Tribal Colleges and Universities

Wednesday, February 19th, 2020

1:00 – 2:15 pm 
TCU Networking Lunch
Room: Maryland 3/4

Welcome, Cindy Lopez


2:30 – 3:20 pm
TCU Convening and Workshop
Room: Woodrow Wilson C/D

All TCU DREAM Attendees, ATD, Ascendium Education Group, AIHEC and West Ed. 


3:30 – 4:20 pm 
TCU Workshop on Key Performance Indicators and Early Momentum Metrics
Room: Woodrow Wilson C/D

Terri Manning, ATD Strategic Data Coach and Jennifer Hill Kelley, ATD Holistic Student Support Coach ATD and all TCU DREAM Attendees


TCU CONCURRENT SESSIONS
 

4:30 – 5:20 pm
ATD at FDLTCC: The Sum is Greater than the Parts
Room: Baltimore 3 

Anita Hanson, Dean of Student Services; Anna Fellegy, Vice President of Academic Affairs Fond du Lac Tribal and Community College

This presentation highlights four projects at Fond du Lac Tribal and Community College (FDLTCC) that began as Achieving the Dream initiatives and resulted in positive impacts well beyond their initial borders: Early alerts, mid-term grades, ICAT, and involvement with the National Student Clearinghouse.
 

Stumbling and Bumbling to Split Semesters
Room: Baltimore 4  

Angie Hedges, Faculty, Developmental Studies; Joey Ditonno, Registrar Chief Dull Knife College; Shiree Strangeowl, Student

To increase course completion, and persistence, Chief Dull Knife College took a bold move; transitioning all courses to 8-week semester system. This change demanded a whole-college approach to make it successful. Faculty had to adjust their teaching to this new format, students had to shift their approach to learning the material, schedules had to change, and support services like advising had to update their practices. Join this session to learn why the college made this bold move, how they tackled implementation challenges, and what the impact has been so far.

 

Thursday, February 20th, 2020

10:00 – 11:00 am 

Ascendium Office Hours for Project Success Participants
Room: Maryland 4

10:00 – 11:15 am 

Carnegie Math Pathways/West Ed. Office Hours
Room: Maryland 3

Student Voices in the Feedback Loop
Room: Woodrow Wilson B  

Leah Woodke, Director of Institutional Research; Sheridan McNeil, CTE Director United Tribes Technical College

This presentation will highlight how United Tribes Technical College engaged students in its student success work through interviews and a data walk. Presenters will share how the college developed a student-centered definition of student success and used this definition to guide its retention system and frame its co-curriculum activities and assessment.


Successes and Challenges: Implementing Multiple Measures for Course Placement
Room: Annapolis 1/2 

Krystal Wind, Dean of Student Affairs College of the Muscogee Nation

The College of the Muscogee Nation (CMN) began utilizing multiple measures for course placement during the annual CMN Summer Bridge Camp held in August 2019. This presentation will discuss the successes and challenges of implementing multiple measures for course placement during the camp as well as during fall enrollment. Presentation points include how staff and faculty prepared to use multiple-measures for qualifying students, results of data, lessons learned, and strategies for implementation and data tracking for the upcoming year.


11:30 – 12:30 pm
What Kind of Student do You Want to Graduate?
Room: Annapolis 1/2

Annabah Conn, Director of Accreditation & Assessment, Dine College

Join this session to learn how Diné College developed, measures, and began institutionalizing the production of data on institutional learning outcomes to inform student success planning and assure ongoing preparedness for accreditation visits. Diné College used this question to guide the development of both academic and non-academic institutional learning outcomes. Come learn about the data we leveraged (including ICAT data), our process and how continuous interdepartmental collaboration is helping to phase in the process of institutional learning outcomes.


How Reporting to the National Student Clearinghouse Can Help TCU’s Become More Efficient
Room: Annapolis 3

Troy Munhofen, Registrar, Nebraska Indian Community College Bobbie Frye, ATD Stragetic Data and Technology Coach

Nebraska Indian Community College (NICC), which has between 200-250 students a semester, joined the three main services of National Student Clearinghouse (NSC) in 2015, helping it centralize student data and access more information about the educational journey of its students. This has been useful given staff time constraints and the spread out nature of NICC’s three campuses. In 2019, NICC joined the Clearinghouse’s Post-Secondary Data Partnership (PDP) which further “simplifies, streamlines, and enhances data gathering and reporting” (NSC PDP brochure, 2019). Join this session to learn about the PDP onboarding process, including challenges and how the resulting data dashboards will help the college. This is part of the story of how a small rural college has built its institutional research function despite very limited staffing.


