Board of Directors
Ted Wright, Interim President
W. K. Kellogg Foundation
Project Summary: (1-2 pages)
The project goals are to have:
Comply with all reporting requirements in the W. K. Kellogg foundation documents and grant proposal in a timely manner.
Since at least the mid 1980's various organizations and individuals have talked about the possibility of establishing a tribally controlled college in Southeast Alaska. These discussions were inspired by the success of tribes and tribal consortia in taking-over federal institutions and providing Native people with health care, housing, and other basic services. In the fall of 1991 public forums were organized in Sitka and Juneau to spur interest in the tribal college movement and to recruit individuals and organizations willing to help lay the groundwork for a Southeast tribal college. In 1998 Central Council Tlingit & Haida received funds from the National Science Foundation and the Kellogg Foundation, through the Alaska Federation of Natives, to begin planning for the development of a tribal college.
In October 1999 a group of thirty tribal college leaders met in Juneau and outlined a five-year plan for long-term, as well as a 90-day plan for short-term college development. During the latter part of 1999 and the first half of 2000, the tribal college coordinator and the interim board of trustees' attention was focused on soliciting tribal support, chartering the college, and outlining the process for electing permanent representatives to the tribal college board of trustees.
While significant issues of governance and organization are still being worked-out, tribal college developers are at a point where a variety of actions can be taken on several fronts. To this end, plans for immediate and near-term activity are outlined in this proposal, as called for in the Barden reports and by our grantee sponsors for Phase II of the tribal college development projects. With the support of other regional tribal college developers and institutional partners, the leadership of the Southeast Alaska Tribal College is prepared to move forward to identify resources, design curriculum, hire staff, enter into specific, formal agreements with Sheldon Jackson College and the University of Alaska Southeast, and begin to offer college classes.
The mission of the Southeast Alaska Tribal College (SEATC) is to open our ancestor's box of wisdom, knowledge, respect, patience and understanding.
The SEATC charter and by laws were approved by 9 tribes in October 2001. SEATC is a tribally controlled institution that provides educational services to Alaska Native as well as non-Native students throughout the region and state. The college may also serve students from other states and nations via distance delivered classes.
The Need for a Southeast Alaska Tribal College
There is more than a little irony in the notion that proponents of a tribal college in Southeast Alaska must base some of the justification for development of such a college on the extent to which it meets needs that are not being met by other institutions. The irony lies in the assimilative history of education in the region and the differences between Southeast and some other regions that have experienced a lesser degree of assimilation. It is ironic that the children of Native people schooled at Sheldon Jackson School, Wrangell Institute, Chemawa Indian School, and Mt. Edgecumbe High School believe that a tribally controlled college is the best means to halt and reverse the decline of Alaska Native culture that began with those institutions. Having been assimilated through education, we have come full circle to understand that only full control of educational institutions will prevent the further decline of our cultures.
The need for a tribally controlled college in Southeast Alaska can not be equated with the need for tribally owned or operated institutions that provide health care, housing, employment or other basic services. These can be justified in terms of the exercise of self-determination, and in the context of the long legal and political history that enables American Indian and Alaska Native tribes to organize themselves and provide services that would otherwise still be delivered to them through federal agencies. When it comes to education, however, American Indians and Alaska Natives have a moral obligation to develop schools and colleges fully invested in the proposition that tribal history, culture, tradition and worldview are as important as those of other cultures and nations. Further, the pursuit of higher education through a tribal college allows students to obtain a credential that reflects a more realistic and useful accounting of local and state economy and society. In particular, the Southeast Alaska Tribal College will identify and recruit Native faculty and students who appreciate the benefits of a higher education system designed to take advantage of and more seriously address both their cultural and academic needs.
Post-Secondary Education in Southeast Alaska
The main providers of post-secondary education services in the Southeast region are Central Council Tlingit & Haida Indian Tribes of Alaska, Sheldon Jackson College, and the University of Alaska Southeast. While the Sitka Tribe of Alaska, Ketchikan Indian Corporation, and a few other Southeast tribes also have large education and training programs, they generally purchase services through the University system via scholarships to citizen students.
