FY 2006 Tribal Colleges Education Equity Grants Program. Program Summary

Transcription

1 FY 2006 Tribal Colleges Education Equity Grants Program Program Summary Multicultural Alliances Science and Education Resources Development Cooperative State Research, Education, and Extension Service U.S. Department of Agriculture September 2006

2 FY 2006 Tribal Colleges Education Equity Grants Program Program Summary Authority for this program is contained in the Equity in Educational Land Grant Status Act of 1994 (7 U.S.C. 301 note) as amended by the Agricultural Research, Extension, and Education Reform Act of 1998 (7 U.S.C note). The U.S. Department of Agriculture (USDA), through the Cooperative State Research, Education, and Extension Service (CSREES), will award grants to the thirty three 1994 Land Grant Institutions as defined in section 532 of the Equity and Educational Land Grant Status Act of 1994, as amended. This Act, as amended in Section 533(a), requires that each 1994 Land Grant Institution be accredited or making progress towards accreditation and be recognized as a legal entity. The purpose of the Tribal Colleges Education Equity Grants Program, hereafter known as TCEG, is to enhance educational opportunities for Native Americans by strengthening instructional programs in the food and agricultural sciences at the thirty three colleges or universities, designated as 1994 Land Grant Institutions. Appropriations are awarded equally among the Tribal Colleges or Universities upon approval of each institution s application for a grant, including a Plan of Work related to the institution s longrange goals. The TCEG looks to fund projects under the targeted areas of support discussed below. Targeted Areas of Support Curricula Design and Materials Development promotes new and improved curricula and materials for courses offered for college credit Faculty Development and Preparation for Teaching promotes development of college faculty teaching competencies, subject matter expertise, or skill in recruiting and advising students Instruction Delivery Systems encourages the use of alternative methods of delivering instruction to enhance the quality, effectiveness, and cost efficiency of teaching programs Student Experiential Learning further develops scientific and professional competencies by providing students with opportunities to solve complex problems in the context of real life situations Equipment and Instrumentation for Teaching provides teachers and students with suitable, up to date, and/or state of the art equipment Student Recruitment and Retention strengthens student recruitment and retention programs to secure the future strength of the nation's scientific and professional work force by attracting and preparing academically outstanding students for careers as food and agricultural scientists and professionals

3 All of the 1994 land grant institutions have experienced growth in their educational programs since the implementation of this program. Especially noteworthy are advances made in the arenas of dietetics and nutrition, environmental stewardship and natural resources development, and community development. The advances have come about through varying degrees of support given to all of the targeted areas, dependent on the individual institutional needs. The growth is reflected in the increased program competitiveness of the 1994s as partially documented in the addition of courses, curricula, and, in some instances, the development of accredited baccalaureate degrees. Furthermore, the 1994s have made great advances in their credibility as demonstrated in their recent success in obtaining additional grant moneys through highly competitive programs. Overall, there has been an increased ability of these institutions to help promote the needs of their respective tribal communities. Since its inception in 1994, the Program has awarded approximately $18,379,071 to the 1994 Institutions with the anticipation to maximize the development, creation, implementation, and positive impact of educational instruction and programming in the food and agricultural sciences. Recognizing that strengthening instructional programs is a long term ongoing process, the TCEG program is interested in funding subsequent phases of previously funded projects in order to strengthen institutional capacity. Institutions are encouraged to build on a theme over several grant awards to reach institutional long range goals. The 1994 Institutions eligible to apply for the TCEG program are: Bay Mills Community College, Blackfeet Community College, Cankdeska Cikana Community College, Chief Dull Knife College, College of Menominee Nation, Crownpoint Institute of Technology, D Q University, Diné College, Fond du Lac Tribal and Community College, Fort Belknap College, Fort Berthold Community College, Fort Peck Community College, Haskell Indian Nations University, Institute of American Indian Arts and Alaska Native Culture and Arts Development, Lac Courte Oreilles Ojibwa Community College, Leech Lake Tribal College, Little Big Horn College, Little Priest Tribal College, Nebraska Indian Community College, Northwest Indian College, Oglala Lakota College, Saginaw Chippewa Tribal College, Salish Kootenai College, Si Tanka University, Sinte Gleska University, Sisseton Wahpeton Community College, Sitting Bull College, Southwestern Indian Polytechnic Institute, Stone Child College, Tohono O odham Community College, Turtle Mountain Community College, United Tribes Technical College, and White Earth Tribal and Community College. Now in its twelfth year, the Program has redirected its efforts to make significant changes in Native American education in agriculture and food sciences. In Fiscal Year (FY) 2006, a total of $2,250,000 was available to support projects, to be equally divided among eligible 1994 Land Grant Institutions. In FY 2006, applicants were required to be submit new applications for a 4 year period, to increase the development of long term goals and extended project success. Also, the Program required a stakeholder input plan be included in the application, to ensure the validity of the project goals and objectives.