2:30 – 3:20 pm
Equitable Access and The Digital Divide at a Rural TCU
Room: Annapolis 1/2

Kristine Sudbeck, Academic Dean Nebraska Indian Community College

During the fall of 2017, NICC took the ICAT survey and found equity to be one of its lowest capacity areas. One approach to addressing this was to address equitable access to and usage of technology among students. During this session, you will learn about NICC’s efforts to track 4 years of data regarding student access and use of technology, challenges we faced, how we scaled our strategies and lessons learned. Session participants will be provided with four digital divide scenarios as well as the opportunity to discuss what accommodations an institution of higher learning might make to bridge this equity gap.


Innovative Learning Environments
Room: Annapolis 4

Bond Love, English Instructor; Joseph Rodriguez, English Instructor; Jim Rains, English Instructor Haskell Indian Nations University

Haskell Indian Nations University's English department is enhancing the student experience of English classes to improve retention and course success. Classrooms have been transformed into living and learning spaces that create a more welcoming and empowering learning environment. A Writing Center was set up, staffed with English faculty and tutors/coaches, to offer dynamic programming that has improved student learning and outcomes. Join this session to hear and see the changes and learn how they have impacted the teaching and learning experience for faculty and students alike.


2:30 – 5:30 pm
Workshop for TCUs in Serving Native American Students with Holistic Student Supports Project with ATD and DVP-Praxis
Room: Baltimore 3/5

Workshop for 6 TCUs in Holistic Student Supports Project


3:30 – 4:20 pm
A Tale of Two TCUs: Adventures and Lessons Learned on A Math Pathways Journey
Room: Annapolis 1/2

Dan Ray; Lead for Faculty Development, WestEd; Jan Miller, Mathematics Department Chair; Bay Mills Community College; Tami Niswander, Chief Financial Officer, Red Lake Nation College

What can be done to transform the mathematics gatekeeper into a mathematics gateway? One initial step to making math learning more meaningful to students' lives is implementing math pathways. With the support of Carnegie Math Pathways, many TCUs have introduced math pathways, as well as holistic changes to instruction that engage students with active instructional methods, real-world based curriculum that focuses on problem-solving, and integrated student supports. Join us for a session that will feature case studies from faculty at two such tribal college campuses. The information and examples shared in this session will provide participants with useful ideas and strategies that they may use or adapt to improve their course structures and instruction in their own classrooms.


Implementing a Student-Centered Paid Internship Program to Drive Student Success Outcomes
Room: Annapolis 3

Kimberly Barrows, Registrar, Aaniiih Nakoda College; Kim Dickson, Learning Center Director, Leech Lake Tribal College; Dan Durglo, Vice President of Academic Affairs, Salish Kootenai College

Join this session to learn how tribal colleges have implemented student-centered internship programs that provide meaningful work experiences and foster partnerships with the local community. The paid internship program is intended to provide students with paid work experience directly related to their field of study. Institutional data illustrate that students who participate in the paid internship program have high rates of retention and/or completion and in some cases, full-time positions at their employer after graduation. This session features the perspectives of tribal college practitioners who will share how they implemented a paid internship program (often when one previously did not exist) and built relationships both on campus and off campus to create meaningful opportunities for students.


4:30 - 5:20
A Journey in Discovering the Meaning of Equity
Room: Annapolis 1/2

Glennita Haskey, Vice President of Student Affairs, Velveena Davis, Director of Office of the Institutional Planning and Reporting and Geraldine Garrity, Provost, Dine College

This session will discuss the challenges and successes of Diné College's journey since joining Achieve the Dream (ATD), the gaps and changes made to servicing our 98% Native American students, closing the gap specifically between male and female persistence by using Fall to Fall data points. This session will discuss ways Diné College closed the gap from -9 (2014) to +11 points by 2017.


Beyond Financial Aid – How Implementing an Emergency Aid Program can Strengthen Student Outcomes and Transform your Institution
Room: Annapolis 3

Jolene Aguilar, Education Project Specialist, Southwestern Indian Polytechnic Institute; Jorge Mendoza, Academic Success Counselor, Leech Lake Tribal College

A growing number of colleges are using this student success strategy to improve their student retention rates and decrease their dropout rate. Join this session to learn how two tribal colleges implemented an Emergency Aid program that went beyond a financial aid program. Presenters will share the programmatic elements that led to success, challenges they faced during implementation and provide an interactive opportunity for participants to engage in the session learnings.

We will update this page periodically as we get closer to DREAM 2020.

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