# American Indian Tribally Controlled Colleges and Universities (TCCU) Part F, 84.031D – FY 2015 Abstracts

## Alaska

**Ilisagvik College—P031D150012**

Barrow, Alaska

Title:  Strengthening Student Support Services

The city of Barrow is located at the northernmost point in the state of Alaska and serves a population of approximately 9,430 people in eight communities. This region, the North Slope Borough, covers approximately 88,000 square miles of land with no road links between the communities.

Approximately 75 percent of the students we serve are over the age of 25, are first-generation college students, and face significant social and economic barriers to completing their education. Our students are 61 percent Alaska Native or American Indian: a traditionally underserved population with a unique set of educational needs. As the only tribal college in the state of Alaska, we are uniquely positioned to offer a culturally-relevant education which can be customized to serve our students.

Under this program, we propose to conduct a variety of activities which will allow us to increase our capacity to assist students with achieving their educational goals. These activities can be grouped into the following areas/objectives: (1) supporting student achievement through maintaining the positions of Developmental English Instructor, Academic Assistants (tutors), and Distance Education Support Staff, with professional development activities for the Instructor and Support Staff positions; (2) facilitating a transition to the v1orkforce and four-year institutions for our students through the position of Career and Education Coordinator; and (3) offering career exploration through summer camps for youth residing in North Slope villages, llisagvik proposes to further support these activities through the following objectives: (4) improved financial stability of the llisagvik College Foundation through a transfer to the endowment; and (5) program management and oversight of all objectives to be funded under the Title Ill grant program.

These three objectives will support students throughout their educational journey: from middle and high school students participating in summer camps, to current llisagvik students taking courses at all levels with the hope of completing a degree, to students wishing to further their academic/vocational careers through direct placement by our Career and Education Coordinator. These objectives directly support the College's mission to provide "quality post-secondary academic, vocational and technical education in a learning environment that perpetuates and strengthens lfiupiat culture, language, values and traditions." llisagvik College is dedicated to serving its students and developing a well-educated and trained workforce who meet the human resource needs of North Slope employers and the state of Alaska.

The expansion of the endowment (llisagvik College Foundation) will provide long-term financial resources for llisagvik, allowing us to take on the overhead and maintenance obligations associated with the growth of the College.  Funding the continuation of the Title Ill Principal Investigator position will ensure successful delivery of all of the aforementioned objectives and compliance with governmental reporting requirements.

## Arizona

**Dine College—P031D150007**

Tsaile, Arizona

Title: The Diné College Tsaile Campus Life/Safety & Learning Environment Enhancement Project

The goal of the Diné College Tsaile Campus Life/Safety & Learning Environment Enhancement Project is to support student success by engaging in planning, design and renovation/new construction activities at the College’s main campus in Tsaile, Arizona.

Through Title III funding, Diné College will plan, design and complete renovation and new construction at its main campus in Tsaile, Arizona.

Renovation and new construction will:

1. Increase life/safety conditions throughout the campus.

2. Enhance student learning environments supported by a robust IT (information technology)

**Tohono O’odham Community College—PR01D150028**

Sells, Arizona

Title: Honoring Yesterdays to Build Tomorrow

*Honoring Yesterdays to Build Tomorrow* is the Title III, Part F Program.  After years of dreaming and planning for its own institution of higher education, the Tohono O'odham Nation chartered Tohono O'odham Community College (TOCC) in 1998. The College was established to serve the residents of the Tohono O'odham Nation and nearby communities, with the vital goals of preparing students to contribute to the social, political, and economic life of the Tohono O'odham Nation and preserving the O'odham Himdag (cultural way of life).

Tohono O'odham Community College opened its doors in 2000, with classes accredited through an intergovernmental agreement with Pima County Community College in Tucson, Arizona, and was fully accredited in February 2005 by the North Central Association of Colleges and Schools. We just passed our most recent accreditation this year. Today we are offering several programs and degrees and serve the people who live spread out on the 2.9 million acres of the tribal lands. Tohono O'odham Community College is currently housed in Sells, which is the major town on the Tohono O'odham Nation.

TOCC's major goal is to build a permanent home for the College with state-of-the-art facilities to serve the needs of the Nation. TOCC has completed Phase IA of the construction of the new campus with Title III, Part F funds. The new campus (Phase IA) started with four smart classrooms that are state-of-the-art facilities and the seed of the new campus. Much needed dormitories have been built that will allow more students the opportunity of college.

Also completed is Phase 1B that built one building to house the Student Services division, the Education division, the Library, four classrooms, the Student Success Center, the Bookstore, and the Computer Lab. This will allow all divisions to have a presence on the TOCC Main Campus. Also constructed is the Education Building to house instructor offices.

Future projects include Science, Education (teaching), Applied Health, and Technology buildings to be completed over the next five years. The dream of the Tohono O'odham Nation of having a permanent higher education campus is becoming a reality.

## Kansas

**Haskell Indian Nations University—P031D150011**

Lawrence, Kansas

Title:  Improve Technology Infrastructure 

Haskell Indian Nations University (Haskell) is one of only two American Indian/Alaska Native-serving, post-secondary institutions, located in urban settings which admits students from all federally recognized tribal nations. Unlike its peer institutions in the American Indian Higher Education Consortium (AIHEC), Haskell serves an increasingly urban population of American Indians/Alaska Natives. The university offers both associate and baccalaureate degree programs, provides residential housing, and offers competitive intercollegiate athletics

Haskell opened in 1884 as the United States Industrial Training School with twelve American Indian children and provided agricultural education in grades one through five in 2015, Haskell celebrated 130 years of providing education responsive to the needs of American Indian/Alaska Natives, the longest history of all tribal colleges and universities in the United States.  Haskell continues to serve Indian Country, with 850+ students each semester, representing 140 different tribal nations from 40 different states.

This Haskell Indian Nations University Capacity Building Grant will focus on one major developmental initiative identified in the Strategic Plan of the University:

Haskell will increase technology capacity to provide comprehensive, state of the art technology and staff to deliver services in academic and non-academic programs; as well as the use of integrated data management systems for students, faculty, staff and administration. 

Haskell Indian Nations University Strategic Plan 2020, Strategic Initiative Six (updated 2015).   Goal:  Haskell will make the necessary investments in technology (to include hardware, software and staffing expertise), resulting in significant improvements in network capacity, supporting systems to produce data for decision making, and campus safety for the students, faculty, and staff.   This Discretionary Grant will be used to improve the technology environment for students, expand communications across campus, staff key personnel for increased student services, and ensure connectivity and access to internet services.

