In preparation of the self-study document, it became clear to the campus community that a true understanding of a tribal community college, including its mission, goals, accomplishments, challenges and opportunities, is impossible without consideration of the history of education on the Spirit Lake reservation. To comprehend the nature of the college, it must be remembered that many of the present-day college students and their parents are alumni of forced separation from their families to attend Indian boarding schools.

“…schools have not been safe places for American Indians. Rather than being institutions of support and growth, they have been coercive, often violent sites for forced assimilation. The history of the ‘lost generation’ of Native American youths, shuffled off to Bureau of Indian Affairs (BIA) boarding schools is itself a history of violence, intimidation, and repression. ...the boarding schools were the epitome of colonial education funded to deculturate, assimilate, and police the colonized students, and by extension, their communities.” (Perry, 2002, p.236)

For many Indians, moving away for an education may be seen as an evil to be avoided rather than a goal to be sought. Indian students begin their education facing many more obstacles than the typical college population, including lack of academic preparation, poverty, lack of role models, and intergenerational cycles of social strife and dysfunction.

This chapter briefly summarizes the history of education on the Spirit Lake reservation, the history of Cankdeska Cikana Community College, demographics of the reservation community, and a review of the self-study process. Against this background, it is possible to appreciate the development and progress of the college, its faculty, staff, and, most importantly, the success of CCCC students.

The Development of Education on the Spirit Lake Reservation
The history of education on the Spirit Lake Nation Reservation is a surprisingly abbreviated one, at least to those unfamiliar with the historical treatment of American Indians. The United States government first recognized its responsibility for the education of the Spirit Lake people in the Treaty of 1851. As a result of this treaty, the first ’instructors’, a farmer and a blacksmith, were sent to the reservation to help teach people how to make a living while being restricted to the land area defined by the treaty. The treaty of 1867 reaffirmed the United States’ responsibility to Indian education: “…the support of manual labor and public schools, and aid in opening farms.” (North Dakota Department of Public Instruction, 1997, p. 67, 71)

Until the 1970s and 1980s, education on the reservation continued to focus on manual labor with minimal emphasis on academics. When the United States Army withdrew the last of its soldiers from Fort Totten in the late 1890s, the buildings were turned over to the Department of the Interior to be used as a school for the Indian people. The St. Michael Mission School was combined with the Department of Interior School to form the Indian Industrial School that operated up to 1935. Students were sent to various boarding schools out of state and only the most motivated students received a high school education.

In 1939, the fort buildings were again opened to education. The Bureau of Indian Affairs Boarding and Day School provided limited high school classes, but the emphasis remained on vocational training. In 1958, the fort buildings were deemed unsafe for school use, which resulted in the elementary system moving into new Bureau of Indian Affairs facilities and the limited high school being discontinued. Once again, from 1959 until 1973, secondary education was not available on the reservation. Secondary students attended the area’s public and private schools or federal boarding schools.

The arrangement proved less than satisfactory for the Indian student. Driven by federal policy, these schools considered their main purpose to be the assimilation of American Indians into the larger, Anglo-American society. Many of the teachers and administrators may have been well-intentioned, but end result was that Indian students were discouraged, and often punished, at times severely, for expressions of their culture, language, dress, and customs. Due to the distance from the reservation of boarding schools, children who were educated through these institutions were separated from their families at a young age for most of the school year.

Many scholars believe the excess of psychological and behavioral problems in boarding schools to be a result of the deprivation of nurturing and parental support experienced by institutionalized children and youth. Alumni of these schools often experienced serious social problems on their return to the reservation, where language barriers and lack of knowledge of local culture impeded the efforts of family and community to re-integrate these young people into Dakota society. Ironically, despite the significant social and psychological costs paid, graduates of the Indian boarding schools rarely received an education which prepared them adequately for post-secondary study. The emphasis at most of these schools was on assimilation and training for manual labor, agriculture, or other vocational education areas.

In 1973, the Fort Totten Public School was opened for grades seven through twelve. Three trailer modules housed the high school, and some classes were held in the Fort Totten Community Center. In 1974-75, the Bureau of Indian Affairs constructed a temporary steel building to house all high school classes in one area. This structure was used for nearly a decade, when a ten million dollar school was opened in the fall of 1983. The new school consolidated St. Michael’s Tribal School, Bureau of Indian Affairs Elementary School, and Fort Totten Public School into one facility called the Four Winds Community School, now known as Tate Topa. As the school enrollment expanded with the growing reservation population, management as a single K-12 institution became less feasible. Consequently, the school system divided into two separate schools, which shared the facilities. Tate Topa Tribal School, operated under the auspices of the tribe, provides education for children K-9. The adjoining Four Winds High School is a public school providing instruction for grades nine through twelve as part of the North Dakota state public education system.

Cankdeska Cikana Community College History

Even as the Spirit Lake Nation was concentrating efforts on the elementary and secondary system, it was becoming obvious there was a severe need for a post-secondary institution to provide vocational and academic programs. Prior to the establishment of the tribal college, students who chose to pursue their education beyond high school were required to attend non-Indian colleges, at locations distant from their families and reservation. Even for the best prepared students, adapting to the simultaneous stresses of moving, adjusting to a non-Indian society, coupled with a new academic environment, was too great a challenge. Subsequently, many Native students who enrolled in college dropped out in the first year. The cumulative social effect was that other potential students saw Native students fail and concluded that college was not for them.

Tribal leaders across the nation recognized these barriers to education for their people. Their goal, and Spirit Lake’s goal in developing tribal colleges and universities (TCUs), was to establish a tribal, community college where students could be provided a greater chance to succeed by integrating culture into the learning environment. Theoretically, local success would increase self-confidence and encourage students to complete four-year degrees at other institutions.

The efforts of Spirit Lake tribal leaders culminated in the 1974 charter establishing Little Hoop Community College. The College is named in honor of Cankdeska Cikana (meaning Little Hoop), the Dakota name of Paul Yankton, Sr., PFC, who served with the United States Army’s 11th infantry at Lorraine, France, and was the recipient of two Purple Hearts. He was killed in action on November, 29, 1944. Cankdeska Cikana was a proud Dakota warrior who believed in self-responsibility and the need for education opportunities for Native people.

PAUL YANKTON’S HONOR SONG

Ina cante sica unsni wo.

Mother do not be sad

He wimaca eca okicize wanbdake kta.

I am a man so I will see the war.

He Cankdeska Cikana heye ka maka mahed iwanka.

That is what Little Hoop said and laid down into the earth.

