Bachelor Degree Programs
- 82 - DU A I N D A N ASS IA F A S D G IN A I D D
Education Four Directional Model: Wiohpiyata (West)
I. CORE REQUIREMENTS (24 CREDIT HOURS) Meet Oglala Lakota College admission requirements. GPA of 3.0 or higher and a letter grade of “B” or above is recommended. 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______Science Elective __(BIO 103 Recommended_____ 3______MIS 113 Applied Information Processing (or Higher) 3______
II. LAKOTA STUDIES (9 CREDIT HOURS) GPA of 3.0 or higher and a letter grade of “B” or above is reco ended.
Lak 103 Lakota Language I 3______Lsoc 103 Lakota Culture 3______
Lakota Elective ______3______Catalog
Education Four Directional Model: Waziyata (North)
III. PROFESSIONAL CORE REQUIREMENTS (27 CREDIT HOURS) a e designated content no ledge e a and appl for acceptance into the teacher preparation progra . nitiate n A Portfolio develop ent. GPA of 3.0 or higher and a 2021 - letter grade of “B” or above is required for progression into an education bachelor degree progra .
ED 213* Child and Adolescent Development 3______
ECH 203 Introduction to Early Childhood Education 3 ______2020 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 in ECH 3______EXED 313 Intro. to Ex. Ed./Characteristics & Etiology 3______ECH 243* Early Childhood Specialty Internship 3______
Total = 60 Credit Hours
Note: This degree tracks into the B.A. Degree in Early Childhood Education with the conditions that follow. A GPA of 3.0 or higher must be maintained and all Professional Core Requirements, completed Fall 2016 or later, must be passed with a “B” or better. Please refer to the Education Department Four Directional Model located in the College Catalog and Education Department Handbook for a complete description of program processes and procedures.
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Education Four Directional Model: Wiohpiyata (West)
I. CORE REQUIREMENTS (27 CREDIT HOURS) Meet Oglala Lakota College admission requirements. GPA of 3.0 or higher and a letter grade of “B” or above is recommended. 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 ______Science Elective __(BIO 103 Recommended)_____ 3 ______MIS 113 Applied Information Processing (or Higher) 3 ______Literature Elective ______3 ______
II. LAKOTA STUDIES (15 CREDIT HOURS) GPA of 3.0 or higher and a letter grade of “B” or above is recommended. Lak 103 Lakota Language I 3 ______Lak 233* Lakota Language II 3 ______LSoc 103 Lakota Culture 3 ______Lakota Elective ______3 ______Lakota Elective ______3 ______
Education Four Directional Model: Waziyata (North)
III. PROFESSIONAL CORE REQUIREMENTS (51 CREDIT HOURS) 2021 Catalog
Take designated content knowledge exam and apply for acceptance into the teacher preparation - program. Initiate InTASC Portfolio development. GPA of 3.0 or higher and a letter grade of “B” or above is required. ED 213* Child and Adolescent Development 3 ______ECH 203 Introduction to Early Childhood Education 3 ______
ED 303E* Indian Studies for Education 3 ______2020 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 ______EXED313 Intro. to Ex. Ed./Characteristics & Etiology 3 ______ECH 243* Early Childhood Specialty Internship 3______
ED 313* Educational Psychology 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 ______ECH 403* Social-Emotional Growth & Socialization 3______ECH 413* Group Care 3______ECH 423* Early Learning and Development 3______**Elective ______3______(**Only if needed to meet 120 hour requirement. See approved course list at end of status sheet.)
- 84 - Education Four Directional Model: Wiyohinyanpata (East)
IV. PROFESSIONAL REQUIREMENTS (22 CREDIT HOURS) Acceptance into the teacher preparation program is required. Apply for acceptance into the early childhood practicum or student teaching. Maintain InTASC Portfolio. GPA of 3.0 or higher and a letter grade of “B” or above is required.
EDECH 402* Methods of Music & Art for ECH/Elem.Tchrs 2______EDECH 413* Methods of Teaching ECH/Elem. Reading 3______EDECH 423* Methods of Teaching ECH/Elementary Math 3______EDECH 433* Methods of Teaching ECH/Elementary Science 3______ED 443* Methods of Teaching Language Arts 3______EDECH 453* Methods of Teaching ECH/Elem Social Studies 3______EDECH 462* Methods of Health & Physical Education 2______EDLK 473* Seminar for Student Teaching 3 ______
Education Four Directional Model: Itokagata (South)
V. EARLY CHILDHOOD PRACTICUM OR STUDENT TEACHING – Two Options: Choose one at the time of application to the teacher preparation program. Acceptance into the early childhood practicum or student teaching is required. GPA of 3.0 or higher and a letter grade of “B” or above is required. Complete InTASC Portfolio and teacher preparation program exit requirements.
