Progress 09/01/18 to 08/16/23
Outputs
Target Audience:The target audience for the program are the residents of the Omaha Indian Reservation, the Santee Indian Reservation and those in the Greater Siouxland area. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Online Teaching Certificates I and II: These two courses are offered at NICC of our faculty to meet the needs of our students. Monthly All-Staff Meetings: As part of our strategic plan, NICC hosts 12 all-staff trainings per year. Each year, one topic must include cultural sensitivity training and one must include training for historical trauma. Native Studies Courses: We are beginning to audit the number of faculty who have taken a course in Native Studies. Currently, we have 48% of faculty who have taken Native Studies courses at NICC or another institution of higher education (n=50). We also currently have 45% of faculty who have a tribal affiliation, and recognize that some of their training may have come through informal trainings beyond college credits. NICC is making efforts to have all full-time and part-time faculty to have Native Studies courses be part of their annual professional development plan, and also highly recommend these opportunities to adjuncts as well. How have the results been disseminated to communities of interest? State of the College report (annual) Internally through the Institutional Assessment Committee, which reports to Executive Council Internal communication (email) Social media All those attending the trainings/courses/cultural events were present to experience the results, becoming more aware of their cultures and reclaiming their identities. Participants mostly spread the word through conversation about what happened, upcoming events, and back to the community. (Oral tradition) Updated website: http://www.thenicc.edu/ with Guided Pathways project Quarterly NICC Newsletters Virtual Student Research Symposiums at the end of each term What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
During 2018-2022, NICC's enrollment management plan tracked several metrics for recruitment, retention, and completion. While we met all of our recruitment goals each year, retentionand completion (of degrees) haveremained a challenge for us. RETENTION Student Classification Goals and baselines 2017 Statistics 2018 Statistics 2019 Statistics 2020 Statistics 2021 Statistics Credential seeking students at NICC as measured from Fall to Fall Goal: NICC will increase retention by 3% per year of all degree/certificate students from fall to fall. 2016FA - 142 - 56 returned 2017FA 56/142=39% 2017FA - 139 - 53 returned 2018FA 53/139=38% 2018FA - 122 - 51 returned 2019 FA 51/122=42% 2019FA - 117 - 46 returned 2020 FA 46/117=39% 2020FA - 129 - 42 returned 2021 FA 33% Baseline (average from 2012-2015): 33% Projected Annual targets: 2017 Fall: 37% Students retained; 2018 Fall: 40%; 2019 Fall: 43%; 2020 Fall: 46%; 2021 Fall: 49% NICC met the goal of 37%. NICC did not meet the goal of 40% NICC did not meet the goal of 43% NICC did not meet the goal of 46% NICC did not meet the goal of 49% Sub Group Analysis - Straight from High School with a diploma. The sub group is contained inside of the ALL as listed above but special review of this group is important to the long-term growth of NICC. Goal: NICC will increase retention of this subgroup by 5% annually. 12 First time from HS or GED entering NICC 2016 Fall - 5 continued to 2017 FA - 5/12=41% 7 First time fromHS or GED entering NICC 2017 Fall - 4 continued to 2018 FA - 4/7=57% 12 First time from HS or GED entering NICC 2018 Fall - 7 continued to 2019 FA - 7/12=58% 12 First time from HS or GED entering NICC 2019 Fall - 3 continued to 2020 FA - 3/12=25% 6 First time from HS or GED entering NICC 2020 FA - 2 continued to 2021 FA - 33% Baseline (2015 straight from High School students): 4 of 12 Projected Annual targets: AY2017: 38%; AY2018: 43%; 2019: 48%; 2020: 53%; 2021: 58%. NICC met the goal for 2017. NICC met the goal for 2018 NICC met the goal for 2019 NICC did not meet goal for 2020. NICC did not meet goal for 2021. COMPLETION Student Classification Goals and baselines 2017 Statistics 2018 Statistics 2019 Statistics 2020 Statistics 2021 Statistics Credential seeking students at NICC Goal: NICC will increase graduation by head count for Associate level granting programs by 5% annually. 8 Associate Degrees Awarded in 2016/17 AY 12 Associate Degrees Awarded in 2017/18 12 Associate degrees Awarded in 2018/19 12 Associate degrees Awarded in 2019/20 10 Associate degrees Awarded and 1 Certificate 2020/2021 Baseline is mean value of 2010 : 2015 of 12.6 headcount. Projected Annual targets: AY2017: 13 graduates; AY2018: 14; 2019: 15; 2020: 16 NICC did not meet the goal. NICC did not meet the goal. NICC did not meet the goal. NICC did not meet the goal. NICC did not meet the goal. A Change in Action: During the analysis phase, we recognize that we havesuch small sample sizes, andpercentagesmay not be the best metric to utilize for these goals or we may need to modify our goals to be more attainable. We have also been working in collaboration with Achieving the Dream and launched our Postsecondary Data Partnership (PDP) dashboards, where we are tracking early momentum metrics (EMMs) and key performance indicators (KPIs) that may be more applicable for our needs. Hence, we have transitioned our enrollment management plan moving forward. Impact: 1. Data Informed Decision-Making In 2018, a core interdisciplinary team at NICC identified an Institutional Research Office as one of three priorities to develop. The major