The discretionary grant would fund four new positions to support new initiatives', including three new contracts for unfunded IT positions to provide support to campus; one general IT Specialist, one Education IT Specialist, one Internet Specialist (Web site) and one Database Specialist (CAMS). Additional positions for IWS would be created to grow the student program, provide additional support to the university, and provide workplace experience while achieving their educational goals. Grant would also be used to renew academic software/licenses to expand use of Blackboard, Microsoft license, assessment software, campus internet, expanding wireless, and providing digital security.   This grant would be under the direct supervision of the Office of the Chief Information Officer, with oversight provided by the Office of the President and compliance provided by the University Grant Compliance Officer.

Michigan

**Bay Mills Community College—P031D150002**

Bay Mills Community College (BMCC) was chartered as a tribal college in 1984 and received candidacy status in 1992 followed closely by initial accreditation in 1995. The college is located on the Bay Mills Indian Reservation, which is in Michigan’s Eastern Upper Peninsula.

BMCC annually serves approximately 700 students with both online and on campus programming as well as off campus sites at neighboring reservations as far away as 240 miles.  Through the Title III program, we have developed a well-rounded program designed to offer the courses in a manner convenient for the student while supporting them with tutoring and technological support needed for their success. We have computers in all of the classrooms, library, learning center, and other locations where students gather. They have the ability to print their homework for free and can even borrow a computer to complete work periodically at home. In addition to the technology we employ staff that assist students with admissions, registration, financial aid, and accommodations for any disability that may impede their progress. With a policy of open enrollment, we frequently enroll students that require more than what would be termed “normal support” and sometimes the best support is to refer the student to an alternative educational placement or employment.

Without the financial support of the Department of Education, Title III program, many of our students would not be the success stories they have become today.  Our internet connectivity has improved from 7mb/second to over 70mb/second; allowing us to better serve our students.  With investments in student services personnel, 95 percent of all students who enrolled last fall completed the entire semester. The Learning Center provided tutoring to 23.3 percent and support services to 49.4 percent of on-campus students’ in fall 2014.  With the addition of 1,867 items to library collections and 113 new patrons, the library checked out 2,120 items last year, up from 600 items the year prior. 

Part F funds support a number of staff positions which support our students.  Financial Aid, Student Support Services, Registration and Online IT support are all integral components of efficient and effective college operations.  Salaries and fringe are based on adopted salary grid.

Additional funds will be allocated from part F to contribute to the completion of the tribal water system.  A new water tower, as recommended by Indian Health Service will alleviate the need to utilize failing underground tank systems; ensuring safe and clean drinking water for BMCC staff, students, and faculty.  In addition, space costs, telephone and quasi endowment will be support through some Part F funding.  We will commit 20 percent of funds for the quasi endowment

## Minnesota

**Fond du Lac Tribal and Community College—P031D150008**

Cloquet, Minnesota

Title:  "Tradition, Technology and Transformation: Strategies for Improving Student Success"

Fond du Lac Tribal and Community College (FDLTCC) is a unique institution, created by the Minnesota Legislature in 1987 and chartered as a tribal college by the Fond du Lac Reservation that same year.  The college's uniqueness comes from the fact that it is a community college that is a member of the Minnesota State Colleges and Universities (MnSCU) system and an AIHEC tribal college established through a partnership with the Fond du Lac Band of Lake Superior Chippewa. FDLTCC is successfully living its mission to offer higher education opportunities for its communities in a welcoming, culturally diverse environment.

Purpose:  FDLTCC is seeking funding for a comprehensive project: "Tradition, Technology and Transformation: Strategies for Improving Student Success."  Support is requested to fund the eight components of this college wide vision and project staff.

1. Anishinaabekwe Leadership Academy: With renewed emphasis on experiential learning, this new program will target Native American women in the early stages of their academic career. The program is designed to incorporate traditional Anishinaabe knowledge with strategies for recognizing and building their capacity as community leaders throughout their learning journey.

2. Digital Language Preservation:   The College is seeking to hire a part-time language specialist to develop curriculum, facilitate learning in the Ojibwemotaadidaa Gidakiiminaang Omaa language immersion camp, as well as contracted services to improve the recording studio.

3. Technology/Infrastructure: The College seeks to replace an outdated phone system, improve cell phone coverage throughout the campus, and install magnetic locks for computer labs.

4. Online Learning: An eLearning Specialist and an Information Technology Specialist are needed to help the campus build its capacity to provide support to student, faculty, and rural tribal communities access online learning platforms.

5. FDL Learning Community: In partnership with the Fond du Lac Band of Lake Superior Chippewa, the College seeks to develop its first Native American specific learning community to improve retention and persistence among students.

6. Data Collection/Compliance: Through supporting both an Institutional Researcher and a Compliance Officer, the College seeks to improve its ability to collect and analyze data related to institutional success and campus safety.

7. Accreditation:  The College is seeking support for specialized program accreditations.

8. Retention/Completion: Increase capacity to retain students to completion.

**Leech Lake Tribal College--P031D150015**

Cass Lake, Minnesota

Leech Lake Tribal College was chartered by the Leech Lake Band of Ojibwe in 1991 and currently has 58 faculty, staff and administrative positions and approximately 200 students.  In the fall of 2012, Leech Lake Tribal College entered into a contractual agreement with Red Lake Nation College to offer courses, support and assistance to Red Lake Nation College as they work to become an independent, accredited college. The majority of Leech Lake Tribal College students are enrolled in surrounding Minnesota reservations; however, 10 percent of our students are non-native. Leech Lake Tribal College is committed to serving students of all racial, ethnic and religious backgrounds and to accommodating students with physical and learning disabilities.

Leech Lake Tribal College is governed by an independent Board of Trustees, and the IRS has granted the College 501(c)(3) status.  The College was awarded full accreditation by the Higher Learning Commission in 2005. In 2011, following a comprehensive review and site visit from the Higher Learning Commission, LLTC was awarded 10 years of continued accreditation.  Leech Lake Tribal College currently offers seven degree programs, two vocational programs, and a wide variety of community and continuing education opportunities. 

Leech Lake Tribal College currently offers seven degree programs, two vocational programs, and a wide variety of community and continuing education opportunities. The goals for Leech Lake Tribal College directly support its mission and are tied to its strategic plan.

The Leech Lake Tribal College goals for the 2015-20 academic years include:

· Further develop a plan for developmental education that will help "fast-track" students pursuing their degree and certificate programs while sustaining the Leech Lake Tribal College Learning Center.

· Restructure and provide program review that includes the Construction Trades division to better serve the community with sustainable technology knowledge.

· Develop a strategic plan for STEM education that will better incorporate the College's objectives and mission while providing opportunities for students.

· Improve delivery and assessment of online courses and hybrid courses.

· Strengthen student information systems to provide better data collection capacity and facilitate decisions pertaining to retention and persistence.

· Preserve and revitalize Ojibwe culture and language.

· Provide professional development for faculty and staff.

· Support the Leech Lake Tribal College endowment.