Option 1 – Birth to Preschool (6 Credit Hours) Students pursuing the Birth to Preschool option will earn a Bachelor of Arts Degree in Early Childhood Education as required by Head Start, but will not earn SD DOE teacher licensure. Students pursing this option may “opt out” of taking the Praxis Series exams.
ECH 496 Practicum in Early Childhood Education 6 ______
Birth to Preschool Option TOTAL = *121 CREDIT HOURS
Note: *Professional core elective may be necessary 120 credits minimum, required for graduation.
Option 2 – Birth to Grade 3 (9 Credit Hours) Students pursing the Birth to Grade 3 option will earn a Bachelor of Arts Degree in Early Childhood Education and South Dakota Department of Education teacher licensure. Students pursuing this option must pass the required Praxis Series content and pedagogy area exams to be eligible for graduation and state licensure.
EDLK 489 Student Teaching 9 ______
Birth to Grade 3 Option Total TOTAL = *121 CREDIT HOURS
NOTE: *Professional core elective is not necessary. 120 credits minimum, required for graduation.) Candidates completing the Birth to Grade 3 Option may choose to complete coursework and program requirements necessary to earn teacher licensure endorsements in SD Indian Studies, Lakota Language and/or Special Education. Candidates wishing to seek an education endorsement are advised to meet with their education advisor.
Please refer to the Education Department Four Directional Model located in the College Catalog and Education Department Handbook for a complete description of program processes and procedures.
- 85 - PROFESSIONAL CORE ELECTIVE: Choose one, if needed, to meet 120 credit hour minimum requirement. CS 102 Ethics in the Workplace ED 283 Foundations of Education ED 303 Children’s Literature ED 463 Human Relations ED 483 Technology for Teachers LkEd 433 Methods of Teaching the Lakota Language LkEd 453 Methods of Teaching K-12 Lakota Studies OTHER: As approved by Dean of Education
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Education Four Directional Model: Wiohpiyata (West)
1. GENERAL EDUCATION REQUIREMENTS (28 credit hours) Meet Oglala Lakota College admission requirements. GPA of 3.0 or higher and a letter grade of “B” or above is recommended. 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______Science Elective _(BIO 103 Recommended)____ 3______Humanities Elective ______3______MIS 113 Applied Information Processing (or Higher) 3______Literature Elective ______3______2. LAKOTA STUDIES REQUIREMENTS (9 credit hours) GPA of 3.0 or higher and a letter grade of “B” or above is recommended. Lak 103 Lakota Language I 3______Lak 233* Lakota Language II 3______Lakota Elective______3______3. DEGREE SPECIFIC CORE REQUIREMENTS (28 credit hours) Initiate background checks and drug testing for acceptance into the teacher preparation program. GPA of 3.0 or higher and a letter grade of “B” or above is recommended. 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______2021 Catalog - Sci 214* Integrated Science for Elementary Teachers II 4______
Education Four Directional Model: Waziyata (North) 4. AA LEVEL PROFESSIONAL CORE REQUIREMENTS (12 credit hours) Take Praxis content knowledge exam and apply for acceptance into the teacher preparation program. Initiate InTASC Portfolio development. GPA of 3.0 or higher and a letter grade of “B” or above is 2020 required for progression into an education bachelor degree program. ED 283* Foundations of Education w/soph. exp. 3______ED 213* Child and Adolescent Development 3______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, completed Fall 2016 or later, 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. Please refer to the Education Department Four Directional Model located in the College Catalog and Education Department Handbook for a complete description of program processes and procedure
- 87 - DU A I N D A N A F S I N D G IN N A DU A I N
Education Four Directional Model: Wiohpiyata (West)
1. GENERAL EDUCATION CORE REQUIREMENTS (28 credit hours) Meet Oglala Lakota College admission requirements. GPA of 3.0 or higher and a letter grade of “B” or above is recommended. 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______Science Elective __(BIO 103 Recommended)____ 3______Humanities Elective ______3______MIS 113 Applied Information Processing (or Higher) 3______Literature Elective ______3______
2. LAKOTA STUDIES REQUIREMENTS (15 credit hours) GPA of 3.0 or higher and a letter grade of “B” or above is recommended.
Lak 103 Lakota Language I 3______Lak 233* Lakota Language II 3______LSoc 103 Lakota Culture 3______Lakota Elective______3______
Lakota Elective______3______Catalog
3. DEGREE SPECIFIC CORE REQUIREMENTS (28 credit hours) Initiate background checks and drug testing for acceptance into the teacher preparation program. GPA of 3.0 or higher and a letter grade of “B” or above is recommended.