goal was to improve data collection, protocols, analysis, and dissemination. This was in line with data results from the ICAT survey (one of our lowest perceived areas), feedback from the 2016 IPEDS Data Summary- TCU Comparison Group, as well as alignment with HLC Criterion 4.C and NICC's strategic plan. We then began to seek a full-time position incrementally. In the first year, this priority was placed upon already existing positions (primarily the PI of this project and our STEM recruiter who is also paid through this grant).In the second year, we dedicated 0.25 to this position and attempted to centralize, organize, and streamline all data collection for the college. In December 2022, we hired 1.0 FTE who now serves as the Director of the Office of Institutional Research, Planning and Effectiveness. We are exicted to see how this position has grown as it was so sorely needed when so many of our team members wear so many hats. While we recognize we have a ways to go yet, we also need to pause and acknowledge just how far we have come in developing capacity for Institutional Research at NICC. 2. Enhanced Course Offerings: Language and Cultural Identity Development We have not only met but exceeded our expectations in the number of courses offered in our Indigenous languages. We have grown from one section of Level I (and randomly Level II) language classes, to now regularly offering multiple sectiosn of Levels I and II on a regular basis and sometimes offering Levels III through VI. Some of the level I and II sections are even in high schools, where qualified instructors have been teaching courses for dual-credit (students earn college credit while also working towards their high school diploma). Our language faculty have grown from two instructors up to nine at a given time. This is tremendous growth for us in building capacity. We also have onboarded an Omaha language curriculum specialist, and plan to hire a similar position for our Dakota language team as well. We have also recently added Pawnee language and Ponca language as additional options for our students. Beyond language classes, we have also offered plethora of classes from our Native American Studies Division (See course descriptions here:Native American Studies Courses (NASP) (thenicc.edu)). As a tribal college, we are unique to offer and require Native Studies classes as an integral part of every student's degree. Below are some descriptive statistics for the number of courses offered specific to this division: 2017-18: 11 FA, 14 SP, 4 SU = 29 2018-19: 13 FA, 15 SP, 5 SU = 33 2019-20: 17 FA, 21 SP, 11 SU = 49 2020-21: 28 FA, 28 SP, 21 SU = 77 2021-22: 32 FA, 25 SP, 16 SU = 73
Publications
|
Progress 09/01/21 to 08/31/22
Outputs
Target Audience:The target audience for the program are the residents of the Omaha Indian Reservation, the Santee Indian Reservation and those in the Greater Siouxland area. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Online Teaching Certificates I and II Monthly all-staff meetings Native Studies courses How have the results been disseminated to communities of interest? State of the College report (annual) Internally through the Institutional Assessment Committee, which reports to Executive Council Internal communication (email) Social media All those attending the trainings/courses/cultural events were present to experience the results, becoming more aware of their cultures and reclaiming their identities. Participants mostly spread the word through conversation about what happened, upcoming events, and back to the community. (Oral tradition) Updated College website with Guided Pathways project by discipline Quarterly NICC Newsletters Virtual Student Research Symposium in December 2021 and May 2022 What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
During2018-2022, NICC's enrollment management plan tracked several metrics for recruitment, retention and completion. While we met all of our reruitment goals each year, retention and completion have remained a challenge for us. Enrollment Management Plan As one of our core components of the enrollment management plan, NICC has been actively tracking the retention of our students. While we acknowledge the impacts of the pandemic on our students and communities, we also are generating new ideas to improve upon our retention goals in the future. RETENTION Student Classification Goals and baselines 2017 Statistics 2018 Statistics 2019 Statistics 2020 Statistics 2021 Statistics Credential seeking students at NICC as measured from Fall to Fall Goal: NICC will increase retention by 3% per year of all degree/certificate students from fall to fall. 2016FA - 142 - 56 returned 2017FA 56/142=39% 2017FA - 139 - 53 returned 2018FA 53/139=38% 2018FA - 122 - 51 returned 2019 FA 51/122=42% 2019FA - 117 - 46 returned 2020 FA 46/117=39% 2020FA - 129 - 42 returned 2021 FA 33% Baseline (average from 2012-2015): 33% Projected Annual targets: 2017 Fall: 37% Students retained; 2018 Fall: 40%; 2019 Fall: 43%; 2020 Fall: 46%; 2021 Fall: 49% NICC met the goal of 37%. NICC did not meet the goal of 40% NICC did not meet the goal of 43% NICC did not meet the goal of 46% NICC did not meet the goal of 49% Sub Group Analysis - Straight from High School with a diploma. The sub group is contained inside of the ALL as listed above but special review of this group is important to the long-term growth of NICC. Goal: NICC will increase retention of this subgroup by 5% annually. 