# American Indian Tribally Controlled Colleges and Universities

# (TCCU) Part A, 84.031T – FY 2015 Abstracts

## Alaska

**Ilisagvik College—P031T150012**

Barrow, Alaska

Title:  Developing Faculty and Staff

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 focused on improving our capacity for instruction through professional development for our faculty and staff, particularly in the area of technology. These activities can be grouped into the following areas/objectives: (1) professional development of faculty and adjunct instructors, combined with trainings for key support staff; (2) continuation of an Instructor position, which concentrates on faculty development, supporting innovations in course development and delivery; (3) improved technology in the mathematics program through the funding of the Developmental Mathematics Instructor; and (4) improved network capability and operations to support the delivery of instruction in our outlying buildings (huts) and the modernization of our records management system. llisagvik proposes to further support these activities through the following objectives: (5) improved financial stability of the llisagvik College Foundation through a transfer to the endowment; and (6) program management and oversight of all objectives to be funded under the Title Ill grant program.

Development for faculty and staff through trainings on field-specific topics and technology will raise the quality of instruction in all programs and increase the capacity of staff to educate our students. Increasing the network quality and efficiency of our huts, which are essential classroom locations for llisagvik, will also allow us to improve the quality of our instruction.

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—P031T150007**

Tsaile, Arizona

Diné College, the oldest and largest Tribal College in the United States, proposes multiple strategies to support students and improve retention and graduation rates.  The overall goals of this initiative are to: Develop and support academic success and opportunities for students; Establish and enhance campus learning through the advancement of technology; Enhance a culture of data-driven decision making; and Expand student success programs and services that address student readiness, college success and educational and professional pathways.  To accomplish these goals, development activities will fall into nine strategies:

1. Develop new Bachelor Degree Programs and Enhance Institutional Partnerships

2. Upgrade and Integrate Distance Education and Online Courses

3. Establish a Career Placement Office to Support BA Programs

4. Develop Outreach Services for K-12 with Placement Test Prep Curriculum

5. Develop a Tutoring Department with Writing and Math Labs

6. Expand Counseling Services for Students

7. Incorporate New Retention and Advising Initiatives

8. Establish Living and Learning Communities within Residence Life

9. Establish a Data Repository  

Specific quantitative performance indicators to be tracked and reported are as follows:  

1. The number of full-time degree-seeking undergraduates enrolled at TCCU institutions.

2. The percentage of first-time, full-time degree-seeking undergraduate students at four-year TCCU institutions who were in their first year of postsecondary enrollment in the previous year and are enrolled in the current year at the same TCCU institution.

3. The percentage of first-time, full-time degree-seeking undergraduate students at two-year TCCU institutions who were in their first year of postsecondary enrollment in the previous year and are enrolled in the current year at the same TCCU institution.

4. The percentage of first-time, full-time degree-seeking undergraduate students enrolled at four-year TCCU institutions graduating within six years of enrollment.

5. The percentage of first-time, full-time degree-seeking undergraduate students enrolled at two-year TCCU institutions who graduate within three years of enrollment. 

6. The cost per successful program outcome:  federal cost per undergraduate and graduate degree at TCCU institutions.

7. The number of students participating in each of the nine components outlined above, the services/components utilized by each student and the length of participation. 

**Tohono O’odham Community College—PR01T150028**

Sells, Arizona

Title:  Our Circle of Strength

*Our Circle of Strength*is the Title III, Part A Program and the title reflects the strength in Tohono O'odham Community College students, faculty, staff, and administrators. The Tohono O'odham Nation chartered Tohono O'odham Community College 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.

The Title III grant named *Our Circle of Strength*has designed and with Title III funding will implement the following four rigorous and comprehensive goals for student success for the next five years.  These goals cover retention, STEM (science, technology, engineering, mathematics) subjects into the Himdag, STEM collaborations with schools to encourage Indian students to stay in school and go on to college, and technology.