The vision behind the founding of Little Hoop Community College was to provide post-secondary education in a Dakota cultural setting that was familiar and that maintained the supportive network of the family. At the development phase, in 1974, the Spirit Lake Nation entered into a bilateral agreement with Lake Region Junior College (Devils Lake, ND, and about 15 miles from Fort Totten) for the purpose of founding a college on the reservation. Funded by a Title III Developing Institutions grant, the college began operations with offices in the tribal administration building. Four staff members were employed under the grant: an academic dean, a director, counselor, and a secretary. The college opened for its first classes in January 1975. The first full-time instructor was hired for a secretarial program, and for the next five years, the college was funded under Title III. In 1978, the college joined with three other Indian post-secondary institutions to form a North Dakota Vocational Consortium. The consortium was funded for six years under the Vocational Educational Act, which permitted Little Hoop Community College and its sister institutions to develop and equip vocational programs.

In 1980, the Bureau of Indian Affairs conducted a feasibility study to determine eligibility of Little Hoop Community College for funds under PL 95-471, the Tribally Controlled Community College Assistance Act. The areas examined were legal requirements, goals and objectives, curriculum, student records, isolation factors, enrollment, faculty, staff, and budget. Cankdeska Cikana Community College became an independent, tribally-controlled, community college and began receiving funds under PL 95-471 in September 1980.

The bilateral agreement with the Lake Region Community College was discontinued in 1982, and that same year, Little Hoop (English version was originally used for the institution’s name) Community College was accepted as a Candidate for Accreditation status by North Central Association of Colleges and Schools. In the summer of 1984, the college acquired the buildings that had housed the Bureau of Indian Affairs elementary and secondary schools, which provided the college with sufficient space to house all staff and programs at one centrally-located campus.

With the establishment of independent status, the College began forging a new, revitalized mission and identity—a process that continues today. Prior to this point, the College had been forced to comply with many external definitions of its status, both through its agreement with Lake Region Community College and funding constraints imposed through vocational education requirements.

From humble beginnings in temporary quarters, a two-year tribal, community college providing a quality higher education that considers the special needs of the reservation population has evolved. On February 23, 1990, Cankdeska Cikana Community College was granted accreditation at the Associate Degree-granting level from North Central Association of Colleges and Schools. The importance of accreditation to the college cannot be understated. Accreditation recognizes the College as an institution of higher education that is in compliance with external standards regarding academics, policies, and management. It also allows the College access to a network of resources for technical assistance, self-evaluation, and a continuous improvement process. Finally, a vital sense of pride is instilled in the students and community that we have, and rightfully deserve, a ‘real college’; not an industrial training school or manual arts program, but an institution of higher learning preparing students to be the leaders of the future.

The College has been a cause of, and affected by, a newly emerging sense of cultural pride and self-sufficiency. A major change from those early days has been a shift in emphasis from wholly vocational to a more academically-oriented program. While Cankdeska Cikana still offers short-term certificate programs for those seeking skills for entry-level positions, the College offers a range of programs in professional fields and the liberal arts. As a result of these programs, more tribal members are working as accountants, programmers, administrators, and teachers in reservation industries and schools, as well as the skilled laborers, clerks, and secretaries.

Student Profile

CCCC’s enrollment averages 190 full and part-time students. The average student in the most recent term was likely to be female (69%), 28 years of age, low income, and have dependent children (61%).

Employee Profile

Sixty-two percent of the faculty/staff at Cankdeska Cikana CC are Spirit Lake tribal members, with 14% other Indian, and 24% non-Indian. Of the current 58 faculty/staff, 63% are graduates of CCCC. Of the 16 full and part time faculty members, four have Master’s degrees.

Community Profile

The Spirit Lake community shares with other tribes a history of social, health, economic, and educational hardships. According to the Bureau of Indian Affairs Labor Force report (2002), the total population of Spirit Lake was 6,339, with 5,086 enrolled members of the Spirit Lake Tribe; 350 are Indians from other tribes; and 903 are non-Indians. The age distribution of the Native population, as compared to the State, identifies a very young population:

· under 18—tribal population 49.6%, State 23.2%

· 18 to 64—tribal population 47.6%, State 62%

· 65 and older—tribal population 2.8%, State 14.8%

The poverty rate on the reservation is documented by a variety of economic indicators:

· 47% of the population lives below the poverty level (12% state-wide)

· 59.9% are unemployed (Bureau of Indian Affairs, Labor Force Report 2002)

· median household income is $21,857 ($35,590 for North Dakota)

· 95% of K-12 students were eligible (2003-04) for free and reduced meals

Since the advent of academic education on the reservation, the people of Spirit Lake have experienced limited success. First the boarding schools, and then federally-operated local schools, developed an educational system separated from the home and families. In both cases, outside agencies dictated how the system operated. In particular, the boarding school practice of forcing children to abandon their language, culture, and home created a lasting impression that educational pursuits were not compatible with Indian life or values. Student achievement reflects community attitudes:

· Almost half of the reservation's children (47.7%) fail to graduate from high school compared to 10.7% for the state and 34% for all Native Americans.

· Only 4.3% of high school graduates attend a four year college.

· 34% of adults 25 and older have not attained a high school diploma or equivalency.

· Only 4 percent of all Indians residing on the reservation have bachelor’s degrees compared to six percent of all Native Americans, 22% of North Dakotans, and 24% of Americans.

(Bureau of Indian Affairs Labor Force Report 2002, North Dakota Department of Public Instruction 2004, and Northwest Area Foundation 2005)

References:

Perry, Barbara (2002). From ethnocide to ethnoviolence: Layers of Native American Victimization, Contemporary Justice Review, Vol 5(3), pp.231-247.
The History and Culture of the MNI Wakan Oyate. North Dakota Department of Public Instruction, Bismarck, ND, (1979), pp.76, 71.
Bureau of Indian Affairs Labor Force Report (220), North Dakota Department of Public Instruction (2004) , and Northwest Area Foundation (2005)

Chapter 2

Review of the Self-Study Process

Accreditation History

1974 1977	Spirit Lake Nation and Lake Region Junior college enter bilateral agreement to found a college on the reservation First graduating class of 5
1978	Vocational Education Act funds provide for development and equipment of vocational programs
1980	Eligibility established for federal funds under the Tribally-Controlled Community College Assistance Act
1982	Granted candidacy status
1990	Accredited as an associate degree-granting institution
1992	Biennial evaluation visit Continued accreditation at the associate degree-granting level with a five-year revisit cycle
1995	Assessment plan submitted and accepted
1998	Self-Study Visit – Seven Year accreditation granted
2002	Focus Visit – Student Academic Achievement
2002	Initiated Self-Study process to achieve continued accreditation
2003	Placed on probationary status
2005	Comprehensive Self-Study Visit

Organization of the Self-Study Report

The report is divided into ten chapters. Chapter One is an introduction, providing background information on the self-study process, history of the reservation community, and the college. Chapter Two addresses the probation status of the college. Chapter Three provides accreditation history, including responses to the concerns from the 1998 Self-Study and Focus Visit of May 2002. Chapters Four through Eight address the five criteria for accreditation, including identification and discussion of patterns of evidence, strengths, concerns, and recommendations based on the College’s self-evaluation. Chapter Nine documents the institution’s compliance to the Commission’s Federal Compliance program. Chapter Ten is a summary of major points presented in the self-study report and documentation for meeting the criteria for the accreditation status sought.