12 First time from HS or GED entering NICC 2016 Fall - 5 continued to 2017 FA - 5/12=41% 7 First time fromHS or GED entering NICC 2017 Fall - 4 continued to 2018 FA - 4/7=57% 12 First time from HS or GED entering NICC 2018 Fall - 7 continued to 2019 FA - 7/12=58% 12 First time from HS or GED entering NICC 2019 Fall - 3 continued to 2020 FA - 3/12=25% 6 First time from HS or GED entering NICC 2020 FA - 2 continued to 2021 FA - 33% Baseline (2015 straight from High School students): 4 of 12 Projected Annual targets: AY2017: 38%; AY2018: 43%; 2019: 48%; 2020: 53%; 2021: 58%. NICC met the goal for 2017. NICC met the goal for 2018 NICC met the goal for 2019 NICC did not meet goal for 2020. NICC did not meet goal for 2021. Impact: 1. Data Informed Decision-Making:In 2018, a core interdisciplinary team at NICC identified an Institutional Research Office as one of three priorities to develop. The major goal was to improve data collection, protocols, analysis and dissemination. In December 2022, we hired 1.0 FTE who now serves as the Director of the Office of Institutional Research, Planning and Effectiveness. She is beginning to implement assessment beyond the academic courses and programs, to now included non-academic departments and their effectiveness. 2. Enhanced Course Offerings:We have not only exceeded our expectations in the number of courses offered in Indigenous languages. We have grown from one section of Level I (and randomly Level II) classes, to now regularly offering multiple sections of Levels I and II on a regular basis and sometimes offering Levels III through VI. Beyond language classes, we have also offered a plethora of classes from our Native American Studies Division. Below are some stats on number of courses offered specific to this division: 2017-18: 11FA, 14 SP, 4 SU = 29 total 2018-19: 13 FA, 15 SP, 5 SU = 33 total 2019-20: 17 FA, 21 SP, 11 SU= 49 total 2020-21: 28 FA, 28 SP, 21 SU= 77 total 2021-22: 32 FA, 25 SP, 16 SU= 73 total
Publications
|
Progress 09/01/18 to 08/05/22
Outputs
Target Audience:The target audience for the program are the residents of the Omaha Indian Reservation, the Santee Indian Reservation and those in the Greater Siouxland area. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Online Teaching Certificates I and II: These two courses are offered at NICC of our faculty to meet the needs of our students. Monthly All-Staff Meetings: As part of our strategic plan, NICC hosts 12 all-staff trainings per year. Each year, one topic must include cultural sensitivity training and one must include training for historical trauma. Native Studies Courses: We are beginning to audit the number of faculty who have taken a course in Native Studies. Currently, we have 48% of faculty who have taken Native Studies courses at NICC or another institution of higher education (n=50). We also currently have 45% of faculty who have a tribal affiliation, and recognize that some of their training may have come through informal trainings beyond college credits. NICC is making efforts to have all full-time and part-time faculty to have Native Studies courses be part of their annual professional development plan, and also highly recommend these opportunities to adjuncts as well. How have the results been disseminated to communities of interest? State of the College report (annual) Internally through the Institutional Assessment Committee, which reports to Executive Council Internal communication (email) Social media All those attending the trainings/courses/cultural events were present to experience the results, becoming more aware of their cultures and reclaiming their identities. Participants mostly spread the word through conversation about what happened, upcoming events, and back to the community. (Oral tradition) Updated website: http://www.thenicc.edu/ with Guided Pathways project Quarterly NICC Newsletters Virtual Student Research Symposiums at the end of each term What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
During 2018-2022, NICC's enrollment management plan tracked several metrics for recruitment, retention, and completion. While we met all of our recruitment goals each year, retentionand completion (of degrees) haveremained a challenge for us. RETENTION Student Classification Goals and baselines 2017 Statistics 2018 Statistics 2019 Statistics 2020 Statistics 2021 Statistics Credential seeking students at NICC as measured from Fall to Fall Goal: NICC will increase retention by 3% per year of all degree/certificate students from fall to fall. 2016FA - 142 - 56 returned 2017FA 56/142=39% 2017FA - 139 - 53 returned 2018FA 53/139=38% 2018FA - 122 - 51 returned 2019 FA 51/122=42% 2019FA - 117 - 46 returned 2020 FA 46/117=39% 2020FA - 129 - 42 returned 2021 FA 33% Baseline (average from 2012-2015): 33% Projected Annual targets: 2017 Fall: 37% Students retained; 2018 Fall: 40%; 2019 Fall: 43%; 2020 Fall: 46%; 2021 Fall: 49% NICC met the goal of 37%. NICC did not meet the goal of 40% NICC did not meet the goal of 43% NICC did not meet the goal of 46% NICC did not meet the goal of 49% Sub Group Analysis - Straight from High School with a diploma. The sub group is contained inside of the ALL as listed above but special review of this group is important to the long-term growth of NICC. Goal: NICC will increase retention of this subgroup by 5% annually. 