Tohono O'odham Community College’s proposed goals, objectives, and activities include funding retention efforts that encompass the Student Success Center with tutors, the mentoring program, and the early alert retention system. Another goal is the integration of STEM subjects into the Himdag, thus encouraging STEM through the Tohono O'odham cultural lens.  Outreach activities including initiating school programs to encourage Indian students to go on to college, study cohorts, student workshops (time management, learning styles, study skills, test taking skills, resume writing, interviewing skills), and the dual enrollment program for high school students. Technology is the last goal and includes the iPad project, distance learning, online learning communities, and designing a technology degree and certificates to address the digital divide

## Kansas

**Haskell Indian Nations University—P031T150011**

Lawrence, Kansas

Haskell Indian Nations University has proven to be a leader among tribal colleges and universities with the establishment of a two year associates degree program and a bachelor of arts and science degrees in areas of business, American Indian studies, environmental sciences and elementary education.

The University has approved a 2020 Strategic Plan and Guiding Principles that will guide the University in the next five years.  This award will parallel these Guiding Principles for the next five years.

The goal of this funding will be to create and establish a learning community that will embrace students, faculty, staff, and administrators.  The objectives are:

1. To establish a First Year Program that will assist entering freshman into the college environment.

2. To strengthen and build capacity for the Student Success Center by increasing staff

3. support that will include two freshman advisors.

4. To build capacity for faculty and student service professional staff by providing professional development assistance in their areas of expertise and an increased knowledge of current proven practices and research.

5. To strengthen funds management through the development of a grants tracking system that will monitor external funds and the ability to intertwine the system with the University Finance System.

6. To continue to suppo1t the Library with current on-line data bases, periodicals, and research information that will assist students and faculty in research activities.

7. To continue one year of infrastructure support for the Haskell Foundation to complete their policies and procedures, and finalization of a fundraising plan that will benefit Haskell University in meeting their Strategic Plan Objectives.

8. To design and build a Student Services Center to offer a one-stop center for all student service programs.

9. To renovate Science classrooms and laboratories in the Sequoyah Building.

The overarching goal of creating a community of learning encompasses a focus on student retention and graduation, and to provide student services that promote a learning and living environment conducive to retention and graduation. To achieve this goal entails participation from faculty, staff and administrators in building their capacity to reach the goal of a "community of learning."

## Michigan

**Bay Mills Community College—P031T150002**

Brimley, Michigan

Bay Mills Community College 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.

Bay Mills Community College 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.

Bay Mills Community College 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.

The budget for this fiscal year will support the salaries and fringe for the Title III Director, the Information Technology Department Chair and a student worker.  This is necessary for the efficient operation and oversight of Title III funding.  Minimal funds have been allocated for staff travel to keep up on changing technologies.  Supplies include the cost of telecommunications for effective college operations and necessary annual license agreements and fees.  This funding cycle will include finishing the construction on the community water and sewer project; which is necessary for college infrastructure and to allow for future expansion.  The only way the college can expand is to eliminate current drain fields, as we have limited space available.  The college is planning a new administrative and classroom facility to begin in spring 2016.   Other costs included in this grant are space costs, telephone, training costs, and quasi endowment contributions; all of which have been included in past fiscal years.  We will, once again, commit 20 percent of funds to the quasi-endowment.

## Minnesota

**Fond du Lac Tribal and Community College—P031T150008**

Cloquet, Minnesota

Fond du Lac Tribal and Community College is the result of a partnership with the Fond du Lac Band of Lake Superior Chippewa and the Minnesota State Colleges and Universities system. The mission is to provide higher education opportunities for its communities in a welcoming, culturally diverse environment.  Fond du Lac offers associate degrees as well as transfer credits across more than 30 fields of study. The college is accredited by the Higher Learning Commission of the North Central Association of College and Schools, and is a member of the American Indian Higher Education Consortium. On August 5, 2013, Fond du Lac Tribal and Community College applied for additional accreditation of the American Indian Studies Associate of Arts Degree Program through the World Indigenous Nations Higher Education Consortium. The American Indian Studies Associate of Arts Degree Program at Fond du Lac Tribal and Community College is currently in candidacy for World Indigenous Nations Higher Education Consortium accreditation with a self-study scheduled in the coming year

Purpose: This grant primarily focuses on increasing student success and retention of Native students by implementing new programming and the deepening and expanding of two successful existing projects:  1) The Nandagikendan  (Seek to Learn) Summer Academies; and 2) Ojibwemotaadidaa imaa Gidakiiminaang (Let's Speak Ojibwe on Our Own Land) Language Immersion Academy. Additionally, a dimension of this proposal encompasses various projects focused on furthering student success, increasing our retention, academic program development, and personnel costs related to the projects.

Funding is requested for the following components which will benefit and serve our Native students.