Self-Study Plan Process

CCCC initiated the Self-Study process in fall of 2002. The following Self-Study plan outlines the process CCCC has followed in the production of the Self-Study Report.

Self-Study Purpose Statement

The purpose of the self-study is to provide a comprehensive examination of CCCC’s programs, financial practices, strengths, weaknesses, and to critically examine institutional effectiveness by evaluating CCCC’s compliance with the Higher Learning Commission’s criteria for accreditation. It is also an honest attempt at self-evaluation, so that the institution is constant and diligent in striving for excellence in its academic programming.

Self-Study Goals

· To provide a means for affirming or revising the institution’s mission, vision, and values statement.

· To identify strengths and weaknesses in the college and provide a mechanism for improving and correcting identified weaknesses.

· To ensure the integration of Dakota culture in all aspects of the institution.

· To use the results of the Self-Study to develop and implement procedures to improve the institution’s performance.

· To incorporate Self-Study results into the ongoing planning and evaluation activities of the institution.

· To ensure compliance with Higher Learning Commission criteria throughout the institution and implement procedures for ongoing oversight.

· To involve the CCCC community in the assessment activities of the Self-Study and to communicate Self-Study findings and recommendations across the system.

· To use the Self-Study process as a vehicle for improving communication within the CCCC community.

· To identify and promote activities within the system which improve or enhance student learning.

Self-Study Leadership

Positive and effective leadership is critical to the success of the Self-Study. Key to CCCC’s Self-Study will be the President, the co-chairs of the Self-Study, and the chairs of the Steering Committee, in addition to faculty and students.

President Cynthia Lindquist pledged her ongoing support, and that of the institution, to all aspects of the process. She is actively committed and involved in the broad-based and comprehensive self-assessment, which provides an honest evaluation of CCCC’s strengths, weaknesses, and key issues. The President encouraged community constituencies to be involved, to understand the process, and to provide input.

Self-Study Co-Chairs

The Self-Study Co-Chairs, Thalia Esser, Academic Dean, and Stuart Young, faculty member, coordinate the work of the committees, maintain the schedule, ensure appropriate progress toward completion, oversee the plan, understand the criteria to be followed, and review all drafts.

Accreditation Committee Structure

Steering Committee

The Steering Committee has primary responsibility for the strategic direction, oversight, design, and planning of the Self-Study process. The committee is responsible for finalizing and adopting the Self-Study document. It is an eight-member group representative of the diversity of the Cankdeska Cikana Community College, with five members serving as chairs of five criteria-oriented committees: Mission and Integrity; Preparing for the Future; Student Learning and Effective Learning; Acquiring and Creating Knowledge; and Engagement in Service.

Drafts of the Self-Study report were reviewed and revised by the Steering Committee following review by the committees. Various drafts of the Self-Study were distributed for campus review in the fall of 2004 and January of 2005. Any comments received were evaluated and incorporated into the Self-Study report.

Members of the Steering Committee

Chairperson: Cynthia Lindquist, President

Bernice Cavanaugh John, Executive Administrative Assistant

Thalia Esser, Academic Dean

Chris Dahlen, Math Instructor

Imogene Belgarde, Talent Search Director

Charles Morin, HCOP Director

Stuart Young, Title III Faculty

Clayton Peltier, RSI Director, part time instructor

Self-study Committees

Five Self-Study committees were formed, organized, and chaired by members of the Steering Committee. These committees investigate, document, evaluate, and report on their assigned criteria areas. Each committee represents as many of the CCCC’s constituencies as possible, including faculty, administration, staff, students, and community.

The Committees are responsible for examining all relevant materials and functions; identifying strengths and weaknesses; and focusing on institutional effectiveness. On an on-going basis, they document and evaluate the patterns of evidence to determine CCCC’s strengths and areas of concern. The Committees also recommends strategies for achieving compliance and strengthening institutional effectiveness for each deficiency.

