Author: American Indian Higher Education Consortium
Publisher:
ISBN:
Category : Indians of North America
Languages : en
Pages : 94

View

Book Description

Author: Linda Sue Warner
Publisher: IAP
ISBN: 1607529890
Category : Education
Languages : en
Pages : 236

View

Book Description
This volume of The David C. Anchin Research Center Series on Educational Policy in the 21st century: Opportunities, Challenges, and Solutions focuses on tribal colleges and universities. As a recent member of higher education community, tribal colleges and universities provide a unique perspective on higher education policy. Policies and structures rely increasingly on native culture and traditions and yet provide the framework for academic rigor, collaboration, and relevance. Tribal Colleges and Universities have played an integral role in the growing numbers of students who attain the bachelor’s degree. According to Ward (2002), these colleges and universities experienced a five-fold increase in student enrollment between 1982 and 1996. As it stands today, approximately 142,800 American Indians and Alaska Natives who are 25 and older hold a graduate or professional degree (Diverse, 2007), and Tribal Colleges and Universities have been integral to this graduate level attainment. With this edited volume, Dr. Linda Sue Warner and Dr. Gerald E. Gipp, and the invited scholarly contributors, have provided a comprehensive explication of the phenomenal history of Tribal Colleges and Universities in the United States and the policy issues and concerns that these colleges and universities face.

Author: Maenette K.P. A Benham
Publisher: Routledge
ISBN: 1135630925
Category : Education
Languages : en
Pages : 310

View

Book Description
The Native American Higher Education Initiative (NAHEI), a W.W. Kellogg Foundation project, has supported the development and growth of centers of excellence at Tribal Colleges and Universities across the United States. These are centers of new thinking about learning and teaching, modeling alternative forms of educational leadership, and constructing new systems of post-secondary learning at Tribal Colleges and Universities. This book translates the knowledge gained through the NAHEI programs into a form that can be adapted by a broad audience, including practitioners in pre-K through post-secondary education, educational administrators, educational policymakers, scholars, and philanthropic foundations, to improve the learning and life experience of native (and non-native) learners.

Author: Paul Boyer
Publisher: Jossey-Bass
ISBN: 9780931050633
Category : Education
Languages : en
Pages : 0

View

Book Description
Updating a 1989 report on the status of tribally controlled colleges in the United States, this monograph describes the history and characteristics of the tribal college movement and presents recommendations for the colleges. An introduction provides a brief history of tribal colleges and notes four common characteristics: they establish a learning environment that encourages participation and builds self-confidence in students who have come to view failure as the norm; they celebrate and help sustain Native American traditions; they provide essential community services; and they serve as centers for research and scholarship. Chapter 1 then traces the history of Native American "mis-education," noting the negative role played in the past by boarding schools, and chapter 2 reviews the original needs for establishing tribal colleges, including low college participation and graduation rates among Native Americans. Chapter 3 provides an overview of the 27 existing tribal colleges, describing governance, curriculum, instruction, students, facilities, funding, and intercollege cooperation. Chapter 4 discusses issues affecting reservations to provide a context in which the colleges operate, focusing on economic empowerment, efforts to rebuild traditions, and health care. Chapter 5 describes the role that the colleges play to bring about fundamental change on reservations, highlighting efforts to serve students, rebuild cultures, and strengthen communities. Finally, chapter 6 presents 10 recommendations for ensuring educational quality and tribal renewal. A list of tribally controlled colleges is appended. (HAA)

Author: Carnegie Foundation for the Advancement of Teaching
Publisher: Foundation
ISBN:
Category : Education
Languages : en
Pages : 124

View

Book Description
Drawing from site visits conducted over a 2-year period, this study report assesses the current status of the 24 tribally controlled colleges in the United States. A foreword by Ernest L. Boyer summarizes the major study findings, including the following: (1) at almost all of the colleges, salaries were too low, libraries were underfunded, and budgets were inadequate; (2) in addition to conventional college curricula to prepare students to transfer to four-year institutions, the colleges offered programs for older students, transition programs for re-entry students, and enrichment programs for high school students; and (3) at the heart of the tribal college movement is a commitment by Native Americans to reclaim their cultural heritage. Chapter 1 provides a brief history of tribal colleges and notes four characteristics common to all of the institutions. First, tribal colleges establish a learning environment that encourages participation and builds self-confidence in students who have come to view failure as the norm. Second, tribal colleges celebrate and help sustain Native American traditions. Third, they provide essential community services, and, fourth, they serve as centers for research and scholarship. Chapter 2 traces the history of Native American "mis-education," noting the negative role played in the past by boarding schools. Chapter 3 provides a profile of the 24 tribal colleges in terms of educational philosophy, curriculum, enrollment, students, governance, faculty, physical facilities, and funding. In chapter 4, the role of these institutions within their local communities is discussed, with respect to cultural change, health care, and economic empowerment. Chapter 5 considers their role in building communities and rebuilding a sense of heritage. Finally, chapter 6 presents a series of recommendations for ensuring educational quality and tribal renewal. A list of tribally controlled colleges is appended. (AYC)

Author: Norman T. Oppelt
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 164

View

Book Description
"This book is a well researched history on American Indian higher education from the seventeenth century through the present time and it describes why and how early education efforts failed tribal groups. Out of these first efforts, and two centuries later, the tribally controlled Indian college movement began. Oppelt looks at each Indian controlled college that has been established since the early 1960s and gives some perspective on each one's educational philosophy, history, and status as they each exist today"--Back cover.