12 First time from HS or GED entering NICC 2016 Fall - 5 continued to 2017 FA - 5/12=41% 7 First time fromHS or GED entering NICC 2017 Fall - 4 continued to 2018 FA - 4/7=57% 12 First time from HS or GED entering NICC 2018 Fall - 7 continued to 2019 FA - 7/12=58% 12 First time from HS or GED entering NICC 2019 Fall - 3 continued to 2020 FA - 3/12=25% 6 First time from HS or GED entering NICC 2020 FA - 2 continued to 2021 FA - 33% Baseline (2015 straight from High School students): 4 of 12 Projected Annual targets: AY2017: 38%; AY2018: 43%; 2019: 48%; 2020: 53%; 2021: 58%. NICC met the goal for 2017. NICC met the goal for 2018 NICC met the goal for 2019 NICC did not meet goal for 2020. NICC did not meet goal for 2021. COMPLETION Student Classification Goals and baselines 2017 Statistics 2018 Statistics 2019 Statistics 2020 Statistics 2021 Statistics Credential seeking students at NICC Goal: NICC will increase graduation by head count for Associate level granting programs by 5% annually. 8 Associate Degrees Awarded in 2016/17 AY 12 Associate Degrees Awarded in 2017/18 12 Associate degrees Awarded in 2018/19 12 Associate degrees Awarded in 2019/20 10 Associate degrees Awarded and 1 Certificate 2020/2021 Baseline is mean value of 2010 : 2015 of 12.6 headcount. Projected Annual targets: AY2017: 13 graduates; AY2018: 14; 2019: 15; 2020: 16 NICC did not meet the goal. NICC did not meet the goal. NICC did not meet the goal. NICC did not meet the goal. NICC did not meet the goal. A Change in Action: During the analysis phase, we recognize that we havesuch small sample sizes, andpercentagesmay not be the best metric to utilize for these goals or we may need to modify our goals to be more attainable. We have also been working in collaboration with Achieving the Dream and launched our Postsecondary Data Partnership (PDP) dashboards, where we are tracking early momentum metrics (EMMs) and key performance indicators (KPIs) that may be more applicable for our needs. Hence, we have transitioned our enrollment management plan moving forward. Impact: 1. Data Informed Decision-Making In 2018, a core interdisciplinary team at NICC identified an Institutional Research Office as one of three priorities to develop. The major goal was to improve data collection, protocols, analysis, and dissemination. This was in line with data results from the ICAT survey (one of our lowest perceived areas), feedback from the 2016 IPEDS Data Summary- TCU Comparison Group, as well as alignment with HLC Criterion 4.C and NICC's strategic plan. We then began to seek a full-time position incrementally. In the first year, this priority was placed upon already existing positions (primarily the PI of this project and our STEM recruiter who is also paid through this grant).In the second year, we dedicated 0.25 to this position and attempted to centralize, organize, and streamline all data collection for the college. In December 2022, we hired 1.0 FTE who now serves as the Director of the Office of Institutional Research, Planning and Effectiveness. We are exicted to see how this position has grown as it was so sorely needed when so many of our team members wear so many hats. While we recognize we have a ways to go yet, we also need to pause and acknowledge just how far we have come in developing capacity for Institutional Research at NICC. 2. Enhanced Course Offerings: Language and Cultural Identity Development We have not only met but exceeded our expectations in the number of courses offered in our Indigenous languages. We have grown from one section of Level I (and randomly Level II) language classes, to now regularly offering multiple sectiosn of Levels I and II on a regular basis and sometimes offering Levels III through VI. Some of the level I and II sections are even in high schools, where qualified instructors have been teaching courses for dual-credit (students earn college credit while also working towards their high school diploma). Our language faculty have grown from two instructors up to nine at a given time. This is tremendous growth for us in building capacity. We also have onboarded an Omaha language curriculum specialist, and plan to hire a similar position for our Dakota language team as well. We have also recently added Pawnee language and Ponca language as additional options for our students. Beyond language classes, we have also offered plethora of classes from our Native American Studies Division (See course descriptions here:Native American Studies Courses (NASP) (thenicc.edu)). As a tribal college, we are unique to offer and require Native Studies classes as an integral part of every student's degree. Below are some descriptive statistics for the number of courses offered specific to this division: 2017-18: 11 FA, 14 SP, 4 SU = 29 2018-19: 13 FA, 15 SP, 5 SU = 33 2019-20: 17 FA, 21 SP, 11 SU = 49 2020-21: 28 FA, 28 SP, 21 SU = 77 2021-22: 32 FA, 25 SP, 16 SU = 73
Publications
|
Progress 09/01/20 to 08/31/21
Outputs
Target Audience:The target audience for the program are the residents of the Omaha Indian Reservation, the Santee Indian Reservation and those in the Greater Siouxland area. Changes/Problems:We lost our Omaha language instructor to COVID in January 2021. We are still trying to build more capacity in those who are able to teach courses in our languages, cultures and histories by growing our own. What opportunities for training and professional development has the project provided?Faculty/Staff Development Online Teaching Certificate- taught by PD/Dean of Academic Affairs and newly hired Instructional Designerin synchronous and asynchronous formats to reach as many full-time, part-time and adjunct faculty as possible on Canvas • Overview: The five-week online teaching certificate is designed to guide novice online instructors through the steps of course planning and development and explores the unique opportunities and challenges of the online learning environment. Learning Objectives (Competencies): By the end of this online teaching certificate, participants will be able to: Design or redesign a course in preparation for online delivery Incorporate research-based online instructional best practices Make thoughtful use of a range of Canvas tools Teach informed by the experience of having been an online learner Monthly All-Staff Trainings 2020 September 4 Online COVID-19 Protocols (OSHA handwashing and FERPA) emPower Training Modules October 2 Zoom Self Care, mental health, student resources, Communications Dr. Belinda Hinojos & Dr. Katie Doud November 6 Zoom TEAMS training (Intermediate and Advanced) Skill Path (Phil Wiest) December 4 Zoom Updates from HR and Business Office, then Break-Out Sessions on revising Student Wellness Resources by Campus Anthony Warrior 2021 January Recorded presentations Online Propose ColorSpectrum Project Dr. Keisha Siriboe February 5 Microsoft Teams Talking Circle; Employee Handbook - review and sign for review Dr. Anitra Warrior; Anthony Warrior March 5 Microsoft Teams HLC Assurance Argument- Breakout Sessions Dr. Mike Oltrogge and Dr. Kristine Sudbeck April 9 Zoom ATD Covid Reflection Exercise ATD Coaches - Dr. Bobbie Frye and Dr. Omero Suarez May 22 Macy Graduation- BOD meeting/All-Staff NICC Family June 4 Viritual Meeting COVID impact on higher education Dr. Belinda Hinojos July ONLINE EmpowerBo Title IX - Cleary - VAWA online August 13 Virtual Meeting SWOT Analysis Maunka Morgan How have the results been disseminated to communities of interest? State of the College report (annual) Internally through the Institutional Assessment Committee, which reports to Executive Council Internal communication (email) Social media All those attending the trainings/courses/cultural events were present to experience the results, becoming more aware of their cultures and reclaiming their identities. Participants mostly spread the word through conversation about what happened, upcoming events, and back to the community. (Oral tradition) Updated website:http://www.thenicc.edu/ with Guided Pathways project Quarterly NICC Newsletters Virtual Student Research Symposium in May 2021 What do you plan to do during the next reporting period to accomplish the goals?Continue: Recruiting more participants to partake in our Institutional Research team to collect, analyze and disseminate data (Enrollment Management Plan, State of the College Report, National Student Clearinghouse Post-Secondary Data Partnership Dashboard) Expanding course offerings in Indigenous languages, cultures and histories Conducting feasibility studies for certificate and degree programs that fall in line with our strategic plan and community needs assessment Offering dual-credit courses in Indigenous languages Data collection schedule with deadlines assigned to people responsible Encourage more faculty and staff to enroll in our Indigenous languages, cultures, histories courses to build a more culturally compentent staff in serving the needs of our students and communities Community Needs Assessment, since last one was completed in 2016- This will also lead into our next Strategic Planning process Continue to make efforts towards successful completion of 2018-2022 Strategic Plan Begin: Develop next five-year Strategic Plan Launch virtual Career and Alumni Network
Impacts
What was accomplished under these goals?
Number of students who benefitted from this funding • Since part of two Executive Teampositions (Dean of Academic Affairs and Registrar/STEM Recruiter) are being funded through this grant, all of our students have benefitted from this funding. • FA20 Headcount: 210 • SP21 Headcount: 212 • SU21 Headcount: 151 (increase from 75 in SU20) • Total Unduplicated Headcount for 2020-21 Year: 435 (increase from 394 in 2019-20 year) Student/Faculty Achievements: Two certificates were developed as stackable credentials leading up to existing Associate's degrees: Community Counselingand Alcohol & Drug Counseling. These will begin being offered in the 2021-22 academic year. Digitized curriculum for Omaha and Dakota language courses is now much more comprehensive, utilizing Canvas (online learning system) that is easily accessible to students using their computers or other mobile devices NICC has expanded its language faculty into teams so that we are not so reliant on one individual to run the whole program alone. For the Omaha language department, we have one lead part-time instructor, a curriculum specialist, and two adjunct faculty. Unfortunately, we lost our part-time Omaha language instructor toCOVID-19 in January 2021, and our program is adjusting again. For the Dakota language department, we have three adjunct faculty but are hoping to develop a similar model to what we have built in the Omaha language department. In doing so, we have also increased access to dual-credit language learning opportunities in three high schools so far (i.e., Umonhon Nation Public School, Santee Community Schools, Niobrara Public School) and are hoping to expand to more (e.g., Bancroft-Rosalie Community Schools, Walthill Public Schools, Omaha Public Schools). Full-time and adjunct faculty funded by this grant have been involved in redesigning and/or developing curriculum for the following courses: Wynema Morris- NASP 2210 Omaha Tribal History, NASP 1140 Native American Spirituality, NASP 2990 Archival Research Keli Warrior- HLTH 1047 Motherhood is Sacred Maria Garcia-HLTH 1044 Native American Clothing Design and Construction,HLTH 1043 Beading Patty Provost- HLTH 1044 Star Quilt Travis Mallory- HLTH 1047 Fatherhood is Sacred Jamie Good