Members of the Five Committees

Committee #1: Mission and Integrity

Chairman: Clayton Peltier, Rural Systemic Initiative Director, instructor

Kristi Black, Financial Aid Director

Lois Leben, Talent Search Advisor, part time instructor

Bill Light, Title III

Lea Black, Library Assistant

John Lohnes, Science Faculty

LaVerne Sullivan, RSI Advisor

Lorraine Greybear, Dakota Ia Unpi Program Director, language instructor

Patti Christianson, Dakota Ia Unpi Language Assistant

Committee #2: Preparing for the Future

Chairman: Charles Morin, Health Careers Opportunity Program Director

Louis Garcia, Carpentry Instructor

Bev Greywater, SSS Advisor

Alberta Redfox, Board member

Sharon Peltier, Administrative Assistant

Dixie Omen, Rural Systemic Initiative Administrative Assistant

Rochelle Merkel, Finance Manager

Doug Morin, student

Doug Lohnes, Agriculture/Natural Resources faculty

Fran McDonald, Health Careers Opportunity Program Administrative Assistant

Committee #3: Student Learning and Effective Learning

Chairman: Chris Dahlen, Math Instructor

Thalia Esser, Academic Dean

Evelyn Greene, GED Director

Harold McCowan, Title III Director

Paul Keating , Title III Faculty

Stuart Young, Title III Faculty

Myrna Demarce, Librarian

Heather Marxen, SSS Advisor, part time science instructor

Mardell Lewis, Title III Administrative Assistant

Doug Lohnes, Agriculture/Natural Resources Faculty

Clayton Peltier, Rural Systemic Initiative Director, part time instructor

Beaulah Sears, English Instructor

Kristi Black, Financial Aid Director

Mandi Owlboy, Student

Louis Garcia , Carpentry Instructor

Cliff Abrahamson, Student Support Services Advisor, part time instructor

Committee #4: Acquiring and Creating Knowledge

Chairman: Stuart Young, Title III Faculty

Thalia Esser, Academic Dean

Evelyn Greene, GED Director

Harold McCowan, Title III Director

Paul Keating , Title III Faculty

Stuart Young, Title III Faculty

Myrna Demarce, Librarian

Heather Marxen, SSS Advisor, part time science instructor

Mardell Lewis, Title III Administrative Assistant

Doug Lohnes, Agriculture/Natural Resources Faculty

Clayton Peltier, Rural Systemic Initiative Director, part time instructor

Beaulah Sears, English Instructor

Kristi Black, Financial Aid Director

Mandi Owlboy, Student

Louis Garcia , Carpentry Instructor

Cliff Abrahamson, Student Support Services Advisor, part time instructor

Committee #5: Engagement in Service

Chairperson: Imogene Belgarde, Talent Search Director

Valorie Brady, Accountant

Carl McKay, Jr., student

Natalie Merrick, Payroll, Accounts Receivable

Elaine Guy, Volunteerism and Leadership Director

Ermen Brown, Registrar

Loren Larsen, Talent Search Administrative Assistant

Celeste Herman, Day Care Director

Ann Demarce, Talent Search Advisor

Grace Thumb, Talent Search Advisor

John Lohnes, Science Faculty

Germaine Thompson, Volunteerism and Leadership Administrative Assistant

Self-Study Calendar

The Self-Study process extended over a two-year period beginning in the fall of 2002. The Self-Study committees will determine the extent to which the institution meets its purpose, evaluates the strategic plan, assesses compliance, and makes recommendations and suggestions for future improvement of the institution. The projected calendar incorporates all aspects of the Self-Study and the accreditation process through the final action of the commission.

Self-Study Timetable

Task
Charge to Self-Study Steering Committee	October 2002
Assign Committees	October 2002
Identification and Establishment of Self-Study Room	October 2002
Committee work on criteria Participated in HLC annual meeting New President Hired New HLC Liaison named for CCCC	October 2002-March 2003 March 2003 October 2003 Fall 2003
Committee work on criteria	April 2003-March 2004
Draft of criteria from committees due Board of Regents meets with Tribal Council	April 15^t, 2004 April 2004
Email initial draft to Dr. Appleson	April 19, 2004
Meeting with Dr. Appleson	April 22, 2004
Steering Committee Meeting Update SC on suggestions from Dr. Appleson	May 7, 2004
Revised draft of criteria due	May 17, 2004
Steering Committee Meeting Updates from committees on revisions	June 3, 2004
Steering Committee Meeting Updates from committees on revisions	June 17, 2004
Complete Self-Study draft	June 30, 2004
Steering Committee Meeting Distribute Self-Study first draft to chairs, committees	July 1, 2004
Steering Committee Meeting Feedback on Self-study draft	July 15, 2004
Steering Committee Meeting Review of revisions	July 22, 2004
Steering Committee Meeting Review of revisions 2^nd Draft presented to Board of Regents, Tribal Council liaison	July 29, 2004
Steering Committee Meeting Review of revisions	August 5, 2004
Complete Self-Study second draft	August 12, 2004
Steering Committee Meeting Distribute Self-Study second draft	August 16, 2004
Steering Committee Meeting Feedback on Self-Study second draft	August 26, 2004
Completed Draft – third version Email draft to Dr. Appleson	October 2004
Board of Regents Review of Self-Study	November, 2005
Finalized Self-Study Manual	February, 2005
Forward Self-Study Materials for the Commission	March 2005
Campus Wide Review of Self-Study	March 2005
Mock review	March 2005
Board of Regents/Tribal Council briefing on self-study	April 2005
Visiting Team on campus	April 25-27, 2005

Budget

The FY 04 and FY 05 budgets for CCCC include a line item for accreditation that covers expenses for office supplies, copying costs, materials development, staff/faculty training, travel related to accreditation, and other general costs related to the self-study.

Physical Facilities and Equipment

Existing space within the facility is being utilized in preparation for the review team. Committee members use their respective offices for their work on accreditation. A ‘new’ space has been designated as the Resource Room where all documents and materials related to the self-study are stored. The Resource Room is located adjacent to the President’s office and has an entry from the President’s conference room, and is designated as the space where the review team operates. Wireless access has been installed in the conference room in preparation for the visit. Office furniture, equipment, computers, software, copiers, telephones, and other essential needs are available within the institution.

Communications

Cankdeska Cikana Community College has established systems of internal communication, which include intracampus mail (hard copy), email, online, bulletin boards, and published materials. Electronic and traditional means of communication have been used throughout the Self-Study process. Memoranda, notices, and announcements were distributed via intracampus mail (hard copy) and through Cankdeska Cikana Community College email. The College is upgrading its web site on the internet, and an Accreditation/Self-Study link will be available. As a means of community communication, the College utilizes the reservation radio station, KABU, for public announcements, as well as the local newspapers when appropriate.

Resources and Reference Materials

Throughout the Self-Study process, the Steering Committee and the committee chairs identified resource material and documentation that is essential to the self-study. Copies of all documentation cited in the final report are available in the Resource Room. A comprehensive index list of these materials, as well as organized files, will make retrieval efficient and is included as an appendix to the self-study. (Resource Index List, Appendix J)

Chapter 3

Probationary Status of the Institution

On February 21, 2003, the Higher Learning Commission placed Cankdeska Cikana Community College on probation. The review report cited ten areas that the College must address by the next comprehensive visit in April 2005.

1. Fiscal responsibility and compliance with appropriate systems of good practice in accounting (e.g., Generally Accepted Accounting Practices (GAAP).

2. Attention to audit recommendations.

3. Development of an annual budget, as well as three-year and five-year financial plans.

4. Establishment of a financial committee made up of key budget personnel to review income and expenses monthly, and make adjustments to remain within budget.

5. Compliance with all grant requirements.

6. Governance by a Board consisting of informed people who understand their responsibilities in accordance with stated board policies, and have the authority necessary to preserve the institution’s integrity.

7. A stable and effective administration.

8. Qualified and experienced administrative personnel who oversee institutional activities and exercise appropriate responsibility for them.

9. Progress in implementing and evaluating its assessment program for documenting the academic achievement of students.

10. A clearly-defined institutional strategic plan and planning process that is linked to budgeting and includes planning for assessment, marketing, physical facilities, staffing, and technology.

Response

There were many reasons leading to the College being placed on probation, the primary being lack of sound management practices and stable administrative leadership to enforce good management. Between 2001 and 2003, there were seven presidents and five finance managers. The institution’s chartering body, Spirit Lake Nation, provided a ‘bailout’ of over $1 million and actually provided for the fiscal management of the College for an interim period (Nov. 2000 to Oct. 2001).