The largest source of student support for higher education services in Alaska are regional and local Native corporation scholarships combined with Adult Vocational Training, Adult Basic Education, and Higher Education funds available through federally recognized tribes. This section will provide a brief summary of educational services currently available through the three main Southeast Alaska post-secondary providers: Central Council Tlingit & Haida Indian tribes of Alaska, University of Alaska Southeast, and Sheldon Jackson College.
Outline recommendations and
action plans from the summer of 2000. Kellogg Final
Southeast Alaska Native Education
Forum, June, 2000
The working group recommends that the SE Tribal College join the American Indian Higher Education Consortium
Progress toward Goals (2-10
Tribal College Timeline
February 1997. The Southeast Alaska Native Rural Education Consortium Elders Council adopts a resolution calling for creation of a tribal college and tribal charter school.
Late 1997: Kellogg Grant Funded
January 1998 First Southeast Partnership meeting, Juneau
February 1998 Second Southeast Partnership meeting
May 1998, Southeast Alaska Native Language Consortium Conference, Juneau
August 1998, Kellogg funding transferred to Central Council Tlingit and Haida Indian Tribes of Alaska (was this in 98 or 99?)
October 1998, Southeast Alaska Native Language Consortium Planning Conference, Juneau
February 1999, Draft by laws for Southeast Alaska Tribal College adopted by the Southeast Alaska Native Rural Education Consortium Elders Council
May 1999, SEATC Interim Trustees appointed
September 1999, Kiks.ádi Pole Raising Ceremony, Sitka, Following a presentation by interim trustees John Hope and Jim Walton, 200 Clan and Clan House leaders sign a resolution endorsing the Tribal College Planning Project. The Chilkat Indian Village adopts a resolution endorsing the tribal college planning project.
October 99. The initial 5-year plan for developing SEATC is completed
November 99. The Douglas Indian Association and the Grand Camp Alaska Native Brotherhood and Sisterhood adopt resolutions supporting the tribal college planning project.
December 99, Articles of Incorporation filed for SEATC. The Alaska Intertribal Council adopts a resolution supporting the tribal college planning project.
March 00, Alaska Native Education Summit held in Juneau; participants adopt an action plan for developing tribal colleges in Alaska. The Sitka Tribe of Alaska, the Wrangell Camp #2, Alaska Native Brotherhood, Sitka Camp #1 Alaska Native Brotherhood, the Sitka Camp #4 Alaska Native Sisterhood and the Central Council of Tlingit and Haida Indian Tribes of Alaska adopt resolutions supporting the tribal college planning project.
June 00, The Southeast Native Education Forum is held in Juneau, participants adopt detailed action plans for SEATC. The National Congress of American Indians adopts a resolution supporting development of tribal colleges in Alaska.
September 00, The first 5 year cycle for the Alaska Rural Systemic Initiative ends
December 00, Southeast region funding for the second 5 year cycle of the AKRSI is transferred to CCTHITA, Andy Hope hired as Southeast Region Coordinator
February 01, The AFN/CANHE Higher
Education Summit is held in Anchorage.
March 01, CANHE representatives attend the American Indian Higher Education Consortium meeting in Duluth, Minnesota. The AIHEC board authorizes a MOA with CANHE to provide technical support.
May 01, The American Indian Higher Education Consortium and the Institute for Higher Education Policy publish "Building Strong Communities, Tribal Colleges as Engaged Institutions"
July 01, CANHE receives a planning grant from the National Science Foundation's Tribal College and Universities Program. This grant is for planning for improved technology infrastructure. A report on the Kellogg Foundation Alaska Tribal College Project, entitled "Site Visit: Consortium for Alaska Native Higher Education" by Dr. Michael Pavel, is published.