· Enhanced Nandagikendan Summer Academy for entering college students and returning Nandagikendan participants in year-long engagement to improve retention and to move the students rapidly into core courses and through program completion

· Nandagikendan Summer Academy for high school students, including summer academy and monthly follow-up activities throughout the school year aimed at college preparation

· Augment the Ojibwemotaadidaa omaa Gidakiiminaang Ojibwe Language Immersion Academy for Fond du Lac students and PK-12 teachers utilizing the Ojibwemowinining, outside consultants, and the Fond du Lac Reservation.

· Support for on-campus student success through student ambassador programming and continued support of a writing lab to assist in student achievement

· Expanded learning opportunities for Native students, Course program development, and cultural preservation efforts through the Ojibwemowining Cultural Resource Center

· Expanded Financial Advocacy engagement of parents of young students, from Fond du Lac Reservation Head Sta1t to high school for exploring college pathways

· Expanded reach into high schools aimed at college preparation with college-connect courses, which may include remedial courses, for students below a 3.0 GPA

· Faculty Program coordinator for developing Native focused Elementary Education Program

· Continued support for a full-time Title III Project Director, Nandagikendan Academy Director, Financial Literacy Advocate, Business Advocate, and Tribal College Liaison

· Suppo1t of Native STEAM (science, technology, engineering, arts, and mathematics) initiatives with Environmental Institute through our partnership with the Fond du Lac Reservation

· Expand our library and cultural resource center acquisitions

· Staff development

**Leech Lake Tribal College--P031T150015**

Cass Lake, Minnesota

Leech Lake Tribal College (LLTC) 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, ten 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 Internal Revenue Service 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. 

The goals for Leech Lake Tribal College directly support its mission and are tied to its strategic plan.  The goals of the Leech Lake Tribal College for the years 2015-2020 include:

· Provide cutting edge technology to enhance the learning of our students and faculty.

· Provide a stable and secure network to deliver the best available format for learning and teaching while maintaining the integrity of our network and resources.

· Updating classroom equipment and software to stay current in the ever changing IT field.

· Preserve and revitalize Ojibwe culture and language.

· Provide professional development for our staff to help enhance and maintain the skills required for their roles at Leech Lake Tribal College.

· Maintaining and enhancing our social media policies and procedures to reach potential students and as an effective way to communicate.

· Work with our faculty and students to develop alternative teaching and learning methods to best serve our students.

· Support the Leach Lake Tribal College endowment.

**White Earth Tribal and Community College—P031T150031**

Mahnomen, Minnesota  

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 White Earth Tribal and Community College Capacity Building Project will be to strengthen student retention and success through the development and improvement of institutional management, health and safety, and student services.  Activities will include the following:

1. Student services and other staff will utilize the WETCC Student Enrollment Management Plan for improving our outreach, retention, and persistence performance indicators.

2. Increase our number of full-time degree-seeking undergraduates enrolled at WETCC.

3. We will continue to develop our day, evening and weekend course scheduling to accommodate our students so our percentage of full-time degree-seeking students are graduating within three years of enrollment.

4. Administrators will utilize academic operations and student outcome information to make program enrollment management decisions.

5. Professional trainings will be provided to student services staff to better service students.

6. Students will have full access to advising, library assistance, financial aid, computer assistance, student counseling, and academic tutoring/remedial instruction (holistic approach to student services).

7. Outreach and retention coordinator will work with students and families on culturally appropriate strategies to increase retention and graduation rates of Native students as well as perform community outreach to encourage students to pursue post-secondary education opportunities.

8. Provide maintenance and protective services to comply with health and safety issues on a growing and expanding campus.

## Montana

**Aaniiih Nakoda College—P031T150001**

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 three activities.

Activity 1:  The project will maintain and operate an Office of Institutional Research in order to improve Aaniiih Nakoda College's ability to collect, access, and use information about the institution's operations for improved decision making.

Activity 2:  The project will establish and expand community outreach programs that will encourage local elementary and secondary school students to develop the academic skills and the interest to pursue postsecondary education at Aaniiih Nakoda College.

Activity 3:  The project will strengthen Aaniiih Nakoda College's instructional programs by improving curriculum and methodology for existing academic programs in order to stabilize or increase student enrollment, especially in disciplines in which Indians are underrepresented.