**White Earth Tribal and Community College—P031D150031**

Mahnomen, Minnesota  

Title:  WETCC Academic and Curriculum Development Project

Established in 1997 as the first tribally controlled college on White Earth Reservation, White Earth Tribal and Community College is a two-year liberal arts college chartered by the White Earth Tribal Council.  White Earth Tribal and Community College is affiliated with, and accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools

The WETCC Academic and Curriculum Development Project activities will include:

1. Increase the capacity for the College to further establish a central and main campus site by completing Phase III in Year One of this grant period; (additional classroom space, distance education lab, library, student services, faculty offices, student study spaces, etc.).

2. Provide remedial instruction to students as a support .and academic preparedness mechanism to meet the rigors of an academic career.

3. Develop and improve our curriculum and methodology for our existing programs to stabilize and increase student enrollment by establishing full time instructor positions vs. primarily adjunct instruction.

4. Increase our retention rate of our first-time, full time degree- seeking undergraduate students who are in their first year of post-secondary enrollment in the previous year and return in the current year at WETCC.

5. Strengthen our college-wide assessment plan in order to facilitate assessment of institutional effectiveness related to student success.

## Montana

**Aaniiih Nakoda College—P031D150001**

Harlem, Montana  

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

Aaniiih Nakoda College (ANC) is a tribally controlled community college located on the Fart Belknap Indian Reservation in northcentral Montana. The college was chartered in 1983 by the Fort Belknap Indian Community Council, which serves as the governing body of the Aaniinen (White Clay People or Gros Ventre) and Nakoda (Assiniboine) tribes of Fort Belknap. ANC received its initial accreditation from the Northwest Commission on Colleges and Universities in 1993.  Accreditation was most recently reaffirmed in 2014.

Over the past three years (2011 through 2014), Aaniiih Nakoda College has had an average enrollment of 202 students per semester (Indian Student Count).  For the same time period, the total (duplicated) student headcount has been 453 students per year.  Eighty-four percent of ANC students are American Indian. Among Indian students at the college, 91 percent are enrolled members of the Aaniiihen and Nakoda nations.

In keeping with the goal of the TCCU program, this project will improve and expand Aaniiih Nakoda College's capacity to serve American Indian students. In order to achieve this goal, the project will carry out two activities.

**Activity One:**  The project will strengthen Aaniiih Nakoda College's computing systems and services in order to improve academic instruction capabilities and institutional management services.

**Activity Two:**  The project will support the maintenance, renovation and improvement of Aaniiih Nakoda College's instructional facilities.

**Blackfeet Community College—P031D150003**

Browning, Montana

Blackfeet Community College (BCC) is a tribally controlled college located in Browning Montana on the Blackfeet Reservation in northwestern Montana. BCC was chartered by the Blackfeet Tribal Business Council in October, 1974 by Executive Action to "provide post-secondary and higher education services" to the Blackfeet Indian Reservation.

The Blackfeet Community College is a fully accredited two-year, higher education institution with degree grating powers, sanctioned by the Northwest Commission on Colleges and Universities (NWCCU). The NWCCU gr anted the Blackfeet Community College's candidacy status in December of 1979. On December 11, 1985, the Blackfeet Community College became a fully-accredited institution.

The purpose of Blackfeet Community College is to provide the Blackfeet Nation and our "Universal Community" access to quality educational programs that prepare students for achievement in higher education, meaningful employment, basic skills instruction, and community education, while integrating the Blackfeet culture and language.

Title of Activities for Title Ill Part F Institutional Development:

1. Campus Facilities Master Plan Development

2. New Campus Construction

3. Campus Safety and Security

4. Maintenance and Custodial Support

**Chief Dull Knife College—P031D150005**

Lame Deer, Montana

Chief Dull Knife College (CDKC) is a public, two year tribally controlled community college and land grant institution.  The College offers Associate of Arts degrees in liberal arts, sciences, and general education, Associate of Applied Science degrees in career fields, and a certificate program in Office Skills.  Chief Dull Knife College is chartered by the Northern Cheyenne Tribe to provide higher education opportunities to the Northern Cheyenne Reservation and surrounding communities, and is accredited by the Northwest Commission on Colleges and Universities.

Although the original curriculum of the College was directed at training students for mining jobs near the reservation, the College has quickly expanded its offerings to include post-secondary transfer programs.  The College offers a variety of Associate degrees, certificate programs, and maintains articulation agreements with institutions within the Montana University System that facilitates seamless transfer.  With the addition of interactive television technology at CDKC, the College has also been able to expand opportunities for upper level students to complete advanced degrees online.

As the student population has steadily increased, so has the need to acquire new facilities and the campus has utilized sustainable green-build technology to construct buildings to house Adult Literacy, technology, daycare, and visiting lecturer facilities.  All of the facilities were designed and build using sustainable straw bale construction in cooperation with the American Indian Housing Initiative.  In addition, the campus houses the Dr. John Woodenlegs Memorial Library, a state-of –the-art library that serves both the College and the community, a Learning Center that provides both educational and technological access for student research and study, and numerous computer, math and science laboratories.

This grant request directs itself at several key areas identified by the campus strategic planning committee including academic faculty, professional development opportunities, Cheyenne language instruction, a Cheyenne Language Immersion Camp program, community outreach activities, and student activities that promote team building skills, interpersonal development and social growth that prepare students for life and good citizenship.

**Fort Peck Community College—P031D150010**

Poplar, Montana

The Fort Peck Community College (FPCC) plans to utilize the Department of Education’s FY 2015 Title III Part F grant funds to implement the “FPCC Institution Expansion and Capacity Improvements” project that is described in this document.  This grant narrative and accompanying budget are for the five-year grant period of the application solicitation.  These funds will allow the college to fill instructional positions in the vocational fields that are in high demand from students, and allow FPCC to improve its capacity by facilitating professional development and community training needs, increasing the capabilities and function in several areas of the institution.

The Building Trades program at FPCC is one of the most popular vocational-technical programs at the institution.  These grant funds will provide the salary and fringe benefits for an additional Building Trades Instructor to assist the existing Building Trades Instructor in providing classroom instruction and to supervise on-site construction, renovation and rehabilitation projects across the campus.

Located in an isolated, rural area in northeast Montana, the Fort Peck Indian Reservation lacks many of the training and educational classes that larger populations have the resources to provide to their community members.  Local community capacity-building courses will be offered in response to the demand indicated by businesses, organizations, municipalities, and community members. This project investment will allow for professional development opportunities for FPCC faculty and staff to further their education and capacity by working towards advanced degrees, attaining certification in specialized training courses, and professional licensures.

