In the 25 years since three Nebraska tribes established NICC, the college has endured despite major setbacks, continuing to serve the changing needs of the students and the communities, both Indians and non-Indians.
This is an analysis of surveys completed between 1990 and 1994 by students at Deganawidah-Quetzalcoatl University (D-Q U). The survey was comparable to one completed by students of all races who had entered non-Indian two-year colleges in 1987. The study yielded important information about student development at D-Q U compared with that at non-tribal institutions.
With a broad base of financial support and services and a clear model of success, NICC has high hopes for the future of a collaborative effort to address the consequences of welfare reform on the Santee and Omaha Tribes.
In 1997, the five tribal colleges in Minnesota, Wisconsin, and Michigan embarked on an ambitious collaborative effort. Anticipating a visit in 1999 from the regional accreditation association, Fond du Lac Tribal and Community College received a two-year, $100,000 grant to work toward more culturally aware accreditation assessment.
When tribes first create their tribal colleges, there is little time for long range planning or for looking back to gauge their progress. “The first 5 years of our 10 year old school were chaotic,” said Lester “Jack” Briggs,
As vice-president of community services at Fort Peck Community College, Margie Campbell has focused her work on a holistic understanding of people. She believes that their academic barriers are most often personal and family barriers.
Research to date has largely ignored higher education institutions’ assessment of their ability to serve American Indian students. This article will provide an overview of the literature in this area and some internet sites that may be useful.