September 01. Kellogg funding ends. First SEATC workshop/course
Fall 01. Formal organization of SEATC. 9 Southeast Alaska Tribes (Organized Village of Saxman, Ketchikan Indian Corporation, Wrangell Cooperative Association, Sitka Tribe of Alaska, Angoon Community Association, Chilkat Indian Village, Petersburg Indian Association,Central Council of Tlingit and, Haida Indian Tribes of Alaska, and Douglas Indian Association) adopt resolutions approving the SEATC by laws and authorizing appointment of a board of trustees. The Alaska Federation of Natives and the Alaska Native Education Council adopt resolutions supporting development of tribal colleges in Alaska and Hawaii. SEATC officers are elected. SEATC 5-year plan (2001-2006) updated.
What new capacities have been developed at the institution(s), which improve the teaching/learning process?
What programs or audiences have been most impacted by project activities?
What evidence is available which indicates the project is moving towards its goals/objectives?
What obstacles or setbacks have been encountered and how have these been addressed?
Obstacle: Working with the local University of Alaska campus to offer courses for credits.
What lessons are being learned by the project staff and the participating institutions?
Summarize your progress towards achieving the stated goals of your project.
Refer to timeline on page 2 of this report.
Does your experience to date suggest that original expectations for achieving these outcomes were realistic? If not, why not? How will you deal with unrealistic expectations? If you have modified your intended outcomes, indicate the changes.
Yes, we feel they are realistic but require a lot of effort for open communications among the many entities that have an interest or "stake" in this movement. There is a substantial commitment in our region and within our organization that Natives achieve their goals and be successful in their educational, career, and professional ambitions. We are also committed to having these efforts translated into employment opportunities for these families. Some expectations in the region are that our tribal college will be offering degrees or academic qualifications in the immediate future. This expectation will take a long time to achieve in the classic definition of a "college". We are looking at ways to offer "higher education" and make it accessible to people who typically are not participating. In that we are still very new to this effort, our plan is constantly changing. It is a work in progress and one of the modifications we have discussed is making this a grades 11-14 institution. This would address the high Native "drop-out" rates for both high school and college. This would also address the expensive need for remedial classes during the first couple of years of a baccalaureate program.
Have there been any unanticipated outcomes? What are they?
Describe the activities undertaken this year directed at each of the outcomes listed above, and lessons you have learned from this year's experiences?
If some intended activities were not undertaken, please note them and explain why they were not pursued.
The certificate and associate degree programs for Tlingit language teachers has not come to fruition because there are no resources to fund the program at this time. SEATC is attempting to address this by planning a regional forum to consolidate available resources and attempt to facilitate a consensus on Tlingit language preservation/stabilization strategies. This forum is scheduled for late summer, 2002.
What problems have arisen and how are they being addressed?
We have a library that was funded by the Paul Allen Foundation. We had funding for a part time professional librarian, but when the funding ran out we were not able to keep the position. This is very unfortunate as she was trying to connect our facility to the AIHEC system. At this point in time not much activity is being done around this issue.
Describe any new activities or modifications and why they were added.