The Spirit Lake reservation is, like most tribal communities, struggling to address many disparities and social dysfunctions. While administrative turnover should not be an ‘excuse’ for poor performance, it must be understood, that the context of operating a small, rural, isolated, and economically-stressed tribal institution, requires well-trained Indian professionals that are most often difficult to find. The College prepared an official response to the recommendations for probationary status in a letter dated February 13, 2003. (02/03/03 Response Letter, Appendix B) Based on that response and subsequent administrative changes, the following updated summary is provided for each area cited in the review report:

1. Fiscal responsibility and compliance with appropriate systems of good practice in accounting (e.g., Generally Accepted Accounting Practices (GAAP).

Response—Brady Martz and Associates of Grand Forks, ND, conducted the annual audit for Cankdeska Cikana Community College for FY 2003, FY 2004. The opinion for both the Internal Control over Financial Reporting and on Compliance for Major Programs (Federal Awards) reported that there were no material weaknesses over internal control and no reportable conditions identified. CCCCs accounting procedures used are in accordance with Generally Accepted Accounting Practices (GAAP); and there were no financial statement findings, federal award findings, or questioned costs. (Audit Reports 2002, 2003, 2004 available in Resource Room)

2. Attention to audit recommendations.

Response—Cankdeska Cikana Community College had several findings cited in the FY 2002 audit report. As a result of the audit, CCCC could not be classified as a low-risk auditee. The new administrative leadership and reorganization of the College, including financial management practices and the hiring of qualified administrators, has led to significant change and CCCC has had two consecutive unqualified audits (FY 03 and FY 04) with no findings or material weaknesses. CCCC is once again considered a low-risk auditee.

Questionable costs in the 2002 audit totaled approximately $59,124. Most of this was due to the lack of supporting documentation. All supporting documentation for the questioned costs above has been provided to the auditors.

CCCC reimbursed the Department of Education for $9,510 for expenditures that were not in the approved budget. There is still some question on approximately $20,000 of the questioned expenditures; however, a justification letter has been sent to the Department of Education and CCCC is waiting for a response. Should these costs not be allowed, CCCC will pay the Department of Education the amount owed using funds received from the Spirit Lake Tribe for general support of the College.

Among the lack of supporting documentation concern was the absence of trip reports and receipts to support travel. CCCC’s policy is that there will be no reimbursement for any travel without receipts and a trip report. Trip reports and receipts must be turned in within five days of returning from travel. The finance office accountant reconciles employee travel following the updated protocol. (Fiscal Policy Manual (FPM) Section XIII, 1.4 –1.5 and 4.1 – 4.4, Resource Room)

Another area of concern cited in the FY 2002 audit was the lack of internal control over assets. The finance office has purchased (Spring 2004) fixed asset software (Asset Keeper) and is tracking all assets through that program. CCCC’s auditors also use this software, which makes it easy to transfer information back and forth regarding the status of CCCC assets. A new system was designed to ensure CCCC inventory tags are placed on new purchases and are logged. (FPM Section VII, 3.2) Purchases $500 and over are tagged, as well as sensitive items such as digital cameras, printers and VCRs. (FPM Section VIII, 2.5) The log with the tag numbers is checked quarterly with the equipment to which it is supposed to correspond. The log is kept by the Administrative Assistant for the President’s office, who types the purchase orders and checks with the Program Director of the purchase.

Although CCCC had a brief description of data backup procedures, there was no formal recovery plan. Now included in the Fiscal Procedures Manual (FPM Section II part 4.6 a – f) is the process of backing up accounting data, rotation of back-up tapes and storage, and the name and address of contact for replacement of hardware and software.

In FY 2002, the cash draw downs and expenditures were not reconciled for the year, making it unreasonable to assure that the draw down of federal cash was only for immediate needs. The procedure used for draw downs is on a reimbursement basis. The Finance Manager uses the expenditure reports and compares them to the cash balance in each fund. The amount drawn is the amount spent since the last draw, which is also the credit cash balance in each fund.

A Financial Cash Transaction Report (272) is done on a quarterly basis to reconcile the cash draws and expenditures. This report is done online through the Payment Management System and submitted to the appropriate funding agencies.

3. Development of an annual budget, as well as three-year and five-year financial plans.

Response—Annual budgets are first developed internally by each program based on current expenditures and projected revenues. This information is then brought forward for review by the President, the Finance Manager and the Academic Dean, who in turn, develop the annual institutional budget. Fixed costs are considered first and compared to expected revenue, then other costs prioritized and put into the budget accordingly. The draft budget is then reviewed and approved by the Board of Regents.

During the reorganization efforts of the new leadership and with the assistance of two auditing firms, CCCC developed financial projections (May 2004) for a five-year period (with annual increments) that has been integrated into a new Strategic Plan (SP). (SP, Appendix E) The financial projections were developed with the following assumptions:

· Number of students enrolled increasing each year and double in total by 2008. To accomplish this, CCCC is doing significantly more recruiting, as well as concentrating on retaining 1^st year students.

· 62 percent of enrolled students are full time. The other 38 percent are part time. The same percentages are used throughout the five years.

· Indian Student Count (ISC) funding through BIA (Bureau of Indian Affairs) is $4,325 per ISC student for fiscal year 04. To be conservative, the same figure was used throughout the five years.

· Tuition and fees charged is $85 and $50 per credit. (This area may need reviewing during the five-year time frame)

· Personnel costs increase three percent each year and fringe benefits are 25 percent of salaries. (There is a need to reevaluate this projection to reflect increasing the number of faculty to coincide with increased enrollment.)

· Utilities expense will increase four percent per year.

· Other operating costs will increase 2.32 percent per year based on the Consumer Price Index average annual inflation index over the past five years.

· The goal is to target a net asset reserve of 25 percent of annual expenses.

· Bookstore inventory will increase each year by $500.

· Bookstore gross profit is 25 percent.

· Capital outlay is $20,000 for 2004 and will increase by 2.32 percent each year.

· Indirect costs recovered are $155,000 for 2004 and will remain constant. (This is another area that needs reevaluation as there is a difference between the approved rate of 34 percent and actual amount recovered, which averages 8-12 percent and is usually set the funding agency.)

· Daycare revenue is $55,000 for 2004 and will remain constant.

4. Establishment of a financial committee made up of key budget personnel to review income and expenses monthly and make adjustments to remain within budget.

Response—A finance committee was created that includes the President, the Finance Manager, the Academic Dean, and the members of the Board of Regents. Prior to the regular monthly meeting of the committee, the President and Finance Manager review the monthly budget expenditures sheets for each program and the institution. During the finance committee meeting, monthly budget expenditures are reviewed, and if necessary, budget modification recommendations are made for Board of Regents approval.

