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Tribal and Native-serving
Colleges Building Healthy Communities:
Linking Educational
Access with Equitable
Economic Development and Civic Engagement
| Equitable
Economic Development (RCCI and NRFC) |
 |
Educational
Access (Lumina and RCCI) |
| Identify best practices in colleges that foster equitable econoimc development. Analyze them and share them. Publish results. |
Identify
educational access approaches that link educational opportunity
with community betterment. Analyze them and share them. Publish
results. |
|
| Civic
Engagement (RCCI, Lumina and NRFC) |
||
| Identify and collect college-based strategies for community outreach, engagement and participation. Analyze them and share them. Publish results. |
Approach
The project will utilize the RCCI approach of developing college/community teams to engage the community in seeking a positive future for itself and developing strategies in which the college might work with community players. We will link Extension educators and specialists to these college/community teams as coaches to support the goals of inclusion and participatory planning as well as to broker resources from land-grant and other state and federal players. To this end, we will engage teams from Turtle Mountain Tribal College, Fond du Lac Tribal and Community College, Fort Berthold Tribal College, Little Priest Tribal College, and a representative from United Tribes Technical College, and teams from College of Alaska-Nome and College of Hawaii. In addition, teams from Williston State College and Eastern New Mexico University-Ruidoso may also participate in learning strategies for Native-serving colleges. We will also be guided by an advisory committee representing key stakeholders.
Methods to be Employed
- Development of a learning community via face-to-face, electronic, and conference call means.
- Study teams to develop information on promising practices and to develop implementation plans to use what they have learned.
- Coaching to support plan implementation
- Participatory evaluation of results
- Publication via the web on promising practices and implementation strategies.
Timeline
- August 2004: Begin inventory of promising practices and review protocol for collection of promising practices, develop and train study teams, initiate evaluation plan
- September—December, 2004: Study teams conduct site visits
- January—March, 2005: Planning to implement change
- March—June, 2005: Analyzing change, publishing promising practices, and writing up implementation strategies
- August 2005: Complete one-year evaluation and reports.
Nominating Programs for Promising Practices Inventory
If you know of a great program offered by a Tribal, Native Hawaiian or Alaska Native-serving college, we ask that you nominate it for inclusion in our promising practices inventory. Our community of practice met in Nashville, Tennessee, and developed the following as criteria for selecting promising practices:
Criteria for Selecting Promising Practices
- Did the program or project yield results? How do you know?
- Is there evidence that it does what is says it will do?
- Is it sustainable?
- Did it have multiple impacts?
- Was it responsive to community needs?
The group also identified some characteristics of successful programs:
- Culturally relevant
- Builds personal commitment
- Involves thinking out of the box
- Provides cultural coaching for the non-native participants
- Increases economic development opportunities
- Believing and investing in your students
- Bring resources to students at home
- Teaches people to understand and be successful at “college”
- Involves knowing your students on a one-on-one basis
- Focuses on empowering students
- Addresses economic desperation
- Respects family obligations
- Starts with people are at
The group is particularly interested in learning about practices that:
- Provide an example of Tribal colleges building capacity to address the land-grant mission
- Expand opportunities for participation in a degree program
- Demonstrate strategies to bring in more men
- Have a distinction at a Center of excellence
- Provide staffing for economic development
- Use technology to work with students at home
- Build capacity for fundraising (successful giving campaigns for example) and grant writing
- Offer examples of Elders teaching for degree credit
- Expands the Native faculty
- Perpetuates cultural ways of teaching
- Provide examples of Native boards for Native schools
- Provide strategies for addressing cultural sensitivity
To nominate a promising practice, please use the form below. We will contact the person you name as primary contact. Unless otherwise directed, we will tell the nominee who nominated them for inclusion in this process. We will then work with the nominee to obtain an accurate description of the program and Web site address (if available). The nominee will later be surveyed by a team of interviewers we are currently assembling. The resulting information will be posted on this Web site and incorporated into an online distance education Master's Degree in Community Development. In some cases, teams from the community of practice will make site visits to learn more about the program and how it can be successfully adapted to other colleges.