**Blackfeet Community College—P031T150003**

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 granted 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 A Institutional Development:

1. Information Technology/Jenzabar Implementation 

2. Procurement Development

3. Institutional Research

4. Office of Sponsored Programs

5. Marketing and fundraising Development

6. Professional Development

**Chief Dull Knife College—P031T150005**

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 on-line.

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 is directed at providing critically needed personnel salaries and fringe benefits as well as associated staff travel and supplies funding.

**Fort Peck Community College—P031T150010**

Poplar, Montana

The Fort Peck Community College (FPCC) plans to utilize the Department of Education’s FY 2015 Title III Part A grant funds to implement the “Strengthening Internal Efficiency & Increasing Academic Effectiveness at FPCC” project that is described in this document. The grant narrative and accompanying budget are for the five-year grant period of the application solicitation, which covers the 10/1/2015 – 9/30/2020 time period. These funds will allow the college to fill key positions amongst staff and faculty that will provide the resources to carry out the mission of the institution.

These funds will also allow FPCC to enhance its American Indian Studies curriculum, as well as allow the college to continue integrating a Database manager into the Information Technology staff to be responsible for the operations of the Jenzabar software program that connects all data aspects of the institution within one comprehensive program. These funds will provide for administrative expenses within the Institutional Development Division of the college to carry out their function and activities in strengthening band advancing the institution’s capacity. This grant will allow FPCC to fill administrative positions and faculty positions in various academic disciplines. This will allow the college to adequately meet the demand for instruction in academic fields by providing instructors to teach additional course offerings in the various disciplines identified for the academic years of the project.

With the expansion of distance learning in FPCC’s remote region, the online course offerings have been slowly expanding to reach communities that are prohibitive from being able to utilize the college’s resources and classes’ on-campus. In continuing to assess and improve academic quality, FPCC will engage in additional part-time adjunct faculty to fill the gaps and deficiencies in other disciplines within the institution to increase the course offerings to students to enhance and expand their educational experience. These grant funds will also allow for increased curriculum development in American Indian Studies, especially language and history. By utilizing the history research and cultural development that occurs through this activity, it will strengthen the institution educationally as well as provide additional resources in documenting the Tribes’ culture and history for future generations.  These grant funds will provide for administrative expenses for the Institutional Development Division of the college to assist in operating in an efficient and effective manner, allowing for the strengthening of the institution by providing for travel expenses, consulting services, and general office supplies and equipment.

Finally, these grant funds will provide for a Career Development Coordinator’s salary and fringe benefits for this position that will work with students, businesses, municipalities, organizations, and other workforce related agencies to serve as a bridge connecting these entities with one another in fulfilling the needs of the local workforce and students. This position will also be responsible for upper-division distance learning courses and transfer requirements through the articulation agreements that FPCC has with various higher education universities.

**Little Big Horn College—P031T150016**

Crow Agency, Montana

Little Big Horn College is a public two-year tribally controlled community college located in Crow Agency, Montana, in the south-central part of the state.  The Crow Indian Reservation covers 2.28 million acres, mostly in Big Horn County, an area that is approximately ninety miles east-west and sixty miles north-south, nearly the same geographic size as the state of Connecticut.  The Little Big Horn College campus is situated along the banks of the Little Big Horn River in the town of Crow Agency, Montana Capital of the Crow Nation.

Little Big Horn College was established in 1978 under the Tribally Controlled Community Colleges Assistance Act. The College Charter granted by the Crow Tribal Council in 1980 authorizes Little Big Horn College to establish, maintain and operate an educational institution at the postsecondary level on the Crow Indian Reservation. In 1981, Little Big Horn College offered classes and enrolled thirty-two students. Little Big Horn College obtained accreditation from the Northwest Association of Schools and Colleges in 1990.  In addition, in 1994 Little Big Horn College was among the tribal colleges that gained Land Grant Status. The College grants Associate of Arts and Associate of Science degrees and certificates in areas that reflect the developing economic opportunities and social needs of the Crow Nation and surrounding communities, offering instruction by traditional distance education methods.

Little Big Horn College is experiencing an increase with a younger student population, a need to continue planning for a changing educational environment, a need to keep personnel updated with new methods of learning, a need to provide leadership opportunities to personnel, a need to utilize consultants in areas that the college does not have expertise and the growing need of communicating with a younger student clientele is evident, with the use of technology.