Bird- HLTH 1044 Native American Clothing Design and Construction, HLTH 1043 Beading Kristine Flyinghawk- HLTH 1044 Native American Clothing Design and Construction Two Executivepositions partially funded by this grant (Dean of Academic Affairs and Registrar/STEM Recruiter) are largely involved in Institutional Research: Institutional Assessment Committee has now grown to an interdisciplinary team of 12 Academic Assessment (e.g., course, program, and institutional learning outcomes) Student Services Assessment (e.g., alumni surveys, co-curricular assessment, stop out/withdrawal surveys, workforce development survey, graduation exit interviews, CCSSE and SENSE, enrollment management plan) Student Paid Internship Opportunities(e.g. student ambassadors, science research assistant, archive program, marketing, administrative professional intern, radio dj, language apprentices, alcohol & drug program, carpentry position with tribal housing authority) Student Transfer- In the past few years, NICC has done a lot of work on updating our course codes, course titles, course descriptions, adoption of standardized syllabi in the Nebraska Transfer Initiative (http://nebcc. statewidecourses.org/Syllabi.html), and online transfer systems (TES, Transferology, TransferNebraska). In addition, we have also completed/in the process of completion of articulation agreements with the following institutions: University of Nebraska-Lincoln, University of Nebraska-Omaha, Wayne State College, Briar Cliff University, and Haskell Indian Nations University.
Publications
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Progress 09/01/19 to 08/31/20
Outputs
Target Audience:The target audience for the program are the residents of the Omaha Indian Reservation, the Santee Indian Reservation and those in the Greater Siouxland area. Changes/Problems:Change in personnel for theNative American Studies Division Head position between Dec 2019-Feb 2020 What opportunities for training and professional development has the project provided?Faculty/Staff Development • Online Teaching Certificate- taught by PD/Dean of Academic Affairs in synchronous and asynchronous formats to reachas many full-time, part-time and adjunct faculty as possible on Canvas Overview: The five-week online teaching certificate is designed to guide novice online instructors through the steps of course planning and development and explores the unique opportunities and challenges of the online learning environment. Instructors with some online teaching experience may also find it valuable.Learning Objectives (Competencies): By the end of this online teaching certificate, participants will be able to: Design or redesign a course in preparation for online delivery Incorporate research-based online instructional best practices Make thoughtful use of a range of Canvas tools Teach informed by the experience of having been an online learner • Monthly All-Staff Trainings September 2019- Institutional Capacity data summit- Dr. Bobbie Frye and Dr. Omero Suarez October 2019- Services for Students with Special Needs- Educational Access Team November 2019- Greetings in both Dakota and UmoNhoN languages December 2019- Student presentation of travel study experience in Berlin January 2020- NICC Employee Handbook revised publication February 2020- Spiritual Empowerment by Terry Medina March 2020- Suicide post-vention and referral trainings- Donna Wolff and Janelle Brock April 2020- Transitioning our students and ourselves through COVID-19 May 2020- Emotional Intelligence and win-win relationships- Maunka Morgan June 2020- Microsoft Teams training- Phil Wiest (Skill Path) July 2020- Title IX, Clery Act, VAWA training- emPower portal How have the results been disseminated to communities of interest? State of the College report Internally through the Institutional Assessment Committee, which reports to Executive Council Internal communication (email) Social media All those attending the trainings/courses/cultural events were present to experience the results, becoming more aware of their cultures and reclaiming their identities. Participants mostly spread the word through conversation about what happened, upcoming events, and back to the community. (Oral tradition) We originally had planned a data walk of institutional research alongside student research/internship/service-learning projects during the Spring 2020 graduation ceremony, but had to adapt our ceremony due to the COVID-19 pandemic. We hope to incorporate this idea for dissemination into next year's graduation. What do you plan to do during the next reporting period to accomplish the goals?Continue: Recruiting more participants to partake in our Institutional Research team to collect, analyze and disseminate data (Enrollment Management Plan,State of the College Report,National Student Clearinghouse Post-Secondary Data Partnership Dashboard) Expanding course offerings in Indigenous languages, cultures and histories Conducting feasibility studies for certificate and degree programs that fall in line with our strategic plan and community needs assessment Offering dual-credit courses in Indigenous languages Begin: Data collection schedule with deadlines assigned to people responsible Encourage more faculty and staff to enroll in our Indigenous languages, cultures, histories courses to build a more culturally compentent staff in serving the needs of our students and communities Community Needs Assessment, since last one was completed in 2016- This will also lead into our next Strategic Planning process
Impacts
What was accomplished under these goals?
