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Enduring Legacies

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					LEADS
Barbara Smith, Provost Emeritus, Evergreen State College
and
Mark Reisman, Dean Extended Learning, Grays Harbor College



         Enduring Legacies
    Reservation-based Partnership
               Program
     with the WA State Community
   Colleges and The Evergreen State
                College
                                            Friday, May 16, 2008 at TACTC
                               Presenter: Kayeri Akweks, SBCTC eLearning
                                       See http://www.evergreen.edu/tribal/
                    Our Situation
• Washington State has a large Native American
  population (nearly 160,000 Native Americans and more
  than 30 tribes).
• Many of these tribes are rural and difficult to reach, but
  Indian higher education on reservations is in urgent
  need of improvement.
• The need is especially acute since most Washington
  tribes are now pursuing the important goals of self-
  determination and community sustainability.
In Washington, the majority of Indian children are
                failing in school
 •   In Washington, the majority of Indian children are failing in all subjects at all
     grade levels on Washington Assessments of Student Learning (WASL) tests.
 •   At least 32% of Native American students in Washington who enter high school
     do not complete.
 •   Only 36% of Indian students receive a B.A. within six years of entering a four-
     year college program.
 •   Only 15% of degree-seeking Indian students in Washington receive a community
     college degree within three years.
 •   Nationally, only 29% of the Indian population (compared to 79% of whites) are
     high school graduates.
 •   About 3% of Indians (compared to 8% of whites) have degrees from community
     colleges.
 •   About 6% of Indians (compared to 18% of whites) have Bachelor's degrees.
 •   3% of Indians (compared to 9% of whites) hold advanced degrees (U.S.
     Census).
   What is the
  Partnership?

• Based on funding from a Lumina Grant
• Reservation-based direct transfer A.A degree that
  provides access to Evergreen’s B.A. program
    MAIN PARTNERS
    •  The Evergreen State College
    •  Grays Harbor College
    •  Washington Online
    •  State Board of Community and Technical Colleges (SBCTC)
        Partner Colleges – Course Partners
•   Evergreen State College and Grays Harbor College
    (Lead Institutions)
•   Olympic Community College (Allowed program in their
    service area/possible future Course Contributor/connection
    site with Early College High School)

•   Walla Walla Community College (Course Contributor)
•   Spokane Falls Community College (Course Contributor)
•   Pierce College (Course Contributor)
•   Whatcom Community College (Course Contributor)
•   Big Bend Community College (Course Contributor)
•   Skagit Valley Community College (Course Contributor)
•   Peninsula College (Course Contributor)
•   South Puget Sound Community College (Course
    Contributor)
•   South Seattle Community College (Course Contributor)
•   North Seattle Community College (Course Contributor)
•   Seattle Central Community College (Course Contributor)
•   Green River Community College (Course Contributor)
Partner Colleges (cont) – Case Partners
  • Northwest Indian College (Case Partner)
  • Salish Kootenai College (Case Partner)
  • Bainbridge Graduate Institute (Case Partner)
  • Dine College (Case Writers & case workshop attendees )
  • Sinte Gleska University (Case Writer)
  • SUNY-Buffalo Center for Case Teaching (Case project
    advisor, faculty development partner)
  • Spokane Tribal College (Case Writer & case workshop
    attendees)
  • United Tribes Technical College (Interest in case project)
            Who are the Tribes Involved?
Program started in Fall 2005 with three tribes
• Muckleshoot
• Quinault
• Nisqually
Now serving nine tribes at 10 sites - with the
   addition of
• Lower Elwha Klallam
• Makah
• Squaxin Island
• Shoalwater
• Franks Landing
• Chehalis
• Green Hill Maximum Security Facility for
   Incarcerated Youth
Expressed interest from five other tribes.
Plus, we are considering possible expansion
   to tribes in Eastern Washington and
   Idaho
Evergreen in collaboration with Grays Harbor College
     developed a lower division bridge program
    • Began in fall 2005 and was designed to serve first- and
      second-year college students.
    • Students enroll as Grays Harbor College students and
      work toward a direct transfer Associate of Arts degree.
    • The curriculum is a hybrid of the best available online
      classes and instructors.
    • Students attend weekly study sessions in the tribal
      communities that the program serves.
    • Bridge students attend the weekend classes at the
      Longhouse - providing opportunities to work with and
      learn from the program’s upper division students.
    What Makes for Good Partners?
• Evergreen has offered a successful reservation-based
  upper division curriculum leading to a BA degree for
  more than 15 years on six Indian reservations (Makah,
  Quinault, Port Gamble, S’Klallam, Nisqually,
  Muckleshoot, Skokomish).
• Since 1993, the Evergreen program has educated more
  than 400 degree seeking students and has a BA
  completion rate of 76% (compared to a national
  completion rate of 36%).
• The Evergreen program uses community-based as well
  as main campus faculty.
                 Why is it Working?
• New AA course pathway
• Cultural Resource Technician
  Certificate
• Cultural relevance
• Applicability to the overall four-
  year degree
• Online-hybrid cohort program
• Library course designed to be
  foundational to all other courses
• New student orientation course
• Face-to-face and online
  developmental education
Enduring Legacies Program for Native Student Success

