Source: BLACKFEET COMMUNITY COLLEGE submitted to NRP
TRIBAL COLLEGE LAND GRANT LEADERSHIP DEVELOPMENT INITIATIVE
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
COMPLETE
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
0222751
Grant No.
2010-47002-21826
Cumulative Award Amt.
(N/A)
Proposal No.
2010-02594
Multistate No.
(N/A)
Project Start Date
Sep 1, 2010
Project End Date
Aug 31, 2013
Grant Year
2010
Program Code
[NK]- Extension Tribal College Program
Recipient Organization
BLACKFEET COMMUNITY COLLEGE
504 SE BOUNDARY STREET
BROWNING,MT 59417
Performing Department
USDA Department
Non Technical Summary
The proposed project will directly impact land grant administrators, extension directors, faculty and staff who have developed a successful career record at their TCU and are ready to assume greater leadership roles. These individuals will benefit from the project by improving their leadership competencies, vision and understanding of the nation's land grant system and policies, and networks of collaborative partners and resource providers. New and junior TCU land grant professionals (and TCU students) will benefit from working with highly competent TCU land grant leaders. The project will also impact Native American communities that will benefit from improved land grant extension planning and programming, thereby enhancing the well-being of community members.
Animal Health Component
100%
Research Effort Categories
Basic
(N/A)
Applied
100%
Developmental
(N/A)
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
90360993020100%
Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
6099 - People and communities, general/other;

Field Of Science
3020 - Education;
Goals / Objectives
Primary Purpose: Develop leaders in land grant institutions and their strategic partners who link research, academics, and extension in order to lead more effectively in an increasingly complex environment, either in their current position or as they aspire to other positions. Goal: Enhance application of skills and knowledge learned in nine leadership competencies; develop a peer leadership network in order to enhance personal leadership practice, collaboration and diversity of perspective; and develop and implement an individual leadership development process. Objectives: 1) Develop TCU-specific mentoring/instruction curriculum consisting of three modules. A panel of TCU land grant leaders and advisors will be formed to help develop the curriculum. 2) Recruit and select cohort from successful mid-career TCU land grant professionals. Select potential mentors. 3) Conduct mentor training and planning meetings to learn their roles and responsibilities and to plan activities. 4) Face-to-face meetings of mentors and cohort. 5) Inter-session individual project and mentoring throughout the year. 6) Session I pre & post session conference calls with mentors and cohort to prepare participants and debrief the session and link to future activities. 7) Project debriefing and evaluation conducted by mentors.
Project Methods
The proposed project differs from past efforts in several important ways: 1. It directly links with an established and highly-regarded national leadership development program--LEAD21 2. It provides financial support for travel 3. It provides individual face-to-face mentoring support using a formal curriculum 4. It recruits leaders through a merit-based selection process instead of volunteer self-selection The evaluation of the proposed project will employ a logic model and formative and summative evaluation. Data collection points will be integrated seamlessly into project activities. This will include a pre-and post-program questionnaire to measure improvement in leadership competencies, collaborative relationships, and knowledge of resource provides. Formative evaluation checkpoints will be conducted every quarter to determine if the project is progressing as planned and if any revisions or corrections to the project plan need to be made. Finally the LEAD21 program conducts its own evaluation process.