4 A total of 29 institutions submitted proposals and were considered eligible for the FY 06 grant cycle. Although non competitive, proposals were evaluated by an eight member peer review panel in June The panel was comprised of representatives from the federal government, and provided key commentary and suggested changes to enhance the positive impact of the projects at the institutions. Each eligible institution received $76,810 as financial support for their projects. The following chart presents information on the grants awarded under the FY 2006 Tribal Colleges Education Equity Grants Program. Project descriptions in summary form are available, also. FY Submitted State Institution Proposal Title PD's Full Name Award Number Award Amount 2006 WI College of the Menominee Nation Advancing Sustainable Development William Mark Van Lopik NE Little Priest Tribal College Cultural Standards Curriculum Development Project Al Martyn MT Fort Peck Community College Equity in Education Carrie Sue Archdale ND Sitting Bull College Enhancement of the Equine Studies Program at Sitting Bull College Arlyne Grey Bear NM Institute of American Indian Arts Institute of American Indian Arts Indigenous Food and Agriculture Science Program 2006 WA Northwest Indian College Planning and Implementation of Place Based, Experiential Bachelor of Sciences Degree Ann Filemyr Rissa Wabaunsee

5 2006 ND Fort Berthold Community College Updated Technology & Enhanced Recruitment Ronald C. Klein ND Turtle Mountain Community College Tribal College Education Equity Grants Program Shane Michael Martin NM Southwestern Indian Polytechnic Institute Southwestern Indian Polytechnic Institute Research and Demonstration Farm: Curriculum Integration and Development 2006 AZ Dine College Increase Capacity & Quality of Education in Environmental Science & Agriculture for the Benefit of the Navajo People Through Collaboration 2006 MI Bay Mills Community College BAY MILLS COMMUNITY COLLEGE, Expanding the Equity of Knowledge 2006 MT Fort Belknap College Promoting Faculty Excellence in Natural Resources Education Angeline Barbara Sells Marnie Kay Carrroll Stephen R. Yanni Dan Kinsey MT Salish Kootenai College Salish Kootenai College TEG: New Directions in Resource Education Patricia A. Hurley Rodgers SD Oglala Lakota College Oglala Lakota College Education Equity Grant Leslie Rae Henry WI Lac Courte Oreilles Ojibwa Community College LCOOCC Education Equity Grant Susan J. Smith MN Leech Lake Tribal College Development and Improvement of Environmental Science Program Harold Lueck

6 2006 ND United Tribes Technical College United Tribes Technical College's Nutrition and Culinary Arts Program Annette Broyles MN White Earth Tribal and Community College Gitigan Stephen P. Dahlberg MI Saginaw Chippewa Tribal College Environmental Science Program Development & Recruitment through Community Outreach 2006 MT Stone Child College Stone Child College Natural Resources Recruitment and Retention Project 2006 AZ Tohono O odham College Everything In The Desert Connects II Education Carla Sineway Douglas L. Crebs Paul Buseck MT Chief Dull Knife College Enhancing Agricultural/Natural Resource Science Educational Opportunities on the Northern Cheyenne Reservation 2006 MN Fond du Lac Tribal and Community College Enhancing Educational Programs Through Nutrition and Gardening Experiences 2006 MT Blackfeet Community College Spirit of the Land on Triple Divide James C. Hafer Peggy Hiestand Harri Terry J. Tatsey NE Nebraska Indian Community College NICC Native Road Educational Model Tribal Colleges Education Equity Grants Program ND Cankdeska Cikana Community College Enhancement of Agriculture and Natural Resources at the Spirit Lake Dakota Nation Ed W. Webster Thalia Esser