To assess needs, seek resources and to plan to meet needs, a Planning Coordinator position was created to assist with Assessments, Accreditation, Strategic Planning and Public Relations.  A Facilities Manager position was also created to assist the college with facilities that were built with "green" operations.  Facilities that have options for alternative energy and functions that are computerized.  A Computer Technician and Information Technology Assistant will also assist in supporting the technological needs of the college.

Technology needs, such as refreshing lab computers, accessories and other supporting equipment will be performed. Displays, communication devices and other technology upgrades will be purchase to stay abreast of the demands on technology.  With the continued challenges of resources, contractual groups and individuals will be contracted/utilized to strengthen areas within the college.

**Salish Kootenai College—P031T150022**

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, maintains a Facilities Master Plan, updated and revised annually, to guide construction and renovation of facilities in alignment with program development and fulfillment of our mission. This Tribally Controlled Colleges and Universities Program will assist SKC in efforts to construct new, or expand and renovate existing, facilities.  SKC will focus on the long-term infrastructure needs of the institution to house and improve programs in the critical goal areas of academic program improvement and student support services. The primary focus of this Part A program will be on facilities and infrastructure.

The Facilities Master Plan is revised annually by the SKC Board.  In the past, natural disasters and severe weather have impacted the capacity of Salish Kootenai College to complete a project within the scope of time originally proposed.  In addition, occasionally, a new problem is identified and must be addressed with urgency (like a failing roof) causing the institution to need to pivot quickly to a different short-term goal. Toward that end, we have created a list of anticipated projects that are essentially maintained as "shovel ready" allowing for rapid construction, renovation or repair, in response to changing conditions. This is part of the plan, not a divergence from it.  All projects are linked to academic program and students services improvements. Following is our list of potential Focus Projects:

T&T - Testing and Tutoring Center - and Home for Department of Academic Success would add approximately 6,500 square feet to the Adeline Mathias building and house the future success coaches, tutoring and assessment services.

Late Louie Caye, Sr. a small building with a circular classroom I meeting space and offices in a design reminiscent of a tipi or lodge and would become a state of the art space with striking cultural elements going from 2,800 square feet to 7,000 square feet.

John Peter Paul, currently home to the nursing department and dental assisting program is the oldest building never before renovated on campus.  Classrooms need to be brought to 21st century standards including the simulation lab used extensively in nurse training.

Academic Student Housing Pods would create a wraparound system of support for students using a model of emersion in the academic discipline of study. All students living in an Academic Housing Pod are enrolled as part of a cohort in a given program and have a resident advisor upperclassman in the

same program. Common study areas and a pod lab support collaborative student work. Students create the social network of support and community to sustain their efforts through to graduation.

Sustainable Trades and Manufacturing Center is needed to support development of new vocational certificates. It would feature large flexible bays that can open to the outdoors and support manufacturing,

building trades, emergency management and others.

**Stone Child College—P031T150027**

Box Elder, Montana

Chartered by the Chippewa Cree Tribe in 1984, Stone Child College (SCC) is a Tribally Controlled College located on the Rocky Boy's Indian Reservation in north-central Montana. Stone Child College conducted a comprehensive self-study and received initial accreditation on June 26, 1993. Since that time, sec has gone through the accreditation process, including self-studies, site visits and accreditation reaffirmations numerous times. Our next accreditation activity will take place in 2017 by preparing a Year Seven Report and addressing the six recommendations from the 2013 Northwest Commission on Colleges and Universities (NWCCU) Virtual Visit and Peer-Evaluation Report.  In addition to the comprehensive Year Seven Report, the college will be hosting a peer-evaluation team that will be conducting an onsite visit.

The guiding principles for this Title Ill Application are:  to maintain accreditation, maintain clean financial and compliance audits, continue to maintain fiscal stability; provide the highest and latest technology; provide services to our students, follow our core themes, objectives, indicators and benchmarks within our Mission Statement; and plan for the future for the college and our students.  SCC has developed a comprehensive Title Ill strategic plan which encompasses several major priority areas based upon urgent needs identified by the visiting accreditation team, the most recent College Self-Study, the Community Wide Needs Assessment, and by the College-wide Strategic Planning Meetings. With the help of this grant we will complete the following authorized activities.

1) Support of staff and faculty development to assist in attaining advanced degrees.  Support will be provided to six staff with one staff projected to receive advanced degrees during the project period.