Through this grant project, it will allow for the funding of the Director of Facilities for the college to coordinate and manage the construction, rehabilitation and renovations of various FPCC campus facilities to satisfy compliance standards, such as the American Disabilities Act (ADA), to allow improved access and safety across the FPCC campus.  This project will also provide the leveraged resources to begin the construction of a Health and Wellness Center on the main FPCC campus in Poplar, Montana.  Construction of this new campus facility has been a goal in the long-range plan and the facility will address the lack of adequate health and wellness facilities for both classroom instruction and physical workout areas for a variety of physical education classes. This position has been crucial in the development and expansion of the campus facilities, and works closely with the Institutional Development office and the Building Trades program at FPCC to ensure the timeliness and quality of construction, rehabilitation and renovation projects.

This project will support a Data Technician in the Institutional Development Department of the institution.  An Assessment Officer position will also be partially-funded under this grant, providing the resources to analyze and assess data gathered from the surveys completed over the course of the academic year. This project will also support an Enrollment and Retention Officer position in the Student Services Department that will be primarily responsible for activities and strategies that will improve student retention at the institution.

**Little Big Horn College—P031D150016**

Crow Agency, Montana

Little Big Horn College ( LBHC) is a public two-year Tribally Controlled Community College located in Crow Agency, Montana, on the Crow Indian Reservation.  LBHC has completed the second five-year Development Project funded by the Title III though progress has been made during the past five years, Little Big Horn College is requesting funds for the following six major activities:  (1) Academic Improvement; (2) Faculty Development; (3) Library Enhancement; (4) Administrative Management- Staff Development; (5) Administrative Management-Institutional Support; and (6) Student Services, focusing on Student Retention, mentoring and tutoring.  The Faculty Development Activity will be a consistent source of faculty development support.  Financial support will be used to meet the cost of attending professional workshops, receiving continuing education credits, conducting curricular research, and writing grants which such involvement or memberships can be demonstrated to improve or maintain the quality of instruction to LBHC to students.  The Administrative Management Activities will focus upon Staff Development and Institutional Support, while the Improvement of Academic Programs Activities will address both Student Development programs.

**Salish Kootenai College—P031D150022**

Pablo, Montana

Title:  Facilities for the Future

Salish Kootenai College (SKC), the tribal college of Confederated Salish and Kootenai Tribes located in Pablo, Montana on the Flathead Reservation, has developed a five-year strategic plan, updated and revised annually, to guide new program development, program improvement and support fulfillment of our mission.  This Tribally Controlled Colleges and Universities Program will assist SKC in efforts to develop new and innovative programs, improve current programs and expand institutional capacity to better serve Indian students in fulfillment of the strategic plan, mission and the purpose of the TCCU Program, Part F. The focus of this Part F program will be personnel to develop, pilot, evaluate and refine new programs. Salish Kootenai College has three improvement goals:

Academic Programs

· New programs will be developed, field tested, revised and integrated (if successful) to expand opportunities for Indian students starting with new proposed degrees (AA and BA) in Tribal Administration and new certificate options in Emergency Management.

· Existing programs will be improved to coordinate with the new programs, including adding and revising key courses using an Interdisciplinary team approach and upgrading all syllabi in relation to the  four C’s - critical thinking, cultural awareness, citizenship, and communication.

Student Support

· A new case management approach employing Success Coaches will advise, counsel, tutor and support struggling students coordinated through the current Department of Academic Success.

· Information literacy specialists will improve library services, helping students to access information and supporting research.

· A Webmaster will overhaul SKCs Web and social media presence, enhancing communications with future and current students and increasing ease of access to essential information on SKC.

· Provide for professional learning of staff and faculty with emphasis on use of technology and improved student support services including advising.

· Improve access to instructional technology including smart classrooms, courseware and training.

Fiscal Stability and Management Effectiveness

· Enhance grant and program management by employing a team approach, with an accounting and payroll specialist and a grants manager working in tandem.

· Maintain the TCCU, Part F program contracting .25 FTE for services of a principle investigator with expertise in program development, evaluation and technical writing.

· Expand the staffing of the SKC Foundation to include a Development Officer and additional support staff.

**Stone Child College—P031D150027**

Box Elder, Montana

Stone Child College (SCC) is a Tribally Controlled College, located on the Rocky Boy's Indian Reservation in North Central Montana. Stone Child College was chartered by the Chippewa Cree Tribal Business Committee in 1984.

Several activities are proposed for Stone Child College during the project years October 1, 2015 through September 30, 2020.

The first activity will be to complete renovation projects on the Stone Child College campus such as paving bus garage area, exterior trim replacement; exterior stain and exterior/interior paint five buildings on campus, sidewalk and curb replacement, and construct storage shed 60 feet by 30 feet on the college campus.

The second activity will be to complete renovation project at the Stone Child College Garden and Greenhouse. Renovations will include new panels for greenhouse and sturdier framework. The last renovation will in this activity will be to replace the sprinklers and soak hoses at the greenhouse.

The third activity will be to hire temporary workers (three) (50 percent), Student Trainees (three) (50 percent), Retention Coordinator (100 percent), Academic Coordinator (100 percent), and a Learning Center Coordinator (100 percent). These positions are needed to provide academic support services, counseling services, and retention services to students and staff on the college campus.

The fourth activity will be to hire ten tutor/mentors for the Art Raining Bird Learning Center at Stone Child College. Tutors will be hired up to ten hours per week to tutor students and hold study sessions for the students at SCC.

## Nebraska

**Little Priest Tribal College— P031D150017**

Winnebago, Nebraska, 

Little Priest Tribal College was chartered by the Winnebago Tribe of Nebraska in May 1996.  The major focus of Little Priest Tribal College is to provide a two-year associate degree, and prepare students to transfer and successfully complete a degree at a four-year institution.  Another equally important part of the college's mission is to provide language and culture classes and training opportunities for upgrading job skills and improving employability.

Little Priest Tribal College was declared a land-grant institution in June 1998, and received accreditation from the North Central Association of Colleges and Schools in August 1998. The college has signed the Nebraska Transfer Initiative, an agreement with four-year Nebraska institutions to accept the common core of general education courses in the associate of arts, academic transfer degree. Little Priest Tribal College issues two-year degrees: Associate of Arts (AA) and Associate of Science (AS), in the following areas; Native Studies, Early Childhood Education, Teacher Education, Indigenous Science, General and Inter-Disciplinary Studies, a Liberal Arts transfer degree; and certificates in Rural Recreation and Native Games and Strategic Tribal Leadership and Casino Gaming Operation.

The college operates on a two-semester system with sessions from late August to December and January to mid-May.  Summer sessions are also offered. A variety of services are offered to students including career counseling, academic advising, tutoring, and one-on-one support.

The purpose of Little Priest Tribal College's proposal is to provide the college with resources to strengthen the campus information technology system, to strengthen and enhance campus facilities management; to strengthen professional development for faculty, staff and campus administrators; and to strengthen the college endowment.