During the fall of 2004, the Finance Committee reviewed and updated the Fiscal Procedures Manual and obtained Board approval of the document in January 2005. The revised manual includes a new section on endowment policy, updated grants management, and travel management sections, as well as other relevant areas for appropriate financial management of an academic institution. Copies of the revised manual were distributed to all employees at an employee in-service conducted on February 18, 2005 regarding the changes/updates.

5. Compliance with all grant requirements.

Response—A new section has been added to the Fiscal Procedures Manual entitled “Grants and Contracts”— Performance, Monitoring, and Compliance. (FPM Section XV, Resource Room) This section states that all grants and contracts administered by the College will be performed, monitored, and complied with according to federal regulations, grant specific regulations, and in accordance with College accounting and fiscal policies.

To provide proper checks and balances, the Finance Manager meets monthly with each program director to review their respective budgets and assure compliance and availability of funds. Before this meeting the Finance Manager generates a detailed expenditure report that includes the annual budget, monthly expenditures, year-to-date expenditures, and remaining balance of the budget. The report also includes the percentage of what has been spent for each line item, as well as where expenditures should be spent up to that point. Each program keeps cuff accounts that are reconciled with the Finance Office in order to resolve any discrepancies that may arise. This process allows the Finance Office to monitor the program’s performance for fiscal compliance. The reports are forwarded to the President, who meets with the Finance Manager to review prior to the Finance Committee meeting.

When President Lindquist began her tenure with CCCC, she requested an internal audit of the current grants. The firm, Eide Bailey from Bismarck, ND, conducted a review of all CCCC grants in October, 2003, prior to the hiring of the Finance Manager in December 2003. Eide Bailey assisted the finance office staff in organizing the grant-funded programs, setting up appropriate files, and determining grant reporting issues.

Annual audits are conducted by Brady Martz and Associates, an independent audit firm. The audit is conducted in accordance with auditing standards generally accepted in the United States and the standards applicable to financial audits contained in Government Auditing Standards. Brady Martz issues a report that assesses CCCC’s internal control over financial reporting and compliance with certain provisions of laws, regulations, contracts, and grants.

Another noted change for CCCC has been the scheduling of regular, all-staff, in-service training sessions that coincide with a lunch and designating the “Employee of the Month.” The trainings have varied from half or full day sessions on a variety of topics. The session for January, 2005, was on grants management and was required for all employees paid for by a grant, as well as finance staff (other employees were encouraged to sit in on the training also). A training manual was developed specific to each program and an outside consultant hired to conduct the forum.

Program directors submit a monthly report outlining accomplishments and activities conducted to meet the goals and objectives of the respective project. These reports are shared with the Board of Regents and to the programs.

Response—In February 2003, the Spirit Lake Tribal Council updated the charter for Cankdeska Cikana Community College to more clearly articulate the appointment process for the CCCC Board of Regents, as well as delineate the respective roles for the Council and the Board. Per the revised charter, the Board of Regents is a five-member body serving three-year terms commencing July 1 of the year of appointment. Appointments shall be made from a panel of nominees submitted by the Board of Regents to the Tribal Council for selection. (Tribal Charter, Article Seven, Resource Room)

Subsequently, and following training on roles and responsibilities, CCCC Board of Regents in December 2003 updated and revised their governing bylaws that does include a specific section regarding qualifications for Board members

and that is reflective of a tribal community:

1) Submit an application with official college transcripts to the Chairman of the Board;

2) Be an enrolled member of the Spirit Lake Tribe and live on the Spirit Lake reservation;

3) Live in one of the four district communities of the reservation;

4) Completed a minimum of 60 semester hours of earned college credit.

(Board of Regents Bylaws (BRB), Section III, A, Appendix C))

Under new leadership of the College, the Board of Regents established annual training for the Board to become better in their role as Regent members. The initial training in October 2003 was on Tribal College Board roles and responsibilities. This training led the Board to update and revise the bylaws, that includes an articulated section on Board responsibilities (BRB Section III, B, Appendix C) regarding upholding institutional integrity.

The American Indian Higher Education Consortium is also providing Board training on roles and responsibilities and one member from CCCCs Board has participated.

There has not been any Board turnover since 2003, but when that does occur, new Board members will be provided with an orientation and training session as they begin their tenure.

7. A stable and effective administration

Response—The Board of Regents understands the need for stable and effective administration. This is reflected in the quality of the leadership hired by the Board for the College.

President

In October 2003, the Board of Regents hired a new President, Cynthia Lindquist, who is a member of the Spirit Lake Tribe. Ms. Lindquist recognizes the importance of higher education and is currently finishing a PhD in Educational Leadership (all but dissertation) from the University of North Dakota. Her Bachelor’s degree is in Indian Studies and English and her Master’s degree is in Public Administration. The new President has extensive administrative and leadership experience at the national, state, regional, and tribal levels. President Lindquist was appointed by President Bush to serve as a member of the National Advisory Council on Indian Education (NACIE), and she was elected Chairwoman at the initial meeting of the Council in July, 2004.

As a tribal member, President Lindquist has high hopes for, and a personal interest in, the success of Cankdeska Cikana Community College. She has many ideas and goals for the college and is confident that they are achievable. Her leadership skills have changed the morale of the employees and the integrity of the college as a whole.

Academic Dean

Thalia Esser was hired as the Academic Dean of the college in the fall of 2002. Her credentials include Bachelor’s Degrees in Journalism and Psychology and a Master’s Degree in Early Childhood Education. Prior experiences include working as a journalist for a number of years, and as administrator for a television network. She has been with the College since 1999, serving as a faculty member, and Academic Dean. When the institution was in transition, and before hiring a new president, she served as the interim president.

Finance Manager

The new Finance Manager, Rochelle Merkel, was hired in December of 2003. Her credentials include a BS degree in accounting, with several years experience in fund/governmental accounting, as well as working with grants from various funding agencies. Ms. Merkel is familiar and has experience with the financial reporting requirements of federal, state, and other agencies, and has worked for the Spirit Lake Tribe in several capacities. Many of the programs facilitated at CCCC are funded through these various agencies and require strict monitoring on the financial side, as well as the program side.

(Personnel Files, Resource Room.)

8. Qualified and experienced administrative personnel who oversee institutional activities and exercise appropriate responsibility for them.

Response—The administration of the College is vested in the President, who shares responsibilities with the Academic Dean and the Finance Manager. The new President established a Management Team comprised of the Academic Dean, the Finance Manager, the Director of Community Services, the Director of Student Services, the Information Technology Coordinator, and the Administrative Assistant for the President’s office. The management team was established based on the revised (January 2004) and updated (January 2005) organizational chart. (Organizational Chart, Appendix D)

The management team functions as the lead decision-making body for the institution with each representing a core responsibility for ensuring that quality work is performed, ideas generated, and that the focus is always on student success. Each member brings a diverse professional background as well as specific experiences with CCCC.

