Assessing Student Learning in a Cultural Environment

Features

• Black Educator Shares Experiences with Tribal College Presidents

  Marjane Ambler

  Dr. Kofi B. Bota met with tribal college presidents last July to share lessons he had learned as a leader in the black colleges.

• Turtle Mountain Faculty Help Build Model Assessment Tool

  Dorreen Yellow Bird

  Turtle Mountain Community College (TMCC) has established itself as a leader in one of the most significant arenas for any college or university—accreditation.

• Nebraska Holds Onto Heritage

  Kevin Cassidy

  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.

• Survey Reflects Student Development at D-Q University

  Ann Machamer

  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.

• NICC Builds Team to Address Welfare Reform

  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.

• Five Colleges Collaborate to Improve Assessment

  Marjane Ambler

  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.

Editor's Essay

• Assessing the Dream: Student achievement in a cultural environment

  Marjane Ambler

  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,

  Read more ›

Profile

• Ford Initiative Inspires Comparisons with Appalachia

  Judy Jones

  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.

Resource Guide

• 10-2 Winter 1998 “Assessing Student Learning in a Cultural Environment” Resource Guide

  Elizabeth Blue

  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.

  Read more ›

Research

• Survey Reflects Student Development at D-Q University

  Ann Machamer

  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.

• Survey Reports Tribal Colleges’ Response to Welfare Reform

  Alissa Cunningham

  The 1996 welfare reform legislation, with its stricter work and job training requirements, is affecting tribal college enrollment, curriculum, and student services, according to a recent survey.

Land Grant

• Congress Creates New Agricultural Research Program

  Tribal colleges now can compete for the agricultural, applied research grants previously available only to other land grant institutions, thanks to a provision of the agriculture law signed by President Clinton on June 23, 1998.