7 2006 SD Sinte Gleska University Implementing a One Year Certificate in Tribal Health & Wellness David L. Weisser MT Little Big Horn College Building Agricultural Community Capacity Through Education and Collaboration 2006 NM Crownpoint Institute of Technology Student Recruitment and Retention in Agriculture and Food Science Valerie A. Scott Lawrence Isaac The College of Menominee Nation s Advancing Sustainable Development program will improve and expand the college s Sustainable Development Institute and will integrate sustainable development into other courses across campus. The College of Menominee Nation serves the residents of the Menominee Indian Reservation and its surrounding communities in Wisconsin. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include developing a sustainable development course manual, developing a curriculum design toolkit that integrates sustainable development into new and existing course content and delivery, instituting new courses in sustainable forestry, developing and delivering four Sustainable Development Summer Institutes for faculty, and designing student experiential learning opportunities. This effort supports the college s long range strategic goal to enhance educational opportunities in the field of sustainable development. The "Cultural Standards Curriculum Development Project" at Little Priest Tribal College will initiate a new teaching and learning model that emphasizes science and math courses that transfer to four year food and agriculture degrees. Little Priest Tribal College serves the residents of the Winnebago Indian Reservation and its surrounding communities in northeastern Nebraska. Through support from the Tribal Colleges Education Equity Grants Program, program outcomes will include curriculum that reflects native epistemology ( Native Ways of Being ), placebased active learning methodologies, experiential and research based undergraduate activities, development of cultural standards for new curriculum, and an increase in in class retention rates. The project seeks to increase in class retention rates from 40% of students in math and science classes to 70% of students in math and science classes over four years. The "Education in Equity" program at Fort Peck Community College will develop faculty teaching competencies, subject matter expertise, and recruiting and advising skills. Fort Peck Community College serves the residents of the Fort Peck Indian Reservation and its surrounding communities in northern Montana. Through support from the Tribal Colleges Education Equity Grants Program, the college will use existing relationships with Montana State University to expand agricultural science courses in both classroom and distance learning settings. Short courses in agricultural science will be offered for both traditional and non traditional students. The program supports the overall goals of development of agriculture on the Fort Peck Indian Reservation.

8 The Enhancement of the Equine Studies Programs at Sitting Bull College will enhance a newly initiated Equine Studies program. Sitting Bull College serves the residents of the Standing Rock Sioux Reservation and its surrounding communities in North and South Dakota. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include expanding curriculum to an Associate of Applied Science degree level, recruiting students by creating student activity associations in the community, and participating in tribal cultural events that involve horsemanship. The proposed program will use an advisory board and stakeholder input to develop the curriculum. Program highlights include developing facilities that will support experiential courses and a rodeo club for students. The program will also participate in the cultural rides that link Lakota/Dakota people to horses. The Institute of American Indian Arts Indigenous Food and Science Program will integrate food and agricultural science instruction into a new Liberal Studies degree program. The Institute of American Indian Arts serves the local educational needs of 19 Pueblo Tribes in New Mexico, although its student body represents 69 federally recognized tribes. Through support from the Tribal Colleges Education Equity Grants Program, the institute s objectives include the establishment of new food and agriculture related courses, new instructional materials and instrumentation, and the development of recruitment materials. Experiential learning activities and student internships will also be provided. The program seeks to comprehensively integrate the proposed curriculum with indigenous knowledge that inspires, informs, and increases awareness of agriculture and foods, and that raises the accessibility of science education for all Native students. The Planning and Implementation of Place based, Experiential Bachelor of Sciences Degree program at Northwest Indian College will plan and implement a four year degree program in environmental sciences. Northwest Indian College s main campus is located on the Lummi Indian Nation Reservation in Bellingham, Washington, and the college also serves 43 tribes in the northwest region. Through support from the Tribal Colleges Education Equity Grants Program, the place based experiential Bachelors degree program will emphasize the ancestral co dependence of the Salish Bioregion (Puget Sound/Georgia Basin), and will include courses in biology and sustainable marine and land management. Specific objectives include developing basic science courses, linking stakeholder input with instruction and research, developing articulation agreements, and satisfying accreditation requirements. This program, which will deem itself crucial to the future of well being of Native American communities, will further enhance the 4 year degree programs of all tribal colleges. The program will build on original and effective education practices by blending science and Indian identity, and will impact the field of science by graduating Native American professionals. The Upgraded Technology and Enhanced Recruitment program at Fort Berthold Community College will provide new computers in a classroom laboratory and agriculture science software in support of improved curriculum. Fort Berthold Community College is located on the Fort Berthold Indian Reservation in North Dakota, which is home to the Mandan, Arikara and Hidatsa Indian people. Through support from the Tribal Colleges Education Equity Grants Program, new state of the art technology will connect rural agricultural students with educational resources throughout the world. The program will also develop innovative techniques to implement informational sessions on the opportunities available at the college in the agricultural field; recruit and retain students; initiate water conservation practices; provide a seed bank for traditional native plants, educate tribal members in improving nutrition; and enhance partnerships with community members, students, extension, tribal college, and other shareholders.