The College has established a human resource liaison position to address the issues of proper personnel procedures. In January, 2004, the Title III administrative assistant (Mardell Lewis) was designated as the part-time human resource liaison for CCCC. The liaison assists with vacancy announcements, the application review process, coordinating interviews, setting up interview teams, and updating the current employee records and files to assure proper documentation.

9. Progress in implementing and evaluating its assessment program for documenting the academic achievement of students.

Response—The most recent comprehensive evaluation (1998) recommended a focus evaluation to assess “implementation of the institution’s plan for assessment of student academic achievement and its involvement in the institutional planning process.” In May 2002, a Focus Visit was conducted to review the college’s progress in this area. The team found the college in a state of flux because of administrative turnover. This turmoil resulted in the college not systematically addressing the concerns of the previous evaluation in 1998.

In October 2002, committees were formed to begin the self-study process. Committee 3, Student Learning and Effective Teaching, began the task of addressing the lack of implementation of student assessment. The members of this committee (all faculty, one student) are also the members of the Assessment Committee (with the exception of the student). Due to high turn over of faculty and administration, and lack of documentation concerning assessment from 1995 to 2002, the new committee members could find little evidence of past data collection, and no evidence that it was used in the assessment of student learning.

Committee 3 also addressed the additional concerns of the 2002 visit dealing with assessment: ownership of the assessment process, method to assess the general education courses, creation of academic program goals and evaluation of the programs, and trend analysis of collected data. In 2003-2004, the Assessment Matrix from the 1995 plan was reviewed and revised by the committee based on input from the faculty. For further discussion and evidence see Criteria 3 & 4.

10. A clearly defined institutional strategic plan and planning process that is linked to budgeting and includes planning for assessment, marketing, physical facilities, staffing and technology.

Response – Under the new leadership of CCCC, a ‘revitalized’ planning process was initiated during the Board of Regents training in October 2003. The Board was asked to respond to a SWOT (strengths, weakness, opportunities, threats) exercise as part of their training on Board roles and responsibilities. Following that forum and during the monthly all-staff meeting, employees were requested to do the exercise as well. This began the process for the development of new strategic plan for CCCC (that last one having been ‘completed’ in 2000). Employee SWOT responses are included in their respective personnel files.

A new five-year strategic plan was developed as a draft during the summer of 2004 and was officially approved by the Board of Regents in January 2005. Though the plan was approved for implementation during the 2005 fiscal year, the 2004 fiscal year is included to keep track of the many issues the institution has addressed during reorganization.

The 30^th anniversary for Cankdeska Cikana Community College was 2004. In hosting a celebration event, an anniversary booklet was developed that lists all 220 associate-degree graduates of CCCC and the 268 certificates awarded during that time period, as well as outlining a brief history. (30^th Anniversary Report,, Resource Room). The review of the 30-year history greatly influenced the development of the plans for the next 30 years, including the self study document and the Strategic Plan. (SP, Appendix E)

Stakeholder groups (Tribal Council, students, faculty, tribal elders, and community members) were solicited for ideas and input into the strategic plan. Budget projections were developed with the assistance of the auditing firm for the College. The plan includes components on assessment, marketing, management, facilities, staffing, and technology, but several of these areas need further review and development.

Chapter 4

Concerns from previous visits

This chapter addresses the concerns from the 1998 Self-Study and the Focus Visit of 2002. Much has been accomplished to address all concerns since the previous reports. It is acknowledged that the work and effort for improvement is a constant and continuous process.

Concerns from the 1998 Self-Study Visit Report

1. Faculty personnel files do not contain appropriate documents, e.g., official transcripts, evaluation results, records of professional growth, and plans for graduate study.

Response—Personnel files have been updated, containing official transcripts, annual performance evaluation, and records of professional growth. The files also include position description, application, resume or curriculum vita, certificates obtained and professional development plans. A Human Resource liaison position was established in 2004 to address the issues of proper personnel procedures. As part of her duties, the Human Resource liaison, in coordination with the respective supervisor, maintains the documentation for personnel files.

2. There is no evidence of routine implementation of the college’s three faculty evaluation processes.

Response—A new evaluation process is in place and has been used since the Fall 2003 semester. Formative evaluations (classroom observation and course/instructor evaluation) are focused on improving the quality of a faculty member’s performance, through identification of strengths and areas in which the individual can improve. Summative evaluations (employee evaluation by supervisor) provide information to assist both the administration and the individual faculty member with performance and expectations. These evaluations provide information to assist in decision-making, including hiring, renewing, and terminating faculty. In the future these evaluations will also assist in awarding tenure, promotion, and merit pay increases.

(1) Course/Instructor Evaluation

At the end of each semester, students are asked to complete the Instructional Evaluation Form. (Instructional Evaluation Form, Resource Room) The Academic Dean or a support staff member distributes the evaluation forms to the students who fill them out anonymously. The forms are returned to the Academic Dean, where they are summarized by question and rating, and the written comments are typed verbatim. The results of the evaluations are distributed to each faculty member, and any areas of concern are discussed with the Academic Dean. The evaluations for the Academic Dean are returned to the President, who in turn compiles and summarizes the ratings and comments, and presents the findings to the Academic Dean.

(2) Classroom Observation

Each semester, the Academic Dean visits classrooms to observe faculty teaching. The Dean completes a classroom evaluation form and discusses the results with each faculty member.

(3) Supervisor’s Evaluation

Faculty members are evaluated annually by the Academic Dean, using the College’s Performance Appraisal and Development Review Form (PADR Form) Form, Resource) that was adopted in 2004 as the employee evaluation form for CCCC. (PADR Form, Resource Room)

3. There are no uniform nor detailed plans-of-study on record for faculty in graduate programs that are partially or fully supported by the college.

Response—With the new employee evaluation form, CCCC now has plans-of-study on record for those faculty in graduate programs that are partially or fully supported by the college. Every employee of CCCC has an annual evaluation utilizing the new evaluation form. The new form does include a section on personal and professional development. More work on this area is anticipated as the reorganization continues and resources identified for CCCC.

4. The college does not show its fiscal support for library and its services. The library does not appear to be part of the college

Response—The Valorie Merrick Memorial Library is a valued resource for CCCC and the Spirit Lake community, and it has always been a component of the institution’s budget (though perhaps not by ‘line item’ detail). CCCC pays the salary for the librarian and has developed grants for material acquisitions and library enhancement. In the fall of 2004, college resources were allocated to hire a librarian assistant so the library would not be a ‘one person’ operation, and so that extended hours could be offered to coincide with class and work schedules.