**Nebraska Indian Community College— P031D150019**

Macy, Nebraska

American Indian Satellite Community College.In June of 1981, the North Central Association of Colleges and Schools (NCA) approved the college for accreditation at the associate degree-granting level. The institution was granted a charter by each of the three Nebraska Indian Tribes. A Board of Directors governs the college.  To reflect its independent status, the Board renamed the institution the Nebraska Indian Community College.

Today, NICC serves the Omaha Tribe of Nebraska, at the Macy Campus, and the Santee Sioux Nation, at the Santee Campus, and maintains a campus site in downtown South Sioux City, Nebraska. The mission of the college is “The Nebraska Indian Community College provides quality higher education and lifelong educational opportunities for Umonhon (Omaha), Isanti (Santee Sioux) and other learners.”

The project under this grant program devotes considerable time and resources to undertake, and carry out activities to improve and expand the Nebraska Indian Community College’s capacity to serve Indian students.  The five primary areas that are being undertaken with this program are to:  1) renovate and improve instructional facilities; 2) undertake academic instruction in disciplines in which Indians are underrepresented; 3) funds management; 4) administrative management; and 5) the improvement of the development office to increase contributions from alumni and the private sector.

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## New Mexico

**Institute of American Indian Arts—P031D150013**

Santa Fe, New Mexico

The Institute of American Indian Arts (IAIA) was established in 1962 to serve the academic and artistic needs of Native American and Alaska Native people across North America.  IAIA opened on the campus of the Santa Fe Indian School as a high school.  In 1975, IAIA became a two-year college offering associate degrees in Studio Arts, Creative Writing and Museum Studies.  In 1986, IAIA became one of three Congressionally chartered colleges in the United States and was charged with the study. preservation and dissemination of traditional and contemporary expressions of Native American language, literature, history, oral traditions and the visual and performing arts.  IAIA moved to a permanent 140 acre campus at the southern edge of Santa Fe in 2000, and was accredited to offer baccalaureate degrees in 2001.  The year 2013 saw the introduction of the low-residency Creative Writing MFA program.

In keeping with our mission "To empower creativity .and leadership in Native arts and cultures through higher education, lifelong learning and outreach," IAIA works to prepare our students for success and leadership that reflects Native cultures and values.  IAIA also provides culturally based programs that fulfill the physical, social, emotional, intellectual and spiritual needs of our students.

As the birthplace of contemporary Native art, IAIA has educated Native American artists from across the country, and is recognized as a national center of excellence in contemporary Native arts and cultures through exhibitions, research, Indigenous exchange and other educational programs. Our over 4,000 graduates have gone on to excel on the world wide art stage by creating new art while keeping traditional art and art forms alive. Many of the artists that pass through our halls go on to exhibit and sell their work throughout the country.

The Title Ill 2015 Fiscal Year funding will allow IAIA to further the develop the faculty to better prepare them for the classroom and to develop curriculum; purchase library books and other educational materials; acquire equipment that will strengthen the academic programs; construct, maintain, renovate and improve classrooms, libraries, laboratories, and other instructional facilities; strengthen our financial management; improve our student services with tutoring and counseling; improve our development office to strengthen or improve contributions from alumni and the public sector; and enhance our outreach programs that encourage Indian elementary and secondary school students to develop the academic skills and the interest to pursue postsecondary education. The proposed activities are necessary for the enhancing the foundation and building the capacity of the institute, the faculty and in supporting the academic success of the students.

**Navajo Technical University—P031D150018**

Crownpoint, New Mexico

Title:  Navajo Technical University Educational and Administrative Strengthening Project

Navajo Technical University had its charter reaffirmed by the Navajo Nation Council on November 1, 2006. Navajo Technical University was first founded in 1979 as the “Navajo Skills Center” in Crownpoint, New Mexico on the Navajo Reservation. The school was designed to help a largely unemployed population develop work skills to become employable for jobs in and around the Navajo Nation. The Skill Center’s early success at teaching students the fundamental knowledge and skills needed to get jobs in the areas taught by the university at that time and became more; students and Navajo communities began to request additional areas of study. In response to the requests, in 1985 the Board of Regents and Navajo Nation changed the Skills Center’s name to Crownpoint Institute of Technology, thus creating the first higher education institution focusing on vocational and technology-related degrees on the Navajo Indian Reservation. This led to the successful development of associate of applied science degrees (A.A.S.) that expanded the school’s mission.

In 1994 Crownpoint Institute of Technology became part of the land grant system of colleges and universities along with 33 other tribal colleges and universities. Then in 2005 it became a fully accredited institution of higher learning after successfully becoming approved by the Higher Learning Commission of the North Central Association of Schools and Colleges (HLC). In 2008 the HLC approved the opening of the university’s first off-campus instructional site in Chinle, Arizona. This is now a fully operational site, offering several A.A.S. degree programs.

The university currently offers degrees in: Computer Science (computational science preparation and programming), Digital Manufacturing (engages Computer Aided Drafting, industrial engineering, and laser scanning), and New Media (teaches digital film making, video arts, computer animation, and web design and the technologies important to those fields). The baccalaureate degree programs include, Industrial Engineering, Information Technology with tracks in Computer Science, Digital Manufacturing and New Media, and Environmental Science and Natural Resources Activities.

The Navajo Technical University Educational and Administrative Strengthening Project has the following major foci:  (1) To improve Navajo Tech’s engineering program by continuing to increase student enrollment and retention and online courses.  (2) To assist and improve the data and program assessment processes by increasing positive outcomes for the HLC review and reports.  (3) To continue the increasing retention at the Crownpoint campus in Crownpoint, New Mexico, and the Chinle instructional site in Chinle, Arizona, and help underprepared high school students succeed at a higher rate by continuing the First Year program.  (4) To continue the improvement and expansion of the E-Learning capacity as part of the long-term cyber-infrastructure effort that will enhance multi-media courses, and strengthen connectivity to the Chinle site.  (5) To continue improving the student tutoring services, advisement and Jenzabar certifications at Crownpoint and Chinle sites.  (6) To continue building Navajo Tech’s endowment fund.

This project is designed to help the university with continued improvements to the E-Learning system and offerings, which will result in continued improvement and expansion of the engineering and science technology advancements, and its bachelor of applied science degree. The project will also improve classroom space, strengthening of the data and assessment collection and reporting processes, the continued improvement of the first year program and student advisement, improve Jenzabar system capabilities, and continued building of the university endowment fund.

**Southwestern Indian Polytechnic Institute—P031D150026**

Albuquerque, New Mexico

The Southwestern Indian Polytechnic Institute (SIPI) is a National Indian Community College that provides postsecondary educational opportunities for American Indians and Alaskan Natives.  SIPI is federally-operated, a land-grant institution and is funded by the U.S. Congress through the Bureau of Indian Education.

SIPI officially opened its doors on September 16, 1971 and is located in Albuquerque, New Mexico, in the heart of Indian Country and the center of New Mexico high-tech corridor, near Los Alamos and Sandia National Laboratories.

