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									Sicangu Policy Institute

   Progress Towards a Tribal College

                            James Rattling Leaf
                             Sinte Gleska University
                           UMAC Annual Meeting 2004
  Sicangu Policy Institute

                 Today’s Presentation
 Introductions
 Status of TCU Collaborations
 Opportunities
 Summary
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Approximately 2 Million Acres
          of land
                   Sinte Gleska
                   (Spotted Tail)

Strengthening the Sicangu Lakota
Oyate through Education
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                  Introduction to TCU
 Beginning with Tribal Self-Determination
 Socioeconomic Context
 What makes TCU’s unique?
 What is the student profile?
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     TCU Collaboration Activities
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 American Indian Higher Education
 Consortium (AIHEC)
 Founded in 1972 by the presidents of the
  nation’s first six Tribal Colleges, as an informal
  collaboration among member colleges
 Today, AIHEC has grown to represent 34
  colleges in the United States and one Canadian
 AIHEC’s mission is to support the work of these
  colleges and the national movement for tribal
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     A Model for Relationship Building
Memorandum of
October 2000

A new way of
doing business
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    Sinte Gleska University- USGS Memorandum of Understanding
   Authorities:
      Executive Order 13021, Tribal Colleges and Universities, October 19, 1996;
      Executive Order 13096, American Indian and Alaska Native Education,
       August 6, 1998;
      P.L. 95-47, Tribally Controlled College and University Assistance Act of 1978
       (25 U.S.C. 280 et seq.);
      P.L. 103-227, Goals 2000:Educate America Act, March 31, 1994;
      P.L. 95-47, Tribally Controlled College and University Assistance Act of 1978
       (25 U.S.C. 280 et seq.);
      P.L. 103-382, The Improving American Schools Act of 1994, Title IX, Indian
      Executive Order 13084, Consultation and Coordination with Indian Tribal
      Survey Manual Sec. 4.1, Policy on Employee Responsibility Towards American
       Indians and Alaska Natives;
      Memorandum of Understanding between the U.S. Department of the Interior
       and the American Indian Higher Education Consortium.
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  Sinte Gleska University- USGS Memorandum of Understanding
 MOU Objectives
   The objectives are to target USGS resources to strengthen SGU
    educational capabilities in the earth sciences, as well as to develop
    and enhance USGS programs and activities and to increase access,
    through eliciting new initiatives for SGU and its student.
            • Increase the number of SGU student interns and visiting faculty
              opportunities with USGS;
            • Promote technical assistance, mutual program opportunities,
              development of SGU faculty and infrastructure, and loan of USGS
              personnel for teaching and research opportunities;
            • Ensure greater participation of SGU in the USGS program activities in
              all disciplines;
            • Assist SGU in their efforts to help Tribal Governments and American
              Indian people become better stewards of their land and natural
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  Sinte Gleska University- USGS Memorandum of Understanding
 MOU will accomplish:
    establish a cooperative framework to conduct USGS and SGU
    promote earth science careers and professional development
     among SGU students
    develop a SGU/USGS Leadership Group
    build and strengthen relationships with the Federal government
     and private industry
    establish communication links with key government programs and
    form long-term strategies and relationships based on the
     institutional capacities at SGU and the USGS
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 Sinte Gleska University- USGS Memorandum of Understanding
 MOU will accomplish:
   The MOU between SGU and the USGS will help strengthen the
    ability of the Sicangu Lakota Nation in the areas of
         self-governance,
         management,
         land restoration and use,
         human resource development,
         education curriculum development,
         and geographic information systems/remote sensing initiatives.

    This relationship is in keeping with the 1996 White House
     Executive Order 13021 which aims to increase tribal college
     access to Federal opportunities and expand their participation in
     Federal programs nationwide.
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     2004 Declaration for Strengthening the
     Oceti Sakowin
 Preamble-As Lakota Oceti Sakowin and their allies, we
  declare that the following provides a framework that
  will guide our work and the work of our organizations
  and communities as we improve the quality of life of
  the Oyate.
 Our primary goal is to improve the quality of life
  through our cultural knowledge and ways of knowing
  for current and future generations of Oceti Sakowin by
  strengthening the self-sufficiency of our people and
  creating a climate of Wolakota.
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                       Tribal College Forum
   September 19, 2003
   25 Tribal Colleges attended
   Jointed sponsored by USGS and FGDC
   Highlights:
        Chip Groat Leadership Advocacy
        White House Initiative on TCU-Ron His Horses are Thunder
        Leadership Group Established
        Charter Development
        NativeView Update
        Funding Strategy
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     North Dakota Tribal Colleges
 NASA Awareness Days April 3-5, 2002
 Outcomes:
   Three North Dakota Tribal Colleges have submitted proposals for
    the first time in response to NASA solicitations.
   We have established the NASA-North Dakota Connection, which
    will link all Turtle Mountain Tribal schools into the NASA Connect
    distance learning program.
   Six Tribal College students will do summer internships at Goddard
    Space Flight Center.
   Each Tribal College will continue to collaborate with NASA and
    conduct mathematics and science programs, using their $20,000
    NASA grant award
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   NSF Advance Networking Minority
   Serving Institutions (AN-MSI)