9 The Tribal Colleges Education Equity Grants Programs at Turtle Mountain Community College will strengthen an Equine Science program and existing curriculum in General Agriculture related courses through increased collaborative agreements, faculty development, and improved marketing, recruitment, and retention strategies. Turtle Mountain Community College is chartered by the Turtle Mountain Band of Chippewa Indians and serves residents of the Turtle Mountain Chippewa Reservation and its surrounding communities in North Dakota. Through support from the Tribal Colleges Education Equity Grants Program, new curriculum will be developed, existing curriculum will be strengthened, and instructional materials will be improved. The project will also enhance existing courses in fish and wildlife, forestry, nutrition, and general agriculture. The project will target five primary needs within the college: curriculum development, faculty enhancement, student learning, instructional delivery, and agricultural disciplinary development. The "Southwestern Indian Polytechnic Institute Research and Demonstration Farm: Curriculum Integration and Development program will integrate sustainable agriculture systems and solutions into existing programs of study, develop educational materials for a demonstration farm, and improve recruitment, retention and graduation of students in the Agriculture and Natural Resources program. Southwestern Indian Polytechnic Institute is a national, inter tribal institution of higher education located in Albuquerque, New Mexico. Through support from the Tribal Colleges Education Equity Grants Program, the institute s objectives include developing new curriculum and integrating existing curriculum to increase usage of the demonstration farm through labs, lectures, and student projects. Curriculum will be linked to complementary programs, and an undergraduate research program in water conservation will be developed. Experiential learning efforts will draw prospective students, as well as maintain the interest of existing students. The Increase Capacity and Quality of Education in Environmental Science and Agriculture for the Benefit of Navajo People Through Collaboration at Diné College will develop environmental science programs across their college system, including curriculum improvement, instructional infrastructure building, student support, student internships, and educational pathways to advanced degrees and/or employment. Diné College is chartered by the Navajo Nation, which has over 180,000 tribal members living within the Nation s boundaries. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include enhancing curriculum with cultural components, developing additional courses and certifications, and creating new articulation agreements. Faculty development activities will include conducting workshops and building collaborative relationships with university partners. Coursework will be extended to additional satellite campuses using distance learning systems. Local internships will be provided, laboratories will be upgraded, and transfer programs and work experiences will be provided. The overall approach at Diné College supports students in their learning, living, and in their relationship to culture and community in line with the college s mission to promote student learning for further study and employment, to promote Navajo language and culture, and to provide service to the community. The Bay Mills Community College, Expanding the Equity of Knowledge program focuses on student recruitment and retention. Bay Mills Community College serves the residents of the Bay Mills Indian Reservation and its surrounding communities in Michigan s Upper Eastern Peninsula. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include expanding outreach and recruitment to include urban Native American populations in Detroit, Michigan, using a strength based asset mapping approach. Coalitions will be built with local urban community based organizations and the program will also continue local outreach efforts in the Upper Peninsula region. The program s overall approach will be to support more Native communities in their efforts to generate, experiment with, and exercise ideas relating to access to higher education and an expanded scientific/academic inquiry of food and agriculture.