Project Title:  “Rethinking Student Engagement-Enhancement of Student Learning/Development”

To develop an effective partnership between student affairs and academic affairs to create a campus culture that supports student success at SIPI.

1. Promote Cross-Institutional Dialogue: Develop and Implement a comprehensive pion of action that promotes and nurtures cross­functional relationships and conversations between faculty and student services staff.

2. Create a Common Student Success Vision:  Develop and achieve shared goals between academics and student services to improve student teaching learning and outcomes.

3. Offer Staff/ Faculty Development: Support and host faculty and staff professional development and training focusing on changes and issues of students in higher education today.

4. Activate Informed Perspectives: Analyze and use student data to employ necessary changes in programs and practices to achieve satisfactory student performance at SIPI.

5. Shape the Campus Environment:  Improve the physical environment and conditions of the campus to promote ''a sense of place'' for students.

6. Institute a Development Office: Develop and implement a formal/structured plan of operation of a Development Office.

## North Dakota 

**Cankdeska Cikana Community College—P031D150004**

Fort Totten, North Dakota

Cankdeska Cikana Community College is located on the Spirit Lake Reservation and was founded in 1974 as a tribally controlled two-year community college chartered by the Spirit Lake Nation.

Cankdeska Cikana Community College, Fort Totten, North Dakota, is located on the Spirit Lake Reservation and was founded in 1974 as a tribally controlled two-year community college chartered by the Spirit Lake Nation. The college is accredited by the Higher Learning Commission.

The project includes five activities:

**Activity 1- Institutional Management**

The funds in this year's construction line item would be used to help construct a multipurpose room that will be used for academic events as well as other college events.

**Activity 2 - Student Outreach**

This activity is the development and implementation of a student outreach effort targeting high school students, those out of school, and tribal employees. Evaluative measures include increased outreach activities.

**Activity 3 - Increasing Staff Capabilities**

This activity targets the increase of the number of Instructional and student services staff that has advanced degrees, certifications and trainings. Its evaluative measure is the comparison of staff at existing levels compared to degrees, certifications and trainings, workshops and conferences attained and/or attended.

**Activity 4 - Academic Programs**

This activity is developing and implementing a process that will lead to the comprehensive review and improvement of the academic programs and curriculum. Selected programs and the instructors in those programs will help to develop the program to make sure the programs are up to date and in line with academic and industry standards.

**Activity 5 - Library Acquisitions**

This activity targets the growth of the college's library holdings. The activity would allow the college a needed acquisition of library books, periodicals and other educational materials.

.

**Fort Berthold Community College—P031D150009**

New Town, North Dakota

The Nueta Hidatsa Sahnish College (dba Fort Berthold Community College) is tribally chartered by the Three Affiliated Tribes to meet the higher education needs of the people of the Mandan, Hidatsa, and Arikara Nation.  The College was founded May 2, 1973, as the agency responsible for higher education on the Fort Berthold Indian Reservation located in northwestern North Dakota. The College is tribally controlled by a seven-member Board of Directors.  The Mission reads:  Mandan, Hidatsa and Arikara Nation Fort Berthold Community College will Provide Quality Cultural, Academic and Vocational Education and services for the Mandan, Hidatsa and Arikara Nation.  The Vision states: Mandan, Hidatsa and Arikara Nation Fort Berthold Community College – “A Dynamic Presence that Preserves our Past and prepares us for the Future.”  The Tribal Business Council of the Three Affiliated Tribes changed the name of the Fort Berthold Community College to Nueta Hidatsa Sahnish College (NHSC) reflecting the ability to award four year degrees on March 27, 2015.

The College was granted initial accreditation on February 12, 1988, through the Higher Learning Commission (HLC) of the North Central Association (NCA) of Colleges and Schools as a two-year public institution granting associate level degrees. In February 2006, a visiting HLC Team completed a comprehensive site visit and recommended another 10 year Accreditation status. On February 25, 2011 the College received approval to offer three Bachelor level degrees: Bachelor of Science in Elementary Education, Bachelor of Science in Environmental Science, and Bachelor of Arts in Native American Studies. The College also offers Associate and Certificate level degrees and community education. The College is one of thirty-four tribal colleges recognized as a United States Department of Agriculture’s 1994 Land Grant Institution.  The college is a member of the American Indian Higher Education Consortium (AIHEC). The current enrollment averages 250 students from all six tribal communities of Four Bears, Mandaree Parshall, Shell Creek (New Town), Twin Buttes and White Shield.

The Nueta Hidatsa Sahnish College proposes the following goals for the next five years between October 1, 2015 and September 30, 2020:

Activity 1.  To develop an Office of Research and Development

Activity 2.  To develop a Writing Center

Activity 3.  To develop online courses and online degree programs

Activity 4   To improve assessment of student learning

Activity 5.  To develop and improve academic programs

Activity 6 . To improve Mentor Sites located in remote communities 

Activity 7.  To provide faculty development

**Sitting Bull College—P031D150025**

Fort Yates, North Dakota

Sitting Bull College (SBC) is one of five original tribally-controlled colleges and is located on the Standing Rock Sioux Indian Reservation (SRSIR).  Dr. Laurel Vermillion is the president of the college.  The college's purpose, expressed in our mission, is broad and takes responsibility not just for education but also for support the preservation of our culture and language and to the improvement of economic development:  "Sitting Bull College is an academic and technical institution committed to improving levels of education and training and economic and social development of the people it serves while promoting responsible behavior consistent with the Lakota I Dakota culture and language."

Founded in 1973, SBC is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and serves more than 300 students each year. The College offers a broad range of transfer and technical Associate degree programs, certificates, and seven Bachelor's degree programs. Academic and other support services further meet our students' needs.

SBC's students are a diverse group with a number of at-risk characteristics. The majority of SBC students are Native American, older than average, female, low-income, first-generation, and underprepared for college work. Our faculty is dedicated to helping them succeed; three-fourths of all faculty have earned Master's or doctorate degrees and serve SBC's students at a ratio of one to nine. 

The Standing Rock Indian Reservation is uniquely located in southern North Dakota and northern South Dakota. The land area is approximately 2,300,000 acres of which 1,408,000 acres are under federal and tribal jurisdiction. This Indian Reservation is larger than the States of Rhode Island and Delaware and approximately the size of Connecticut but with fewer than four persons per square mile as compared to 4,845 persons per square mile in Connecticut. The primary land use is ranching and dryland farming.

The activities will fall under the following authorized activities:

· Develop academic support services, including advising and mentoring students.

· Deliver new or improved methods to student services, including counseling, tutoring, and instruction in basic skills.

· Provide new technology or methodology to increase student success and retention or to retain accreditation.

· Collect, access, and use information about the institution's operations for improved decision making.