   The overall goal of this project is to
assist Minority-Serving Institutions as they
  develop the campus infrastructure and
   national connections to become and
 remain full participants in the emerging
    Internet-based "Information Age."
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            Highlights NSF Major Research
           Instrumentation Workshop 2003
 What Do TCU’s Need and How might those
  needs be met?
      Back to the basics-infrastructure,
      Educational Development-ability to do research
      Technical Assistance-
      Educational exchange-information and idea sharing
      Understanding Unique needs of TCU’s
      Institutional commitment-hiring of additional staff
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      How do we address the Needs?
 Fund technical assistance workshops
 Provide seed money for starter research grants
 Raise awareness of TCU Cultures
 Extend grants periods to address educational
  infrastructure, both physical and intellectual
 Educate Tribal council members and Administrators
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                 UMAC SGU Partnership
 Success at Sinte Gleska University
       Support for data and funding for on going geospatial projects.
       Full participation in UMAC activities and out reach.
       Collaborative dialog and project proposal submissions.
       An affiliate of the ESIP partners and access to the ESIP Federation
        Knowledge Web.
       Access to UMAC partner research and data.
       An ongoing dialog and connection to state of the art geospatial
        technological advances.
       REASoN Project
       NSF Science and Technology Center Proposal-TCU Strength
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                            Support UMAC’s focus for
                             delivers imagery and
                             derived information
                            Easy to use application
                             with many of the data
                             management complexities
                             transparent to the user
                            Core applications to meet
                             a broad set of common
                            Non programming
                             customization environment
                             to meet specific data use
                             and in product use and
                            Complete Mobile Solution
                             component for data use,
                             data collection and
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            Other relevant Activities
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    Challenges and Opportunities
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            Tribal Colleges in UMAC Region
 Turtle Mountain
   Ft. Berthold
   Little Hoop
   Sitting Bull
                                     Little Big Horn
    Si Tanka
Sisseton Whapeton                    Stone Child

  Oglala Lakota                      Ft. Belknap
   Sinte Gleska                     Salish Kootenai
    Ft. Peck                          Blackfeet
 Chief Dull Knife
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 Cultural Differences
  -Needs to be more sensitivity and awareness
  to tribal issues.
  -There also should be more awareness of the
  differences between natives and non-natives in
  terms of needs, resources and goals.
  -Additionally, the differences among tribes
  needs to be better understood by UMAC
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 Trust Responsibilities
   -The level of trust between the tribes and the federal
   government was an issue given the past history
   between the tribes and federal government.
  -The federal government has a duty to provide the
   tribes with needed education/training and to
   facilitate the transfer of technology to the tribes
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 Individual Needs Analysis
  -Each tribe has different information needs
  and issues that they confront on their lands
  and within their tribes.
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 Diplomacy & Direct Communication
   -Their should be better diplomacy between
  various levels of government and Organizations
  and the tribal governments.
   -Information directed to tribes should not be
  filtered through other government agencies or
  levels (e.g. federal to state then to the tribes).
  -The liaison would also facilitate
  communication between tribes and UMAC.
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 Infrastructure Considerations and Support for
   Technology Transfer
  -For Instance, while NASA has useful information and
   data to share with the tribes, in many cases the
   technology infrastructure, personnel and money
   available on the tribal nations is not sufficient.

 -UMAC should help develop a plan to aid in the
  transfer of technology to the nations to facilitate data
  transfer, analysis and implementation.
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 Cost Benefit
  -While tribal representatives who have used
  NASA data found it extremely useful and
  could immediately see the benefits, this was
  not always the case with some tribal elders or
  -How can GIS support communications?
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 Unique Stewardship – Land Ethic
  -There is a unique stewardship of the tribes
  and their land ethic.
  -There is tension between the value of land
  (development/money) and tribal values (land
  ethic, respect of)
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 Training and Education
  -As part of UMAC’s outreach initiative more
  training and education would be helpful.
  Training and education programs should be
  tribe specific and include sessions on uses of
  GIS data and technology.
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 Privacy of Proprietary Culturally Sensitive
  -Data that need to be protected by the Tribe
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         Two Worldviews, One Landscape
 “No single culture has a monopoly on ideas for a
  sustainable future; in fact, the more diverse the input, the
  better the emergent ideas will be.”
  --George Seielstad, 2003

 Sinte Gleska University was started by its founding fathers
  ... to strengthen the Sicangu (Rosebud) Nation in all
  aspects of life. As such, this Initiative will assist us in
  bringing two of the essential points of life, the sky and the
  earth, together spiritually and technically."
                                         --Lionel Bordeaux, 2003
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                                In Summary
   Leadership
   Relationship Building, i.e. UMACpalooza
   Culture
   Economic Sustainability
   Partnerships-i.e. Ghassem Visit
   NAHEI-Kellogg Foundation Story
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                           Thank You

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