Author: Paul Boyer
Publisher:
ISBN: 9781934594148
Category : Education
Languages : en
Pages : 0

View

Book Description
"Capturing Education examines the emergence and growth of the first tribal colleges. Based on extended interviews with more than a dozen founders, long-serving presidents, and non-Indian advocates, it explores the motivations of early leaders. It also describes how they overcame widespread assumptions that Indians did not need a college education or were not capable of running their own colleges. This story, rarely told, is filled with moments of drama as leaders describe how they fought to gain funding and respect. Against the odds, the men and women featured in these pages demonstrate how a good idea, when pursued with energy and idealism, can gain support and succeed."--Book cover.

Author: Cheri Lynn Kicking Woman
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 225

View

Book Description
This mixed method study examined the utilization of educational resources available to 44 Native American students. One-half initially attended a tribal college, and one-half Native American students who initially attended a non-tribal college. The qualitative process involved face-to-face interviews with the participants at the seven Montana tribal colleges. The resources included: mentoring programs, library services, financial aid assistance, distance learning programs, disability services, scholarships' applications process assistance, assistance in use of computers and the skills needed, tutors, student organizations, and academic counselors. The data from the first phase of the study were illustrated by the use of tables and descriptive narrative. The data were transcribed and subjected to data analyses as recommended by Strauss and Corbin (1990), Tesch (1990), and Creswell (1994). A grounded theory approach to produce a core category from the data yielded the following subcategories: (a) Barriers, (b) Success, (c) Challenges, (d) Clubs, (e) Family support, (f) Family member with college experience, and (g) Military experience. Further qualitative analyses of the data resulted in the following core category: "Native American Students Persisting in Higher Education." The second phase of the study involved a satisfaction survey of the educational resources utilized by each individual. The data from the satisfaction survey were ordinal data and the frequencies for the College's Services Satisfaction Survey were compiled. Tribal colleges and universities supported the students in acquiring financial aid and scholarships. All college experiences must include space and time for the re-creation of "family" in order for Native American students to persist and earn a baccalaureate year degree.

Author: Mitchell Jordan Reese
Publisher:
ISBN:
Category : Educational attainment
Languages : en
Pages : 220

View

Book Description
This paper looks at the effects of tribal colleges and universities (TCUs) on Native American educational attainment. Using a difference-in-difference-in difference model, this paper attempts to isolate the effects of these schools on Native Americans living in states with TCUs. First, the results offer evidence that TCUs' effects are not evenly distributed across age groups or between the sexes. The findings show that these schools have significant positive effects on associate's degree attainment for older Native Americans, increasing associate's degree attainment by three percent for Native Americans 35 to 55 while not significantly increasing associate's degree attainment for 25 to 55 year olds. There is also evidence that TCUs lower bachelor's degree attainment levels for Native Americans. An additional TCU per 10,000 Native Americans per state lowers bachelor's degree attainment by 4 to 14 percent for 25 to 55 year olds and by 0 to 13 percent for 35 to 55 year olds. This negative effect appears to be disproportionately felt by Native American men. This paper also finds that TCUs do not appear to significantly increase or decrease the overall years of education for Native Americans in TCU states.

Author: Peggy F. Barlett
Publisher: MIT Press
ISBN: 0262519658
Category : Education
Languages : en
Pages : 335

View

Book Description
Campus leaders describe how community colleges, publicly funded universities, and private liberal arts colleges across America are integrating sustainability into curriculum, policies, and programs. In colleges and universities across the United States, students, faculty, and staff are forging new paths to sustainability. From private liberal arts colleges to major research institutions to community colleges, sustainability concerns are being integrated into curricula, policies, and programs. New divisions, degree programs, and courses of study cross traditional disciplinary boundaries; Sustainability Councils become part of campus governance; and new sustainability issues link to historic social and educational missions. In this book, leaders from twenty-four colleges and universities offer their stories of institutional and personal transformation. These stories document both the power of leadership—whether by college presidents, faculty, staff, or student activists—and the potential for institutions to redefine themselves. Chapters recount, among other things, how inclusive campus governance helped mobilize students at the University of South Carolina; how a course at the Menominee Nation's tribal college linked sustainability and traditional knowledge; how the president of Furman University convinced a conservative campus community to make sustainability a strategic priority; how students at San Diego State University built sustainability into future governance while financing a LEED platinum-certified student center; and how sustainability transformed pedagogy in a lecture class at Penn State. As this book makes clear, there are many paths to sustainability in higher education. These stories offer a snapshot of what has been accomplished and a roadmap to what is possible. Colleges and Universities Covered Arizona State University • Central College, Iowa • College of the Menominee Nation, Wisconsin • Curriculum for the Bio-region Project, Pacific Northwest • Drury University, Missouri • Emory University, Georgia • Florida A&M University • Furman University, South Carolina • Green Mountain College, Vermont • Kap'olani Community College, Honolulu, Hawaii • Pennsylvania State University • San Diego State University • Santa Clara University, California • Slippery Rock State University, Pennsylvania • Spelman College, Georgia • Unity College, Maine • University of Hawaii–Manoa • University of Michigan • University of South Carolina • University of South Florida • University of Wisconsin–Oshkosh • Warren Wilson College, North Carolina • Yale University