· Faculty development that provide faculty with the skills and knowledge needed to maintain current within their professions.

· Eliminate the distance and high cost associated with providing academic programs and academic support.

· Purchase of library books, periodicals, microfilm, and other educational materials, including telecommunications program materials.

· Establishing community outreach programs that encourage Indian elementary school and secondary school students to develop the academic skills and the interest to pursue postsecondary education.

**Turtle Mountain Community College—P031D150029**

Belcourt, North Dakota

Turtle Mountain Community College (TMCC) was established by tribal charter in 1972 as a two-year college. It is fully accredited by the Higher Learning Commission of NCA. The college is a 1994 land grant institution. TMCC presently offers three baccalaureate degrees (Elementary Education, Secondary Science & Early Childhood); an Associate of Alts; an Associate of Science; Associate of Applied Science; and vocational certificates.  It offers approximately 100 courses per term. The students of TMCC are almost exclusively from the Turtle Mountain Band of Chippewa Reservation.

In the fall of 2013-2014, there was a total of 487 full-time students.  Ninety-six percent of those total students identified as American Indian.  Of these students, 38 percent are between the ages of 18 to 21 with a majority being female (62 percent).  Fifty-one percent of those students are single and 35 percent are single with dependent children. In addition, 20 percent of the full-time American Indian students are first-time college entering students and over one-fourth of this group earned GED's.  Eighty percent of the college's first-time entering student population is eligible for federal financial aid with 77 percent of first-time entering students identified as first generation. Of the first-time entering group, 67 percent took TMCC's skills pre-assessment test and all of placed in in both math and writing development courses.

The TMCC Title III Formula  F five year application provides for the development of four baccalaureate programs of study in the field of Secondary Education and a Master in Educational Leadership. This initiative to develop more upper level degree granting programs is firmly based on the expressed needs of the Turtle Mountain reservation community; the Turtle Mountain Band of Chippewa Tribal Council; and the Turtle Mountain Community College Board of Directors.

Project Goal: To develop baccalaureate degree programs of study that will provide culturally competent professionals for the Turtle Mountain Band of Chippewa school systems; the tribal membership infrastructure; and multifaceted leadership needs.

Measurable Objectives: Over the next five years, this application establishes appropriate activities, measurable objectives, tasks and evaluation processes that will successfully guide this five-year initiative.

**United Tribes Technical College—P031D150030**

Bismarck, North Dakota 

Established in 1969 to address the economic development manpower needs of Native American tribes, United Tribes Technical College (UTTC) is the first inter-tribally owned and operated post-secondary vocational institution in the nation.  Located on a 237-acre campus three miles south of Bismarck, North Dakota, the college is owned and operated as a 501(c)(3) non-profit corporation by the five federally-recognized Tribal Nations sharing borders with the state of North Dakota. These are:  Sisseton-Wahpeton Oyate, the Three Affiliated Tribes of Fort Berthold, the Spirit Lake Nation, the Standing Rock Sioux Tribe, and the Turtle Mountain Band of Chippewa Indians.  Control of the college is vested in a Board of Directors comprised of ten members with the Tribal Chairperson and one other tribal member selected by the tribal council of each tribe.

Over the past four decades, UTTC has offered a high quality college education in a supportive and culturally appropriate setting to thousands of Native students representing over 75 tribal nations. In doing so, UTTC provides crucial job training and other means of economic development in Indian country. Additionally, UTTC provides leadership and influences public policy on American Indian higher education issues through advocacy, research and program initiatives; promotes and strengthens indigenous cultures, communities and tribal nations; and In UTTC's unique position as a residential inter-tribal campus, serves and supports other emerging Tribal educational and economic development efforts.

Today, UTTC provides training in three Bachelor of Science Degrees, 20 Associate of Applied Science Degrees and 16 Certificate programs. The academic programs are accredited by the North Central Association of Colleges and Schools. Other organizations and agencies provide additional certification including the Bureau of Indian Affairs, North Dakota Law Enforcement Council, American Health Information Management Association, North Dakota Board of Nursing, National Automotive Technicians Education Foundation, National League for Nursing Accrediting Commission and North Dakota Department of Education Standards and Practices Board.

UTIC will use the formula-based Title 111 Part F funding for the following activities:

· Activity 1:  Provide academic instruction in disciplines in which Indians are underrepresented

· Activity 2:  Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the faculty's field of study

· Activity 3:  Strengthening the development office to improve contributions from alumni and the private sector

· Activity 4:  Improve Campus Technology and Infrastructure

## South Dakota

**Oglala Lakota College—P031D150021**

Kyle, South Dakota

Oglala Lakota College (OLC) is a tribally controlled college on the Pine Ridge Indian Reservation in southwestern South Dakota. The reservation is home to about 34,641 Oglala Lakota (Sioux) (HUD, 2015) on 3,468 square miles which is larger than Delaware and Rhode Island combined.  Oglala Lakota College also has the He Sapa Instructional Center in Rapid City which according to the 2000 U.S. Census has a population of 12,000 Indian people (mostly Lakota) and the Cheyenne River Instructional Center in Eagle Butte, South Dakota, on the Cheyenne River Indian Reservation which has about 14,600 Indian people. Cheyenne River has the poorest and Pine Ridge the 3rd poorest areas in America (US Census 2012). OLC was chartered in 1971 by the Oglala Sioux Tribe to provide higher education on the Reservation and preserve and teach the Lakota language and culture.

Oglala Lakota College was founded by the elders of the tribe in 1971 to counter the bleak statistics and to preserve the Lakota identity, culture and values.  Until 1983 OLC operated under agreements with the South Dakota University system and offered mostly associates degrees.  In 1983 OLC was accredited by the North Central Association at the associate’s level, in 1988 at the Bachelors level and in 1993 was allowed to offer a Masters in Lakota Leadership/Management.  OLC currently has 1,800 students a year of whom 70 percent are women and 95 percent are Native American.  OLC has averaged over 150 degree graduates a year since 2010.

Title of Activities

1. Academic Quality

OLC has a large and scattered student body. Our key objectives over the next five years are to:  (1.) Increase enrollment by  two  percent a year for five years (10 percent).  (2.) Increase retention by two percent a year for five years (10 percent).  (3.) Increase persistence by two percent a year for five years (10 percent).  (4.) Increase the completion rate by two percent a year over five years (10 percent) Strategies for this include better communication, an early alert system, strengthening advising and mentoring including orientation, collecting and analyzing data, improving teaching methods, clarifying instructional programs and degrees for clear student expectations, and improving the scheduling process. The faculty development and work by the faculty will play a large part in meeting these objectives.

2. Fiscal Stability

As mentioned earlier OLC is located in poverty areas and deals mainly with low income students. We met the goal of Phase V of our Rebuilding the Lakota Nation Through Education Capital Campaign which include an Endowed Faculty (assisted with Title III) and Scholarship Endowment.  Over the next five years our objective will be to increase the student scholarship endowment.