Number of students who benefitted from this funding • Since part of two administrative positions (Dean of Academic Affairs and Registrar/STEM Recruiter) are being funded through this grant, all of our students have benefitted from this funding. FA19 Headcount: 227 (increase from200 in FA18) SP20 Headcount: 221 (increase from 182 in SP19) SU20 Headcount: 75 Total Unduplicated Headcount for 2019-20 Year: 394 (increase from 349in 2018-19 year) Student/Faculty Achievements: Four certificates were developed as stackable credentials leading up to existing Associate's degrees: Entrepreneurship, Business Administration, Pre-Nursing Level I and Pre-Nursing Level II. These will begin being offered in the 2020-21 academic year. Digitized curriculum for Omaha and Dakota language courses is now much more comprehensive, utilizing Canvas (online learning system) that is easily accessible to students using their computers or other mobile devices NICC has expanded its language faculty into teams so that we are not so reliant on one individual to run the whole program alone. For the Omaha language department, we have one lead part-time instructor, a curriculum specialist, and two adjunct faculty. For the Dakota language department, we have three adjunct faculty but are hoping to develop a similar model to what we have built in the Omaha language department. In doing so, we have also increased access to dual-credit language learning opportunities in three high schools so far (i.e., Umonhon Nation Public School, Santee Community Schools, Niobrara Public School) and are hoping to expand to more (e.g., Bancroft-Rosalie Community Schools, Walthill Public Schools, Omaha Public Schools). Native American Studies Division Head redesigned/developed curriculum for the following courses: • HLTH 1046- AIHEC (American Indian Higher Education Consortium) 21 students- preparation for annual student conference • HIST 2990- Archives Internship, 3 students-Organization of genealogical records, books, and historical documents in preparation for the new Archives Research Center at Macy Campus • Development of archival/museum protocols • Digitization of materials for nearing implementation of Mukurtu platform • NASP 1010- Intro to Native American Studies, 3 students • NASP 1030- Native American History to 1890, 18 students • NASP 1080- Native American Education, 10 students • NASP 2110- Native American Literature, 3 student • NASP 2120- Oral History & Tradition, 3 students • NASP 2300- Tribal Government & Politics, 9 students • NASP 2310- Federal Indian Policy, 2 students Two administrative positions partially funded by this grant (Dean of Academic Affairs and Registrar/STEM Recruiter) are largely involved in Institutional Research: •Institutional Assessment Committee has now grown to a team of 12, with the STEM Recruiter as the chair. Academic Assessment (e.g., course, program, and institutional learning outcomes) Student Services Assessment (e.g., alumni surveys, co-curricular assessment, stop out/withdrawal surveys, workforce development survey, graduation exit interviews, CCSSE and SENSE, enrollment management plan) • Student Paid Internship Opportunities, 19 students (e.g.science research assistant, archive program, marketing, administrative professional intern, radio dj, language programs,alcohol & drug program, carpentry position with tribal housing, Indian Health Services- Santee SiouxNation) • Student Transfer-In the past few years, NICC has done a lot of work on updating our course codes, course titles, course descriptions, adoption of standardized syllabi in the Nebraska Transfer Initiative (http://nebcc. statewidecourses.org/Syllabi.html), and online transfer systems (TES, Transferology, TransferNebraska). In addition, we have also completed/in the process of completion of articulation agreements with the following institutions: University of Nebraska-Lincoln, University of Nebraska-Omaha, Wayne State College, Briar Cliff University, and Haskell Indian Nations University. • Experiential Field Trips- This line item was greatly reduced from previous years, so the only financial support we were able to provide students this yearwas for one trip for the Omaha Culture and Tradition class to go to Fontenelle Forest near Bellevue, NE (originally inhabited by the Omahas).