10 The Promoting Faculty Excellence in Natural Resources Education will maintain and enhance the quality of instruction in Fort Belknap College s Natural Resources Program. Fort Belknap College is located on the Fort Belknap Indian Reservation in northcentral Montana, which is the home of the Gros Ventre and Assiniboine Tribes. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include supporting instruction, advising, program administration, and professional development for faculty. Specific activities include delivering 18 credit hours of instruction per year, academic advising of students majoring in the Natural Resource program, coordinating program evaluation and review processes, and upgrading faculty credentials to the Master s degree level. The program addresses the targeted need area of faculty development and will result in the long range improvement of agricultural and natural resources education at Fort Belknap College. The Salish Kootenai College TEG: New Directions in Resource Education program will increase students professional capabilities, improve recruitment and retention, and provide degrees that are more marketable in Tribal and other governmental agencies. Salish Kootenai College serves the tribal members and residents of the Confederated Tribes of the Flathead Indian Nation and its surrounding communities. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include piloting two new degree programs, Conservation Biology and Water Resources Management, as options within an existing Environmental Science Program. Additional objectives involve developing and implementing a program based recruitment plan, developing a systematic, department wide set of instructional strategies to address the decline in student attention span and communication skills, and publishing a paper by project instructors on adaptive management in natural resource instruction. The Oglala Lakota College Education Equity Grant program will enhance opportunities for Native Americans by strengthening the college s Bachelors of Science degree program in General Agriculture. Oglala Lakota College is chartered by the Oglala Sioux Tribe and serves residents of the Pine Ridge Reservation and its surrounding communities. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include upgrading the degree program with more content on agri business and tourism, revising Internet based courses, integrating agricultural research into the classroom, providing student assistance, and recruiting and retaining students. To retain current students in the course of study and to entice more to enroll, additional curriculum will be developed utilizing distance learning and educational workshops. Student assistance will be provided through scholarships, financial aid, and internships. The LCOOCC (Lac Courte Oreilles Ojibwa Community College) Education Equity Grant program will help provides education and career opportunities to students in agriculture, natural resources, and food/nutrition sciences. The college is located on the Lac Courte Oreilles Reservation in northern Wisconsin and also serves communities on the Red Cliff, Bad River, Lac du Flambeau, and St. Croix Reservations. Through support from the Tribal Colleges Education Equity Grants Program, the college will provide experiential learning that is culturally based in Ojibwe traditions, provide opportunities for students to engage with the community, and increase the number of students who graduate and start careers in agriculture, natural resource management, and food and nutrition sciences. The college will focus on recruitment, retention, and experiential activities through scholarships, workshops, internships and on the job training assistance. The program will also work to provide student and community opportunities that support food production, alternative healthcare, energy production and natural resource management.

11 Leech Lake Tribal College s Development and Improvement of Environmental Science Program will enhance its Environmental Science Program. The college is chartered by the Leech Lake Band of Ojibwe and serves the residents of the Leech Lake Reservation and the surrounding communities in northern Minnesota. Through support from the Tribal Colleges Education Equity Grants Program, the college s activities include upgrading science classes and laboratories with new equipment, purchasing instructional materials, improving the diversity of course offerings, supporting instructor salaries, and raising the level of science courses. Enhancing teacher development and preparation will be accomplished through the use of new teaching tools and participation in faculty conferences. Addressing these needs will improve student learning, accommodate the changing needs of students and the surrounding communities, and share knowledge and make connections with surrounding schools that can lead to future collaboration. The United Tribes Technical College s Nutrition and Culinary Arts Program will enhance an on campus and an on line degree program in Nutrition and Food Service. United Tribes Technical College is an inter tribal college located in Bismarck, North Dakota, and is chartered by five tribal nations in North Dakota. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include increasing the number of students enrolled in on line classes, retaining current students, developing a culinary arts chef training program, and recruiting students into the new program. On line course delivery will be implemented using partnerships with other tribal colleges and universities. The program will investigate the use and cost of expanding distance learning education for students, especially as cohort groups. The program will also strengthen a Food Service emphasis track by offering advanced learning courses specific to professional culinary arts certification. The goal of the Gitigan program at White Earth Tribal and Community College is to continue development of the Environmental Science (ES) and Food Science and Nutrition (FSN) degree programs. White Earth Tribal and Community College serves the residents of the White Earth Reservation and surrounding communities in Minnesota. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include supporting instructors, developing curriculum with increased cultural content, developing a wildlife module for the ES program, developing a wild foods module for the FSN program, acquiring instructional materials, and implementing experiential learning activities. The program will especially seek to develop curricular components designed to teach those endangered forms of knowledge known to the Anishinaabeg culture. The Environmental Science Program Development & Recruitment through Community Outreach program at Saginaw Chippewa Tribal College will continue to improve an Environmental Science Program through laboratory renovation, curricula and faculty development, Native Studies cross curricular integration, and aggressive student recruitment and retention efforts of Anishinaabe people and other minorities. Saginaw Chippewa Tribal College primarily serves tribal members and residents of the Isabella Indian Reservation and the surrounding communities in central Michigan. Through support from the Tribal Colleges Education Equity Grants Program, the college s activities include gaining stakeholder input, installing a laboratory, adding a science instructor, developing lab exercises, designing and implementing community and K 12 linking programs, and a conducing faculty development forum. Through this program, the college will strengthen the new national network of Native Studies and Environmental Studies faculty through sponsorship of an annual forum for participants of the Tribal Colleges Education Equity Grants Program.