2) Funds management, administrative management, and acquisition of equipment for use in strengthening funds management. Included in this activity is training for financial aid staff and maintenance agreements with software support systems that include academic, registration, student billing, accounts payable, accounts receivable and other business related functions.

3) Development and improvement of academic programs and the general education student learning outcomes. The college plans to utilize an expert consultant to provide training for faculty.

4) Assessment of our current degree programs and strategic planning is also a major function of this activity.

5) Improving our endowment fund by 100,000 dollars this year, which Includes 50,000 dollars from non-federal SCC sources and 50,000 dollars from the U.S. Department of Education matching funds.

6) Establishment of a four-year Teacher Education degree program at SCC that is designed to qualify students to teach in elementary schools, with a particular emphasis on teaching Native American children and youth.

7) Integration of computer technology into various sec facilities such as the administrative offices, library, gymnasium, bookstore, faculty offices, and classrooms. Included in this are; general consultative support for reporting, office software, and needs analysis.

8) Improving the college data collection process by creating a data warehouse system.

## Nebraska

**Little Priest Tribal College— P031T150017**

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 student services (Center for Learning and Academic Student Success); strengthen enrollment management and administration; and strengthen professional development for faculty, staff and campus administrators.

**Nebraska Indian Community College— P031T150019**

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 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 four primary areas that are being undertaken with this program are to:  1) Develop and enhance academic support services, including advising and mentoring students; 2) undertake academic instruction in disciplines in which Indians are underrepresented; 3) strengthen the academic quality of the institution; and 4) improve the endowment fund.

## New Mexico

**Institute of American Indian Arts—P031T150013**

Santa Fe, New Mexico

The Institute of American Indian Arts (lAIA) 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," lAIA 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—P031T150018**

Crownpoint, New Mexico

Navajo Technical University was first founded in 1979 as the "Navajo Skills Center" in Crownpoint, New Mexico on the Navajo Reservation.  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.

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:  l) To improve Navajo Tech's bachelor of fine arts degree (BFA) in creative writing and technology by continuing to increase student program enrollment and retention.  (2) To improve infrastructure and financial operations at both the Crownpoint campus in Crownpoint and the Chinle instructional site in Chinle, Arizona.  (3) To continue the increasing retention at the Crownpoint campus in Crownpoint the Chinle instructional site  Chinle, Arizona, and help underprepared high school students succeed at a higher rate by continuing the First Year program.  (4) To continue the improvement of the E-Learning capacity as part of the long-term cyber-infrastructure effort that will help Navajo Tech better serve the Chinle instructional site and future instructional sites.  (5) To upgrade the cyber-infrastructure of the university.  (6) To continue building Navajo Tech's endowment fund.

This project is designed to help the university achieve an accredited graduate degree an MFA in Creative Writing and Technology designed to increase employability for that kind of degree.  The project will also result in continued improvements to the E-Learning system and offerings, the expansion of a bachelor of applied science degree classroom space, the expansion of faculty offices, the continued improvement of the financial management capabilities, the continued expansion of the technology and computer lab infrastructure for the Chinle instructional site and continued building of the university endowment fund.

**Southwestern Indian Polytechnic Institute—P031T150026**

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”

Relying on its Student Services, this project is oriented to improving and increasing college access, student engagement, and student completion using innovative, student-centered approaches.

Project Goals and Objectives

1. Revamp the student transfer/transitional services

2. Implement a student tracking system within the student academic and counseling services

3. Enhance technology support for students to complete advising, registration, and counseling.

4. Use student data to identify early warnings signs of students’ at risk.

5. Support professional development for Student Services staff

## North Dakota 

**Cankdeska Cikana Community College—P031T150004**

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.

The project includes one activity with four goals: 

Activity 1 - Academic Programs

Goal 1 - Through assessment data the college has determined that the retention and completion rates for students in developmental education is at a low rate. The College continues to research effective strategies for teaching of developmental education and for the fall 2015 semester will begin to implement a linking methodology of developmental education with the equivalent college course.

Goal 2 - Through assessment data the college has determined that a more effective means must be developed for retention of first-time freshman students. Therefore, the college will be developing and implementing a first-time freshman cohort advising program with the general education faculty.