When the Central Council Tlingit and Haida Indian Tribes of Alaska (CCTHITA) became involved as the grantee partner in 1998, through the Ilisagvik College Kellogg grant, we were operating the Vocational Training and Resource Center, traditionally named, Haa Kaak Has Ka Hidi, "Our Uncles House". This is a facility owned by five tribes, but administered by CCTHITA staff. The facility had just opened its doors as a vocational training center for the Southeast Alaska region and had as a long term goal, the plan to expand and serve as a tribal college with more academic offering. The mission of VTRC is to serve the region's training needs for economic improvement. As VTRC began offering courses, mostly in vocational and computer software programs, it became evident that basic academic courses should also be provided. When the Kellogg funding made it possible for CCTHITA to study the need for and the interest in creating a tribal college in the region, that focus became a part of the staff responsibilities at the VTRC. To date, this work has been carried out at the VTRC facility, reporting VTRC activities, and supported by CCTHITA through the direct participation of three program managers, space, communication networks, and supplies. The current funding from the AFN/ National Science Foundation is used to support a consultant position and travel associated with the projects. As stated above, that position addresses both tribal college planning and the work of the Alaska Rural Systemic Initiative (AKRSI). As the planning work progressed, it was determined by the AKRSI Elder Council and others devoting time to the newly forming tribal college, that it should be an entity that is "independent" in its legal structure from any one tribal government. That being the case, Articles of Incorporation were filed, tribal resolutions and representation were gathered to from a permanent Board of Trustees for the Southeast Alaska Tribal College, and by-laws were adopted by the eleven trustees. Currently, the SEATC exists as a legal entity, and so will be proposing a memorandum of agreement with CCTHITA/VTRC to work together to offer courses at the VTRC facility for some of its courses, and plans to do similar memorandums with other tribal and educational institutions that are interested.
Share other pertinent observation/accomplishments.
Future Plans: (1-2 pages)
~Science Technology, Engineering and Math~
Prospectus for Planned Programs
Dr. Ted A Wright, President
Becoming Native to a Place
The mission of the SEATC is to open our ancestors box of wisdom, knowledge, respect, patience and understanding. The box of knowledge is a Tlingit metaphor that reinforces the need to pass on to our children the wisdom and strength of our culture through education. And, among the clans and tribal communities of southeast Alaska, education was traditionally built upon an intimate knowledge of diverse people in relation to culturally and historically unique places. The tribal college in Southeast Alaska is developing certificate and degree programs founded on principles of place-based education, inspired by and modeled after traditional Tlingit, Haida and Tsimshian ways of knowing. For this reason, the science, technology, engineering, and mathematics (STEM) programs of the Southeast Alaska Tribal College (SEATC) will be built around a deep understanding of place. In this way, students who matriculate at the tribal college and take STEM courses will become Native to a place. As their knowledge of the area in which they live grows, students will gain wisdom and live with increasing respect, patience and understanding.
The Southeast Alaska Tribal College has worked on development of two core curricular programs to date, the I Am Salmon curriculum and the GIS Tlingit Placenames projects. Together, these projects provide a foundation upon which to build new science, technology, engineering and math courses and to infuse existing courses with the tribal college's place-based perspective.
I Am Salmon
The I Am Salmon project was initiated by One Reel in Seattle, as a part of the Wild Salmon program. I Am Salmon is a multi-disciplinary, multi-lingual, multicultural, multinational curriculum project, with participants in Japan, Russia, Alaska, Yukon, British Columbia and Washington. The project is designed to develop a sense of place (in one's watershed) and a sense of self (in the circle of life) and an understanding of how they are connected.
The general purpose of I Am Salmon is for students to explore the natural history of their watershed by documenting the history of wild salmon streams near their communities and share that information with other students around the Pacific Rim. The six species of Pacific salmon serve as the unifying theme of I Am Salmon-their ties to watershed habitats, dependence on natural cycles and roles in ancestral and modern cultures in nations throughout the northern Pacific Ocean. By following the cycle of migrating salmon, students can learn lessons about the larger themes of life-birth, death and transformation-and an understanding of ones place, both in local watersheds and the world.
Southeast Alaska I Am Salmon teams are developing curricula and educational resources. Team members will share these resources, which include Tlingit Cultural Atlases, Electronic Tlingit Language drills, Electronic Salmon part drills, Tlingit Plants, and Salmon units. At the higher education level, the Southeast Alaska Tribal College will use project curriculum to reorient SEATC classes toward a Native and Tlingit perspective, and to train faculty in the development of courses that are more in-line with the mission and worldview that inform all the college's programs.