12 The Stone Child College Tribal Colleges Education Equity Grants Program will recruit, train, retain, and provide financial support for 14 full time students pursuing an Associate of Science degree in Natural Resource Management. Stone Child College serves the Chippewa Cree Tribe and residents of the Rocky Boy s Indian Reservation and surrounding communities in northern Montana. Through support from the Tribal Colleges Education Equity Grants Program, the college s activities include creating promotional material, marketing, recruitment, student orientation, academic counseling, instruction, research, experiential learning, and evaluation. Students will have the opportunity to develop a knowledge base sufficient to enable graduates to obtain employment; develop foundational knowledge to transfer and complete a four year Natural Science program; increase their understanding in physical, chemical, and ecological principals; and learn to use Global Information Systems and Global Positioning Systems. The Everything in the Desert Connects II Education program at Tohono O odham Community College will enhance the college s Agriculture and Natural Resources program by continuing three courses, developing three new courses, and developing the conceptual framework for at least seven new courses for Associate of Science or Associate of Applied Science degrees. Tohono O odham Community College is chartered by the Tohono O odham Nation and serves the Nation and its surrounding communities in southern Arizona. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include developing curriculum that is culturally relevant in the Tohono O odham Himdag (way of life) and that meets articulation standards for transferability to four year universities. Place based curriculum will be developed in the areas of soils, plants, agriculture, wildlife, culture, language, and computers. Additional courses in alternative energy, experiential practicum, and service learning components will also be developed. The Enhancing Agricultural/Natural Resource Science Education Opportunities on the Northern Cheyenne Reservation at Chief Dull Knife College will help create educational and career opportunities for Native American students in the agricultural sciences. Chief Dull Knife College is chartered by the Northern Cheyenne Tribe and serves residents of the Northern Cheyenne Reservation and its surrounding communities in Montana. Through support from the Tribal Colleges Education Equity Grants Program, the college will utilize learner centered, experiential, and applied research activities, student recruitment and retention efforts, curriculum development in Range Science, faculty training in distance teaching, and summer course delivery in cooperation with the Montana State University. A tribal college and university/historically black college and university land grant collaborative water quality project will involve students in data collection. This program will address specific student and community needs by fostering and leveraging unique educational and career opportunities for local Native American youth through the continued development and delivery of culturally relevant curricula and educational opportunities. The Enhancing Educational Programs Through Nutrition and Gardening Experiences program at Fond du Lac Tribal and Community College will enhance an existing Associate of Science degree program in Nutrition, will develop a certificate program in dietary management, and will expand the Giitigaan Gardening Program to include student experiential learning. Fond du Lac Tribal and Community College is chartered by Fond du Lac Tribe and the State of Minnesota to serve the diverse communities of northern Minnesota. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives regarding the Associate Degree program include increasing experiential learning by adding labs in disease prevention, developing an Introduction to Food Science course with a lab component, and developing a one unit course addressing obesity in children. A dietary certificate program will be piloted and then offered via distance education to help alleviate the access barriers for education in the nutrition field.