Goal 3 - To increase student retention and persistence through the enhancement of the College's Enrollment and advising program. This is accomplished through activities with instructional staff/advisors and students.

Goal 4 - The college is not fully utilizing the student information system (Empower) and upgrades and better integration is need to: support the linking methodology of developmental education with the equivalent college course, integration of the freshman cohort advising program with the general education faculty and the Empower system.

**Fort Berthold Community College—P031T150009**

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 upgrade the hardware, software and support for the technology infrastructure at the College resulting in improved fiscal, administrative, academic and student services.

**Activity 2.**  To improve fiscal planning and management by strengthening the College’s technical capabilities to utilize the Jenzabar EX database system.

**Activity 3.**  To construct a Student Residence Building.

**Activity 4.**  To construct Faculty-Staff Housing.

**Activity 5.**  To construct a Multipurpose and Wellness Center.

**Activity 6.** To renovate Campus Facilities.

**Sitting Bull College—P031T150025**

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 1:9.

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.

These dismal circumstances and strategic planning have prompted SBC to apply to use the Title Ill Part A funds for the following:

· Develop new academic programs or new program options that show promise for increased student enrollment.

· Improve curriculum or methodology for existing academic programs to stabilize or increase student enrollment.

**Turtle Mountain Community College—P031T150029**

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.  80 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 A five year application provides for the development of:  "First Year Experience program'', for new freshmen students; fully accredited on-line programs of study; and a business baccalaureate degree. The 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 Goals are as follows:  1) Developing a program of student success through "First Year Experience" and professional tutors; 2) Developing a baccalaureate business degree program of study; and 3) Develop accredited on-line programs of study that will include certificates, associated and bachelor degrees with new Leaning Management System (LMS).

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—P031T150030**

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.

UTTC will use the formula-based Title Ill Part A funding for one activity:

Activity 1: Construction, maintenance and improvement of instructional facilities

This activity is supported in Goal Two—Improve existing facilities and increase new facilities of the UTTC Strategic Planning document.

## South Dakota

**Oglala Lakota College—P031T150021**

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 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—P031T150023**

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 III Part A funds for three purposes:  1) Student Services and Outcomes; 2) Fiscal Stability; and 3) Strengthening the Development Office.  Two new positions will be created, an enrollment Manager who will work with student services and outcomes, and a Benefits Administrator who will work in the Human Resources office.  Other activities include strengthening academic departments, academic outreach to those adults lacking a high school diploma, and enhancing the fundraising office by adding a grants writer and increasing donor outreach.

**Sisseton Wahpeton College—P031T150024**

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 Strategic Plan and Fiscal Management plans that are consistent with the goals of the Department of Education for this program. The primary focuses will be fiscal stability and compliance issues, especially those targeting internal controls, in order to complete on-time and without comment the A-133 audits and to secure HLC accreditation to expand allow the offering of baccalaureate degree programs.

Other areas of focus will include upgrading the College’s IT/Network infrastructure to support the objectives of this project and those found in the Part F proposal. Renovations and/or the construction of new facilities that would support instructional activities, fiscal stability, and IT improvements.

SWC is trying to improve its ability to address current and future needs by the use of analytics and related techniques.  Therefore the College is focused on strengthening the fledgling Office of Institutional Research to carry-out the planning and follow-up studies necessary to design and evaluate the development of the new programs and procedure changes being implemented.  This effort will also greatly improve the ability to evaluate and assess academic programs and other projects.

## Washington

**Northwest Indian College-- P031T150020**

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 Pian 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

This grant has two activities and it addresses a component of all four core themes:

1. Develop Academic Programs

a. Bachelor's degrees (4)

b. Cultural Curriculum development through the Coast Salish Institute, Indigenous Service Learning Program, and Vine Deloria Symposium

c. Library Services to support the developing four-year programs

2. Construction of new facilities

## Wisconsin

**College of Menominee Nation—P031T150006**

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:**  Develop and Pilot a new Bachelor Degree Program in Liberal Studies

**Activity 2:**  Coordinate Core Academic and Student Services Improvements

**Activity 3:**  Increase CMN's services and stability by updating policies and procedures

**Lac Courte Oreilles Ojibwa Community College—P031T150014**

Hayward, Wisconsin

Lac Courte Oreilles Ojibwa Community College (LCOOCC) was chartered by the Lac Courte Oreilles (LCO) 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.

Titles 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.

12/03/2015