**Sinte Gleska University—P031D150023**

Mission, South Dakota

Sinte Gleska University is a tribally controlled institution of higher education located on the Rosebud Sioux Reservation in south-central South Dakota. The University proposes to use Title Ill, Part F funds for three purposes:  1) Strengthen Technology Capability; 2) Provide Academic Instruction in Disciplines in which Indians are Underrepresented, particularly Business and Human Services; and 3) Construction, Repair, and Renovation. The goals of the activities are to continue to strengthen the technology infrastructure so that all classrooms, offices, and student spaces have access to the World Wide Web through high-speed bandwidth and are equipped with the tools and devices needed to provide an outstanding learning environment.  A second goal is to enhance the course and programs offered in the Human Services and Business Management Departments, along with assessing the core general education courses to ensure students in all departments have the academic skills necessary to persist in their degree program through graduation.  This activity will take place in years 1-3, after which the University will absorb all costs into its operating budget. The third goal includes construction, and by the end of the five-year grant period (2020), funds will have contributed to the architecture, design, and build of a Wellness Center/Student Center.

**Sisseton Wahpeton College—P031D150024**

Agency Village, South Dakota

Sisseton Wahpeton College (SWC) was founded in 1979 and received full accreditation in 1994. We are an autonomous entity of the Sisseton Wahpeton Oyate (Tribe). The primary goal of this project is to strengthen the Sisseton Wahpeton College’s infrastructure in order to provide high quality secondary education to the members of the Sisseton Wahpeton Oyate and others living on the Lake Traverse Reservation. As a small tribal college without direct financial support from the Sisseton Wahpeton Oyate or State government, resources are very limited.

Through the support of this project SWC will implement aspects of the Academic Plan that are consistent with the goals of the Department of Education for this program. The primary focus is to improve the quality of instruction at SWC. This effort includes the revision and expansion of existing courses. The replacement of out-of-date programs with new ones that are desired by our students and provide the skills needed within the reservation community.

A major effort is to secure HLC accreditation to expand allow the offering of baccalaureate degree programs, including a Business-Computer Science hybrid program, Elementary Education, and Dakota Studies.  Later efforts may include a degree in Social Services and a four-year Registered Nursing programs. However, in order to accomplish this the College must improve its infrastructure and capacity to offering more advanced classes.

A related initiative is the effort to improve the transfer of students to other institutions offering baccalaureate programs in areas that are not supportable at SWC due to institutional resources. Therefore, it is critical that both our faculty and the level instruction at SWC are at, or above, accepted standards. As a result the College has begun a process to assess each degree program for both quality and fiscal sustainability. This program will be vital in these efforts and to expanded targeted areas. The Education Assistance Program is also critical to ensure that all faculty, along with key staff, have the requisite skills and degrees. This program will help faculty achieve master degrees and/or national or industry certification in order to improve the quality of course content and delivery.

## Washington

**Northwest Indian College—P031D150020**

Bellingham, Washington

Northwest Indian College (NWIC) is a tribally controlled college that is accredited at the two-year and four-year degree level. The main campus is located on the Lummi Nation near Bellingham, Washington. It has six reservation-based extended campuses:  Muckleshoot (Auburn, Washington); Nez Perce (Lapwai, Idaho); Nisqually (Olympia, Washington); Port Gamble S'Klallam (Kingston, Washington); Swinomish (La Conner, Washington); and Tulalip (Tulalip, Washington).

The Northwest Indian College charter reflects the vision of its founders as:  "To improve the quality of. life with all northwest Indian Communities by encouraging, preparing and promoting Indian people to successful completion of secondary and post-secondary education."  The tribal values, educational philosophy, and purpose as defined in the charter provided the framework for the review and revision of the College's mission statement and development of the current strategic plan.

Current Mission Statement (adopted July 2004)

Through education, Northwest Indian College promotes indigenous self-determination and knowledge.

Core Themes

The following Core Themes of the 2010-2017 Strategic Plan Inform how the College intends to fulfill its mission (adopted by the board of trustees November, 2010).

1. Engage Indigenous knowledge

2. Commitment to student success

3. Access to higher education opportunities at all levels for tribal communities

4. Advance place-based community education and outreach 

The grant has two major activities:  

1. Strengthening Student Services through--

a. Site-Based Student Success

b. Advising

c. Tutoring

2. Strengthening Institutional Management

a. Professional Development

b. Financial Management

c. Institutional Research and Assessment

d. Funds Development through grants writing and Public Information

e. Technology

Wisconsin

**College of Menominee Nation—P031D150006**

Keshena, Wisconsin

College of Menominee Nation (CMN) is an accredited, tribally controlled, four-year community college and land-grant institution.  The College serves the Menominee Nation, neighboring tribal nations, and surrounding communities.  The main campus is located on the Menominee Reservation in Keshena, Wisconsin, with a second campus located near the Oneida Reservation in Green Bay, Wisconsin.  CMN offers one baccalaureate degree program, fifteen associate degree programs, five one-year technical diplomas, and three certificate programs.  It annually serves over 650 students from over 20 different tribes.

Title of Activities:

Activity 1:  Increase CMN's fiscal stability and growth through Sponsored Programs Improvements

Activity 2:  Increase CMN's fiscal stability and growth through Development Office Improvements

Activity 3:  Increase CMN's fiscal stability and growth through Business Office Improvements

**Lac Courte Oreilles Ojibwa Community College—P031D150014**

Hayward, Wisconsin

Lac Courte Oreilles Ojibwa Community College (LCOOCC) was chartered by the Lac Courte Oreilles Tribe in 1982. It has been fully accredited by the Higher Learning Commission of the North Central Association since 1993. The college currently employs approximately 60 full-time faculty and staff and serves on average 525 students per semester (headcount). The college has its campus located on the LCO Reservation and maintains three degree sites on other reservations in northwestern Wisconsin. Current academic offerings include 16 associate degree programs and four certificate programs.

Title of Activities: 

Activity:  Student Engagement 

This activity will bring new focus to activities designed to increase student persistence and completion.

Activity:  Human Resources: 

For further development of information and tools designed for support and effective communication of human resource information and employee benefits information.

Activity:  Learning Center: 

The college plans for the establishment of a Learning Center that will provide support for development skill attainment (in areas of reading, writing and math) for college students. This activity also includes a new program to deliver instruction in regional jails and support the continuation of post-secondary education in those project participants after release.

Activity:  Instruction: 

Five full-time faculty will be supported, in whole or in part, for their instructional positions utilizing project funds. All faculty teach within disciplines in which Native American Students are underrepresented.  Funds are also utilized to secure leases for the delivery of instructional programming at the College’s Outreach sites.

12/04/2015