GIS Cultural Place Names Mapping
Recognizing the importance of documenting traditional ways of knowing based on an intimate relationship of Native people to their homelands, the Alaska Rural Systemic Initiative has sponsored cultural mapping projects in each region of Alaska. In the Southeast region, digital atlases with Tlingit place names and numerous culturally relevant links have been developed, with several communities still in the process of establishing their maps. When completed, educators will have a geographic, cultural framework for building curriculum and guiding instructional practice.
The importance of these atlases lies in the process it takes to complete them. Educators work with elders and local culture-bearers using technology to document the importance of specific places through stories, songs and arts passed down from generation to generation. Though some of the knowledge contained in these maps has to be protected from the general public, the majority of information provides an invaluable framework for college faculty to immerse students in local culture as they put western knowledge in Alaska Native perspective. The Southeast Alaska Tribal College will expand the use of Geographic Information Systems, cultural mapping technology, and web-based course development to enhance science, technology, engineering and math offerings.
Planned Academic Programs
In partnership with the Tlingit & Haida Vocational Training & Resource Center, the SEATC will seek funds for development of the following programs:
Though SEATC is requesting the University of Alaska for accreditation sponsorship, the academic programs of the tribal college will be distinctive in at least three ways:
When considering the resources it takes to develop unique programs such as these, SEATC management acknowledges the importance of training, technology, and strong partnerships between educational institutions and tribal communities.
Plan to Enhance STEM Elements of SEATC programs
Science, Technology, Engineering and Mathematics lend themselves to traditional place-based education better than most other areas of inquiry because learning occurs most effectively through hands-on practice and real-world experience. That so many of our students seem to find these subjects to be too difficult or uninteresting is due more to the misplaced focus of our institutions than to the student's ability or judgment. The Southeast tribal college will organize itself to address this problem by tying the ways faculty teaches and students learn to places in the region and to Southeast Native cultures. The steps outlined below will move the college toward achieving these ends:
Dissemination? (1/2 page)
What information or evaluation findings from your project have been made available to the field and how?
Sharing Our Pathways articles
B. What plans do you have, if any, at this time for disseminating information about your project?
Develop a brochure and a website.
CLUSTER EVALUATION QUESTIONS
1. What additional funds have been leveraged to sustain your NAHEI-initiated program(s) or other efforts? $77,000 through a Memorandum of Agreement with Alaska Federation of Natives, that administers a National Science Foundation grant.
Provide information under each of the following headings:
The partnerships with SEANEA, EED, re: TLDP
# Type Funding requested - Amounts requested - Source
# Type Funding Received - Amounts received - Source
Type of Resources/Activities Supported by the above Funding
____Student support services
__X__Other (describe) Some supplies as provided in MOA.
2. What institutional capacities have been increased or enhanced as a result of your NAHEI funding or NAHEI-initiated efforts? Check the categories and add a description. Same report that was submitted to Curt Madison?
- Increased Resources at TCU or Native IHE
____Space/facilities e.g. office, classroom, labs, etc.(describe briefly)
__X__Administrative capacity e.g. phones, computers, etc. (describe briefly)
As described in the above report.
____Increased library acquisitions (describe briefly and categorize numbers, etc.) Paul Allen Library funding?
____Other (describe briefly)
- New/Increased Activities at TCU and/or partner IHE resulting from Teacher Ed. Funding SEANEA Organizational meetins/VTRC catalog?
____Cultural/multi-cultural activities (describe briefly and categorize numbers, etc.)
____Communications e.g. newsletters, surveys, etc. (describe briefly and categorize numbers,
____Other (describe in a brief paragraph)
3. What new technological improvements have been made to your IHE? (describe in a paragraph those improvements or enhances capabilities. e.g. internet access, networking, T-1 lines, distance learning, etc.
Ilisagvik Project, the partnership with IATC and VTRC
Computer training facilities
- Technology networks Involved Check all that apply
____ State network
____AIHEC Distance Learning network
____Video Conferencing (show organizations and agencies involved)
__X__Internet communications for daily/weekly/ongoing communications
____AIHEC Virtual library
____Other (describe and name)
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