HISA 363* American History 3______2021
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______2020 Sci 214* Integrated Science for Elementary Teachers II 4______
Education Four Directional Model: Waziyata (North)
4. PROFESSIONAL CORE REQUIREMENTS (21 credit hours) Take Praxis content knowledge exam and apply for acceptance into the teacher preparation program.
Initiate InTASC Portfolio development. GPA of 3.0 or higher and a letter grade of “B” or above is required.
ED 283* Foundations of Education w/sophomore experience3______ED 213* Child and Adolescent Development 3______ED 303* Children’s Literature 3______EXED 313 Intro. To Ex. Ed./Characteristics & Etiology 3 ______ED 303E* Indian Studies for Education 3 ______
- 88 - ED 313* Educational Psychology 3______ED 323* Adolescent Psychology and Curriculum Concepts 3______
Education Four Directional Model: Wiyohinyanpata (East)
5. PROFESSIONAL REQUIREMENTS (22 credit hours) Acceptance into the teacher preparation program is required. Take Praxis pedagogy exam and apply for acceptance into student teaching. Maintain InTASC Portfolio. GPA of 3.0 or higher and a letter grade of “B” or above is required.
EDECH 402* Methods of Music and Art for ECH/Elem Teachers 2______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______ED 443* Methods of Teaching Language Arts 3______EDECH 453* Methods of Teaching ECH/Elem Social Studies 3______EDECH 462* Methods of Health & Physical Education 2______EDLK 473* Seminar for Student Teaching 3______
Education Four Directional Model: Itokagata (South)
6. PROFESSIONAL EXPERIENCE (9 credit hours) Acceptance into student teaching is required. GPA of 3.0 or higher and a letter grade of “B” or above is required. Complete InTASC Portfolio and teacher preparation program exit requirements.
EDLK 489* Student Teaching 9______
TOTAL = 123 CREDIT HOURS
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, completed Fall 2016 or later, 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. Please refer to the Education Department Four Directional Model located in the College Catalog and Education Department Handbook for a complete description of program processes and procedures.
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.
- 89 - A A S UDI S D A N A F S I N IN 1 A A S UDI S DU A I N
Education Four Directional Model: Wiohpiyata (West)
1. CORE REQUIREMENTS (36 credits) Meet Oglala Lakota College admission requirements. GPA of 3.0 or higher and a letter grade of “B” or above is recommended. Where Taken Date Grade SpCm 103 Speech Communication 3______Engl 103* Freshman English I 3______Engl 113* Freshman English II 3______Psy 103* General Psychology 3______Science Elective __(BIO 103 Recommended)______3______Humanities Elective ______3______MIS 113 Applied Information Processing (Or Higher) 3______Literature Elective ______3______Pols 203* American Government 3______Geog 213* World Regional Geography 3______HISA 203/213/363 American History 3______
2. LAKOTA STUDIES CORE REQUIREMENTS (42 credits) GPA of 3.0 or higher and a letter grade of “B” or above is recommended.
Lak 103 Lakota Language I 3______
Lak 233* Lakota Language II 3______Catalog 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______2021 -
LLit 103 Lakota Oral Literature 3______8 Catalog LLit 213* American Indian Literature 3______LHist 203/213* Lakota History I OR II 3______LHist 323* Seminar in Contemporary Indian Issues 3______LPol 223* Lakota Tribal Laws, Treaties, Government 3______
LPsy 323* Native American Psychology 3______2020
Education Four Directional Model: Waziyata (North)
3. PROFESSIONAL CORE REQUIREMENTS (21 credits) Take Praxis content knowledge exam and apply for acceptance into the teacher preparation program. Initiate InTASC Portfolio development. GPA of 3.0 or higher and a letter grade of “B” or above is
required. Ed 283* Foundations of Education w/soph experience 3______Ed 213* Child and Adolescent Development 3______ExEd 313* Intro. To Ex. Ed./Characteristics & Etiology 3______Ed 303E* Indian Studies for Education 3______Ed 313* Educational Psychology 3______Ed 323* Adolescent Psychology and Curriculum Concepts 3______ScEd 443* Reading in the Content Area 3______
- 90 - Education Four Directional Model: Wiyohinyanpata (East)
4. PROFESSIONAL REQUIREMENTS (15 credits) Acceptance into the teacher preparation program is required. Take Praxis pedagogy exam and apply for acceptance into student teaching. Maintain InTASC Portfolio. GPA of 3.0 or higher and a letter grade of “B” or above is required.