Publications
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Progress 09/01/18 to 08/31/19
Outputs
Target Audience:The target audience for the program are the residents of the Omaha Indian Reservation, the Santee Indian Reservation and those in the Greater Siouxland area. Changes/Problems:The Project Director changed in March 2019. The Omaha language instructor passed away in June 2019, and the position was rehired in August 2019. What opportunities for training and professional development has the project provided? Faculty/Staff Development Online Teaching Certificate- taught by PD/Dean of Academic Affairs in synchronous and asynchronous formats to reach as many full-time, part-time and adjunct faculty as possible on Canvas Overview: The five-week online teaching certificate is designed to guide novice online instructors through the steps of course planning and development and explores the unique opportunities and challenges of the online learning environment. Instructors with some online teaching experience may also find it valuable. Learning Objectives (Competencies): By the end of this online teaching certificate, participants will be able to: Design or redesign a course in preparation for online delivery Incorporate research-based online instructional best practices Make thoughtful use of a range of Canvas tools Teach informed by the experience of having been an online learner Monthly All-Staff Trainings September 2018- Teamwork and leadership October 2018- Communication and collaboration using technology (i.e., Office 365 tools) November 2018- Historical trauma and cultural healing December 2018- Student-led presentation on trip to Berlin about cultural artifacts in museum February 2019- Serving the needs of all students March 2019- Academic advising and academic mapping Other notable curricular changes in 2018-19 Adoption of Carnegie Math Pathways materials and trainings for Math faculty and TAs Development of curriculum for six courses leading to Agri-business certificate How have the results been disseminated to communities of interest?Internal communication (email) Social media - All those attending the trainings/courses/cultural events were present to experience the results, becoming more aware of their cultures and reclaiming their identities. - Participants mostly spread the word through conversation about what happened, upcoming events, and back to the community. (Oral tradition) What do you plan to do during the next reporting period to accomplish the goals?Continue: Recruiting more participants to partake in our Institutional Research team to collect, analyze and disseminate data Enrollment Management Plan Annual IR Report State of the College Report National Student Clearinghouse Dashboard Expanding course offerings in Indigenous languages, cultures and histories Begin: Feasibility studies for certificate and degree programsthat fall in line with our strategic plan and 2016 community needs assessment Dual-credit courses in Indigenous languages Most important impact of the project for the community served: In line with our college's mission, "the Nebraska Indian Community College provides quality higher education and lifelong educational opportunities for Umonhon(Omaha), Isanti (Santee Dakota) and all learners." As such, we dedicate all of our efforts (including those funded by USDA's NIFA-Equity grant) towards these aims. This is evident in the revisions we just made to our core beliefs and values. (Click here for more information:http://www.thenicc.edu/index.php/en/nebraska-indian-community-college/mission-statement-1)
Impacts
What was accomplished under these goals?
Number of students who benefitted from this funding Since part of two administrative positions (Dean of Academic Affairs and Registrar/STEM Recruiter) are being funded through this grant, all of our students have benefitted from this funding. FA18 Headcount: 200 SP19 Headcount: 182 Total FA18 and SP19 Unduplicated Headcount: 294 Student/Faculty Achievements: Omaha language instructor/elder, Winona (Hawatay) Caramony was voted as the 2019 Faculty Member of the Year. Enrollment in the Omaha language courses has increased dramatically since Winona Caramony began in this position. In previous years, there may have only been Level I and II offered. During the spring 2019 semester, there were 29 students total across 6 different levels. Digitized curriculum for Omaha language courses is now much more comprehensive, utilizing Canvas (online learning system) that is easily accessible to students using their computers or other mobile devices Native American Studies Division Head has redesigned/developed curriculum for the following courses during the FA18 and SP19 semesters: HLTH 1046- AIHEC (American Indian Higher Education Consortium), 12 students Annual student conference preparation HIST 2990- Archives Internship, 3 students Organization of genealogical records, books, and historical documents in preparation for the new Archives Research Center at Macy Campus Development of archival/museum protocols Digitization of materials for nearing implementation of Mukurtu platform NASP 1010- Intro to Native American Studies, 3 students NASP 1030- Native American History to 1890, 10 students NASP 1040- Native American History since 1890, 7 students NASP 1080- Native American Education, 10 students NASP 2110- Native American Literature, 1 student NASP 2120- Oral History & Tradition, 3 students NASP 2300- Tribal Government & Politics, 7 students NASP 2310- Federal Indian Policy, 2 students NASP 2900- AIHEC Knowledge Bowl, 4 students Two administrative positions partially funded by this grant (Dean of Academic Affairs and Registrar/STEM Recruiter) are largely involved in Institutional Research Academic Assessment (e.g., course, program and institutional learning outcomes) Student Services Assessment (e.g., enrollment management plan, co-curricular assessment) Student Paid Internship Opportunities FA18- 6 student interns Areas: science research assistant, archive program, marketing, administrative professional intern, radio dj, language program SP19- 10 student interns Areas: alcohol & drug program, carpentry position with tribal housing, Indian Health Services- Santee Sioux Nation, science research assistant, archive program, marketing, administrative professional intern, radio dj, language program Student Transfer In the past couple of years, NICC has done a lot of work on updating our course codes, course titles, course descriptions, adoption of standardized syllabi in the Nebraska Transfer Initiative (http://neb-cc.statewidecourses.org/Syllabi.html), and online transfer systems (TES, Transferology, TransferNebraska). Since the Fall 2017 semester, NICC has increased the amount of courses that transfer to the State College System (Wayne State, Chadron State, Peru State) and the University of Nebraska System (UNL, UNK, UNO, UNMC) by 199 credits. Experiential Field Trips 03/29/2019 Field trip to significant places of the Umónhon people Pipestone National Monument in Pipestone, MN Good Earth State Park near Sioux Falls, SD Blood Run National Historic Landmark near Larchwood, IA 04/26/2019 Wakanyéja Symposium on American Indian Behavioral Health in Omaha, NE Two sophomore students and faculty member attended the symposium 05/10/2019 Ashfalls Fossil Beds near Royal, NE
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2019
Citation:
Hamilton, V., LeCount, C., Parker, N. & Sudbeck, K. (2019). Research on vs. research with: 21st century cross-cultural collaboration and American Indian education. Great Plains Quarterly, 29(1): 17-24.
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