Progress 09/01/10 to 08/31/13

Outputs
Target Audience: Tribal college land-grant administrators, faculty, and extension educators. Changes/Problems: One participant in the first cohort withdrew from the program shortly after the program started due to a change in his employment status at the TCU. Because it was too late to replace his slot, a second cohort was supported with that position in the following year. Based on feedback from the first cohort that individual mentoring was ineffective, mentoring was not included in the second cohort. What opportunities for training and professional development has the project provided? The program provided numerous training and professional development opportunities, including six face-to-face training meetings, six LEAD21 program sessions, regular conference calls and email communications. Individual leadership development plans were created and work on during the program. How have the results been disseminated to communities of interest? A final technical report was published and distributed to all participants, USDA NIFA, LEAD21 and FALCON. A summary brief was developed and distributed to the 1994 land-grant institutions through a listserv. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? Upon grant award, the lead institutions (BCC and FALCON) notified TCU administrators, faculty and extension educators of the opportunity to enroll in a leadership development program, in conjunction with the LEAD-21 program. Applications were accepted and reviewed by a selection panel. Five TCU representatives were selected as a cohort and were enrolled in the LEAD-21 2011/2012 class. The TCU cohort represented: College of Menominee Nation, Dine College, Fort Peck Community College, Northwest Indian College, and Sinte Gleska University. Four participants were land-grant directors, and one was an extension educator. Mentors from the TCU system were recruited and assigned with cohort members. Three face-to-face meetings of the cohort and mentors were held: 1) in Bismarck, ND, April 14-15, 2011, to discuss leadership curriculum related to American Indian higher education, 2) in Bozeman, MT, September 27-28, 2011 to discuss 1994/1862 collaboration, and 3) in Washington, DC, February 7-8, 2012 to discuss higher education and federal policy. Participants attended the three sessions of LEAD-21: 1) on June 19-24, 2011, to discuss individual leadership, 2) on October 3-6, 2011, to discuss team, group and organizational leadership, and 3) on February 8-11, 2012, to discuss system and public leadership. Individual leadership development plans were created by participants. Mentoring site visits took place, as well as periodic conference calls. Baseline, formative, and summative evaluation data were collected. A second cohort of two TCU participants was selected for the 2012/2013 LEAD21 class. The cohort represented Sisseton Wahpeton College and Fort Peck Community College. One participant was a senior administrator; the other was an extension educator. Three face-to-face meetings were conducted with similar goals as the previous cohort: 1) Rapid City, SD, March 22, 2012, 2) Brookings, SD, September 26-27, 2012, and 3) Washington, DC, February 27, 2013. Participants attended the three sessions of LEAD-21 on June 17-22, 2012; October 1-4, 2012; and February 26-March 2, 2014. No individual mentoring was conducted during the second cohort due to feedback from the first cohort that mentoring was ineffective. Leadership capacity has been built at the TCUs that are represented by the cohort and mentors. Cohort members and mentors reported being more active and effective in their leadership roles at their own institutions and with FALCON. Awareness and knowledge of the TCUs has been raised in the land-grant system through interaction among LEAD21 participants, which includes representatives of 1862 land-grant institutions, 1890 land-grant institutions, USDA, and non-land-grant institutions. TCU representatives have likewise gained knowledge of the larger land-grant system. Collaborative relationships are being developed through these interactions and increased understanding.

Publications


    Progress 09/01/10 to 08/31/11

    Outputs
    OUTPUTS: Upon grant award, the lead institutions (Blackfeet Community College and First Americans Land-grant Consortium) notified tribal college and university (TCU) administrators, faculty and extension educators of the opportunity to enroll in a leadership development program, in conjunction with the Leadership for the 21st Century (LEAD-21) program. Applications were accepted and reviewed by a selection panel. Five TCU representatives were selected as a cohort and were enrolled in the LEAD-21 2011/2012 class. The TCU cohort represented: College of Menominee Nation, Dine College, Fort Peck Community College, Northwest Indian College, and Sinte Gleska University. Four participants were land-grant directors, and one was an extension educator. Mentors from the TCU system were recruited and assigned with cohort members. A first face-to-face meeting of the cohort and mentors was conducted in Bismarck, ND, on April 14-15, 2011, to discuss leadership curriculum related to American Indian higher education. The meeting was held in conjunction with the American Indian Higher Education Consortium (AIHEC) Board of Directors meeting, and the cohort and mentors attended parts of the meetings and were exposed to current leadership issues faced by the TCU presidents. The first session of LEAD-21 was held on June 19-24, 2011, and attended by four cohort members (one participant withdrew from program). Individual leadership development plans were created for participants. Mentoring site visits took place, as well as periodic conference calls. Pre-program and formative evaluation data were collected. PARTICIPANTS: PI and Co-PD Terry Tatsey is responsible for the fiscal and post-award grant management. Co-PD John Phillips is the project director, responsible for the daily administration of the project, as well as the evaluation. Cohort members are Vanessa Cooper (Northwest Indian College), Brian Kowalkowski (College of Menominee Nation), Benita Litson (Dine College), and Carrie Sue Schumacher (Ft. Peck Community College).Partner organizations include First Americans Land-grant Consortium (FALCON), Leadership for the 21st Century (LEAD-21), and the American Indian Higher Education Consortium (AIHEC).Sitting Bull College, Montana State University, and USDA NIFA.Leadership development through LEAD-21 program and additional curriculum specific to tribal colleges. TARGET AUDIENCES: Tribal college land-grant administrators, faculty, and extension educators. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

    Impacts
    Leadership capacity has been built at the TCUs that are represented by the cohort and mentors. Cohort members and mentors are more active and effective in their leadership roles at their own institutions and with the First Americans Land-grant Consortium (FALCON), the professional association of TCU land-grant administrators and faculty. Awareness and knowledge of the TCUs has been raised in the land-grant system through interaction among LEAD-21 participants, which includes representatives of 1862 land-grant institutions, 1890 land-grant institutions, USDA, and non-land-grant institutions. TCU representatives have likewise gained knowledge of the larger land-grant system. Collaborative relationships are being developed through these interactions and increased understanding.

    Publications

    • No publications reported this period