Barbara Smith, Provost Emeritus, Evergreen State College
Mark Reisman, Dean Extended Learning, Grays Harbor College
with the WA State Community
Colleges and The Evergreen State
Friday, May 16, 2008 at TACTC
Presenter: Kayeri Akweks, SBCTC eLearning
• 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
• 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.
What is the
• Based on funding from a Lumina Grant
• Reservation-based direct transfer A.A degree that
provides access to Evergreen’s B.A. program
• 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
• 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
• 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
• United Tribes Technical College (Interest in case project)
Who are the Tribes Involved?
Program started in Fall 2005 with three tribes
Now serving nine tribes at 10 sites - with the
• Lower Elwha Klallam
• Squaxin Island
• Franks Landing
• Green Hill Maximum Security Facility for
Expressed interest from five other tribes.
Plus, we are considering possible expansion
to tribes in Eastern Washington and
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,
• 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
• Cultural relevance
• Applicability to the overall four-
• Online-hybrid cohort program
• Library course designed to be
foundational to all other courses
• New student orientation course
• Face-to-face and online
Enduring Legacies Program for Native Student Success
faculty Learning Community
Trained Redesigned Native case
study strategies for studies
Culturally sensitive curriculum
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
• 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
• 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
• 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
Development of new courses
We have developed seven new
2. Creative Writing
3. Exploring Science through
4. Exploring Battlegrounds in
Indian Country through Cases
6. Preserving Native American
Culture and History
7. Our People’s Stories
Development of new courses
• the entire first year of a
three-year core course
sequence for the upper
• as well as on-line courses
• Quantitative Reasoning
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
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
Broader use of the
expand rapidly next
year, as the tribal
cases on its
Implementation of the e-Portfolio Initiative
• This involved
software, staff capacity
and related curriculum.
• Students started doing
e-Portfolios in Fall
• The e-Portfolio system
has spread to other
Faculty and staff development
We’ve used many different strategies and tools to promote
faculty and staff development, including:
• 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
• Native Cases Website www.evergreen.edu/tribal/cases
• ePortfolio website http://www2.evergreen.edu/eportfolio/
• Grays Harbor College Reservation-Based Program Website
• Grays Harbor Curriculum
• The Evergreen State College Reservation-Based Program
• Barbara Smith, provost emeritus, Senior Scholar and Special
Assistant for Enduring Legacies Reservation-Based Project,
The Evergreen State College
• Mark Reisman, Dean Extended Learning, Grays Harbor
• Mark Ramon, Bridge Program Coordinator firstname.lastname@example.org
• Connie Broughton, Managing Director of WAOL
• Kayeri Akweks, SBCTC Online Student Services Manager