ED 443* Methods of Teaching Language 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______
Education Four Directional Model: Itokagata (South)
5. PROFESSIONAL EXPERIENCE (9 credits) Acceptance into student teaching is required. GPA of 3.0 or higher and a letter grade of “B” or above is required. Complete InTASC Portfolio and teacher preparation program exit requirements.
EDLK 489* Student Teaching 9 ______
TOTAL = 123 CREDITS
Note: Application to the BS Degree in K-12 Lakota Studies 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, completed Fall 2016 or later, 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 as well as the Lakota Oral Proficiency Exam and written Lakota Language, Culture and History test to be eligible for graduation and state licensure. Please refer to the Education Department Four Directional Model located in the College Catalog and Education Department Handbook for a complete description of program processes and procedures.
Candidates completing the K-12 Lakota Studies Education program are eligible for self-contained and subject specific 5th-8th Elementary Education teacher licensure endorsements, and may choose to complete coursework and program requirements necessary to earn an endorsement in Special Education. Candidates wishing to seek an education endorsement are advised to meet with their education advisor.
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Education Four Directional Model: Wiohpiyata (West)
1. CORE REQUIREMENTS (27 credit hours) Meet Oglala Lakota College admission requirements. GPA of 3.0 or higher and a letter grade of “B” or above is recommended. Where Taken Date Grade SpCm 103 Speech Communication 3______Engl 103* Freshman English I 3______Engl 113* Freshman English II 3______Math 163* Trigonometry 3______Psy 103* General Psychology 3______Science Elective __(BIO 103 Recommended)____ 3______Humanities Elective______3______MIS 113 Applied Information Processing (or Higher) 3______Literature Elective ______3______
2. LAKOTA STUDIES (15 credit hours) GPA of 3.0 or higher and a letter grade of “B” or above is recommended.
Lak 103 Lakota Language I 3______Lak 233* Lakota Language II 3______LSoc 103 Lakota Culture 3______Lak Elective______3______Lak Elective______3______
Education Four Directional Model: Waziyata (North)
3. PROFESSIONAL CORE REQUIREMENTS (21 credit hours) a e Pra is content no ledge e a s and appl for acceptance into the teacher preparation progra . nitiate n A Portfolio development. GPA of 3.0 or higher and a letter grade of “B” or above 2021 Catalog - is required.
ED 283* Foundations of Education w/soph. exp. 3______ED 213* Child and Adolescent Development 3 ______
EXED 313 Intro. to Ex. Ed./Characteristics & Etiology 3______2020 ED 303E* Indian Studies for Education 3______ED 313* Educational Psychology 3______ED 323* Adolescent Psychology and Curriculum Concepts 3______ScEd 443* Reading in the Content Area 3______
4. MATHEMATICS PROFESSIONAL REQUIREMENTS (4 credit hours) Math 194 Calculus I 4______
5. PHYSICAL SCIENCE PROFESSIONAL REQUIREMENTS (44 credit hours) Geol 143* Physical Geology 3______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______
- 92 - Chem 243* General Chemistry II 3______Chem 241* Experimental General Chemistry Lab II 1______Phys 253* Astronomy 3______Chem 323* Environmental Chemistry 3______Chem 253/353* Organic Chemistry I 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 223/324* Physics II 4______Phys 221/321* Physics II Lab 1______Phys 434* Modern Physics 4______NSci 443* Paleontology 3______
Education Four Directional Model: Wiyohinyanpata (East)
6. PROFESSIONAL REQUIREMENTS (9 credit hours) A eptan e into the tea her preparation program i re ired. a e Pra i pedagog e am and appl for a eptan e into t dent tea hing. aintain n A Portfolio. GPA of 3.0 or higher and a letter grade of “B” or above is required.
ScEd 403* Methods of Teaching Secondary Mathematics 3______ScEd 413* Methods of Teaching Secondary Science 3______EDLK 473* Seminar for Student Teaching 3______
7. PROFESSIONAL EXPERIENCE (9 credit hours) Acceptance into student teaching is required. GPA of 3.0 or higher and a letter grade of “B” or above is required. Complete InTASC Portfolio and teacher preparation program exit requirements.
EDLK 489* Student Teaching 9______
TOTAL: 129 CREDITS
Note: Application to the BS Degree in Secondary Science 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, completed Fall 2016 or later, 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. Please refer to the Education Department Four Directional Model located in the College Catalog and Education Department Handbook for a complete description of program processes and procedures.
Candidates completing the Secondary Science preparation program are eligible for 5th-8th grade mathematics and science endorsements and may choose to complete coursework and program requirements necessary to earn teacher licensure endorsements in Secondary Mathematics, SD Indian Studies, Lakota Language and/or Special Education. Candidates wishing to seek an education endorsement are advised to meet with their education advisor.
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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.