13 The Spirit of the Land on Triple Divide program at Blackfeet Community College will continue to develop degree programs that meet occupational training and educational needs in natural resources, environmental sciences, and agriculture. All curriculums are integrated with Blackfeet tribal culture so that it is relevant to student s experiences on the Blackfeet Indian Reservation and its surrounding communities in northern Montana. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include completing a needs assessment for an Agriculture Degree program, recruiting students for two degree options in Environmental Sciences, continuing an Associate of Applied Science degree in Natural Resource Management, providing training and retraining for those employed in natural resource occupations, and monitoring student enrollment and retention in degree programs. The NICC (Nebraska Indian Community College) Native Road Educational Model Tribal Colleges Education Equity Grants Program will implement a Native Foods certificate program and a Tribal Agri Business Associates degree program. Nebraska Indian Community College s goal in this program is to address the serious gap of quality educational programming in the food and agricultural sciences for Native Americans and residents living on the Omaha and Santee Indian reservations and their surrounding communities in northeastern Nebraska. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include developing and implementing curriculum, expanding student retention counseling, establishing marketing strategies for student recruitment and retention, and establishing an annual review protocol. The Enhancement of Agriculture and Natural Resources at the Spirit Lake Dakota Nation program at Cankdeska Cikana Community College will build agricultural curriculum, expand the range of prospective students, and link instruction with the community and four year degree granting institutions. Through support from the Tribal Colleges Education Equity Grants Program, the college s objectives include adding food and nutrition curriculum, providing experiential learning opportunities in the community, promoting health through gardening, expanding articulation agreements with four year degree granting institutions, expanding student recruitment, and increasing community outreach. Cankdeska Cikana Community College is engaged in a special effort to expand its target groups to include more seniors, multi generational families, and school children living on the Spirit Lake Reservation and its surrounding communities in North Dakota. The program will increase outreach to these groups to provide health based information on food and nutrition, and therefore develop a broader base of individuals with interest and knowledge of the aspects of agriculture. Sinte Gleska University s Implementing a One year Certificate in Tribal Health & Wellness program will continue to develop and then implement a one year certificate program in Tribal Health and Wellness. Sinte Gleska University is chartered by the Rosebud Sioux Tribe and serves the Rosebud Indian Reservation and its surrounding communities in South Dakota. Stakeholder input has been collected and the development of course syllabi and numbering is estimated to be completed by the 2006 academic year. Through support from the Tribal Colleges Education Equity Grants Program, the university s program activities will include marketing the program through newspaper articles, the Web, and outreach to K 12 teachers, health representatives, the Tribal Council, and others. The program will ensure that upper division level credit, undergraduate credit, and the certification of completion requirements are appropriate. A permanent program director will be hired, courses will be scheduled, and new, existing, and adjunct faculty will be retained to provide instruction. The Building Agricultural Community Capacity through Education and Collaboration program at Little Big Horn College will facilitate the construction of a greenhouse that will support student research, course work, and laboratory studies. Little Big Horn College is chartered by the Crow Tribe and serves the Crow Reservation and its surrounding communities in central Montana. Through support from the Tribal Colleges Education Equity Grants Program, the college will also develop curriculum leading to an Associate of Science degree in Range and Animal Sciences. Faculty specializing in agriculture will be recruited and hired to provide quality education and expertise. A community economic impact study will provide input to the college s educational strategies. The project will also build cooperative relationships with local agri businesses, universities, local ranchers and farmers, and the Crow Tribe.

14 Crownpoint Institute of Technology s Student Recruitment and Retention in Agriculture and Food Science program will recruit, enroll, train and educate 120 students in agriculture and food science programs by May Crownpoint Institute of Technology is chartered by the Navajo Nation and is located on the eastern edge of the Navajo Nation in New Mexico. Through support from the Tribal Colleges Education Equity Grants Program, the institute s objectives include increasing outreach and recruitment, assessing student achievement, improving student enrollment and retention, preparing students for employment and continued higher education, and establishing a pool of paraprofessionals in agriculture and food sciences. Program activities include student financial support and the development of individualized employability and education plans. Tribal Colleges Education Equity Grants Program Program Summary, September 2006