                                      Native student
                                         success



       Trained
       college
       faculty                      Learning Community

       Trained                           Redesigned          Native case
                     eLearning             on-line
        study      strategies for                              studies
       leaders                            courses
                  Native learners
                                        Culturally sensitive curriculum
        Other
       partners

                                       The                                    Tribal
                                    Evergreen                              communities
                                      State                                     &
                                     College                               reservations
                                      (lead)

                       Grays                    Washington
                      Harbor                      Online
                      College                    (WAOL)
          Growth in the 2nd Year
• Recruited a large new class of
  entering students (23) from
  existing reservations as well as
  two new sites - Shoalwater and
  Lower Elwha/Makah.
• Several new study leaders
  were added. These
  “whipman/aunties and uncles”
  continue to provide invaluable
  and much appreciated support
  to our students.
What Success Looks Like Thus Far

             • Fall (2006) the State Board for Community
             and Technical Colleges named the program a
             “Best Practices/Student Achievement
             Program.”

             • In just one year, the number of tribes
             served has gone from 3 to 10.

             • The number of students has risen to
             sustainable levels for funding online classes.

             • The program has successfully faced and
             dealt with a number of obstacles including
             the need for additional courses for students
             with weak skills in English and mathematics.
     What Success Looks Like
In his report at the end of the first year, the external
   evaluator, Peter Ewell from NCHEMS (the National
   Center for Higher Education Management Systems)
   showed the program’s wider implications: “The first
   year convincingly verified that the need the project
   was conceived to meet is real and demanding. It is
   clear that the Native community target population—
   which consisted overwhelmingly of women with heavy
   family and work obligations and limited resources—
   was reached in a way that no previous program had
   been able to do.”
        Funding and sustainability
•   The program has reached an enrollment level at which the budget is
    sustainable.

•   The colleges have developed budgets to transition some of the major
    expenses off Lumina funding by July 1, 2007.

•   College Spark Washington made a one-year grant in September 2006 to
    Grays Harbor College to support the program there.

•   Proposals are being developed to the National Science Foundation to fund
    the program expansion as well as a national dissemination project for the
    Native Cases Initiative.

•   Explorations are underway to tie these efforts to other Native initiatives such
    as the Native Early College High School programs coordinated by Antioch
    University and a distance education program being considered by Oregon
    State University.
        Development of new courses
We have developed seven new
   courses:

1. Speech
2. Creative Writing
3. Exploring Science through
   Cases
4. Exploring Battlegrounds in
   Indian Country through Cases
5. e-Portfolios
6. Preserving Native American
   Culture and History
7. Our People’s Stories
   Development of new courses
This includes:
• the entire first year of a
  three-year core course
  sequence for the upper
  division
• as well as on-line courses
  in
   • Economics
   • Quantitative Reasoning
   • Statistics
             Case development
  The grant promised to develop 14 original cases (see
    below) on important Native issues to use as culturally
    relevant curriculum at both the two- and four-year
    levels.

We have
completed over
30 cases to date.
                      Use of cases
Four Evergreen courses are using the new cases, and they are also
  being used at all the partner institutions which participated in the
  case development process (Grays Harbor College, Northwest
  Indian College, Salish Kootenai College, and Bainbridge Graduate
  Institute).
Broader use of the
cases should
expand rapidly next
year, as the tribal
college consortium,
AIHEC, has
promoted our
cases on its
website.
Implementation of the e-Portfolio Initiative
  • This involved
    developing I/T
    software, staff capacity
    and related curriculum.
  • Students started doing
    e-Portfolios in Fall
    2006.
  • The e-Portfolio system
    has spread to other
    programs at
    Evergreen.
       Faculty and staff development
We’ve used many different strategies and tools to promote
  faculty and staff development, including:
• conferences/meetings
• handbooks
• one-on-one coaching
• support materials
• internal program evaluation approach. (This involves
  extensive student surveys and staff interviews and results
  in a reflections report, called “Gleanings,” that is issued
  quarterly.)
              Websites Developed
• Native Cases Website www.evergreen.edu/tribal/cases
• ePortfolio website http://www2.evergreen.edu/eportfolio/
• Grays Harbor College Reservation-Based Program Website
  http://ghc.ctc.edu/distance/reservation/index.htm
• Grays Harbor Curriculum
  http://www.evergreen.edu/tribal/graysharbor.htm
• The Evergreen State College Reservation-Based Program
  Website http://www.evergreen.edu/tribal/
                Contact Info
• Barbara Smith, provost emeritus, Senior Scholar and Special
  Assistant for Enduring Legacies Reservation-Based Project,
  The Evergreen State College
  SmithB@evergreen.edu
• Mark Reisman, Dean Extended Learning, Grays Harbor
  College mreisman@ghc.edu
• Mark Ramon, Bridge Program Coordinator mramon@ghc.edu
• Connie Broughton, Managing Director of WAOL
  cbroughton@sbctc.edu
• Kayeri Akweks, SBCTC Online Student Services Manager
  kakweks@sbctc.edu

				
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