The library has been added as line item in the annual CCCC budget. In the fall of 2004, the President negotiated an agreement with the National Library of Medicine for training, material acquisitions, and two new computer stations. The library has been integrated into the college’s information technology infrastructure with wireless computer stations added and technical support provided by the technology department. The library is also included in the strategic plan. (SP, 2.7.8, 5.3.2, Resource Room)

5. The college has not yet established, nor implemented, a plan for recruitment and retention of students.

Response—Separate committees for the recruitment of students and for retaining students have been established. Outline of plans for each are also developed and are included in the new strategic plan. In addition, through the Title III grant, a recruiter position was created and filled in January, 2005. This position has assumed a leadership role for the recruitment committee. Though a goal has been set to double the student enrollment in five years, more analysis and planning is needed to realistically attain that goal. Recruitment and retention line items are now included in the budget for CCCC.

6. Little Hoop has NCA approved assessment plan; however little evidence is available that demonstrates its implementation and/or indication of its potential use in short and long range planning for educational programming, student needs, physical plant expectations, staff needs and requirements, as well as future financial projections.

Response—Due to the management and financial issues faced by the College immediately following the 1998 visit, CCCC underwent extreme upheaval and consequently was not able to implement or follow through on the approved plan by the 2002 Focus Visit concerning Academic Assessment. The Academic Assessment plan for the college has been updated and implementation started in 2004. The Assessment Plan and its components are explained more fully under Criteria 3 & 4. (Academic Assessment Plan, Appendix F)

7. All publications and discussion related to the college, along with notification to NCA, must publicize the name change.

Response—CCCC Board of Regents officially changed the name of the college from the English version, Little Hoop, to the Dakota version, Cankdeska Cikana Community College in May, 1995. At that time, notices were provided to the Secretary of State’s office (so that the articles of incorporation were changed) and to the tribal college network system, as well as the North Dakota University System. With the new leadership at CCCC, the Higher Learning Commission was notified in the spring of 2004 and acknowledgment was received regarding the official name for the Spirit Lake tribal college.

8. Faculty need office space for advising students, class preparation, and security of exams, student profiles, portfolios, and grades.

Response—Remodeling and expansion of the facility in 2000 provided faculty members with individual office space—approximately 1,500 square feet, for 9 offices plus one utility room. Each faculty members maintains the key for the security of their respective space. Funds were generated through CCCC, the American Indian College Fund, and support from U.S. Department of Agriculture.

9. The Charter and Bylaws, established through the Tribal Council, should be updated to reflect a name change for the college, number of board members, operational authority of the Board of Regents, and other characteristics of board operations.

Response—The Spirit Lake Tribal Council amended and updated the charter in February 2003 to reflect the official name, the make up of the Board of Regents, how they are selected, term of office, and delegation of authority to the Board to oversee and set policy for CCCC. In December, 2003, the Board of Regents revised and updated the Bylaws that outline responsibilities, qualifications, and other areas of oversight. (Tribal Charter, Resource Room; BRB, Appendix C)

10. The long range facilities plan is six years old and needs updating in light of recent expansions and remodeling. These facility activities have not necessarily reflected the plan of the past.

Response—As part of the reorganization and new leadership, and for planning purposes, an extensive building assessment was conducted in the spring of 2004. The assessment is the foundation for the development of a comprehensive facilities plan that is a core component of the five-year strategic plan. The overall vision is the enhancement of the existing facility to accommodate increased student enrollment and academic program enhancement. The new facilities plan will be based on incremental or phased expansion and remodeling, some of which has been described in proposals to potential funding sources. (CCCC Facilities Report, Resource Room)

11. The utilization of program advisory committees for the specific occupational programs is nonexistent.

Response – CCCC currently has only one occupational program that is a certificate program, carpentry. The program relies on tribal and state specialists to assist in the planning and sustaining of the carpentry program. The carpentry program works closely with the tribal housing authority and the tribal home improvement program to assist and coordinate work projects on the reservation. An advisory body is being established in response to the North Dakota Career and Technology Education department’s visit in November 2004.

12. There are discrepancies of various kinds in the school catalog as it relates to academic and degree program offerings.

Response—Due to extensive institutional reorganization, new leadership, the celebration of 30 years as a tribal college, and the revision of the mission statement, all internal documents have been reviewed, revised, and updated. The review and editing process has provided for consistency and accuracy to reflect the emphasis on academic excellence for the next 30 years at CCCC.

13. The Board does not seem to be actively involved in the review and deliberations of the proposed budget for the next fiscal year.

Response –To facilitate the Board’s active involvement in the review and deliberations of the College’s budget, training was provided to the Board in the fall 2004. The Board is a part of the Finance Committee and provides input and ideas during the budgeting process. The finance committee makes a recommendation to the Board regarding the annual institutional budget for approval. During the regular, monthly Board meetings, the budget and expenditures are reviewed.

Concerns from the 2002 Focus Visit Report

1. The turnover in administration leadership (presidency and deans) is creating an unstable environment. Questions are arising about the Board’s inappropriate involvement with college operations.

Response - Because of the turnover in leadership positions, the Board of Regents was more involved in the day-to-day management of the institution, as there were no alternatives. CCCC is a small, rural, isolated, tribal college with approximately 50 employees. As a tribal community, the Spirit Lake reservation is faced with many socio-economic hardships and disparities, including lack of professionals with appropriate credentials, making it difficult to find the right persons qualified to lead the College.

However, administrative management of the institution has been stabilized and the College has undergone reorganization. Toward that end, the Board now functions in an appropriate manner, has established an annual training for Board members, and has revised policy documents including Board bylaws.

2. The ownership of the assessment process by the campus membership (faculty and administration) appears to be lacking. Knowledge regarding the need for assessment data and review of this data is missing.

Response—Due to the leadership turnover, staff and faculty were fragmented and uncertain of direction. Team building and communications have been significantly improved with an emphasis on accreditation and the importance of learning assessment. The assessment plan cited in the 1998 review was updated with input from faculty and administration. Implementation began with faculty modifying course syllabi to outline expectations for assessing student learning. Faculty meetings are held every Friday; various in-services are held (i.e. on understanding student learning styles); committees meet regularly; and data is collected, reviewed, and discussed specific to student assessment. For further discussion and explanation, see Criteria 3 and 4.

3. While the College has a clearly defined core of general education courses, no method to assess this core has been identified or used.

Response—Clear outcomes have been developed for the general educations courses and are found in Criterion 4, Core Component 4a. The use of rubrics in the assessment of student learning was test piloted in the summer of 2004 and expanded in the fall of 2004. The intention is to expand the use of rubrics to include all of the general education courses, and eventually, to programs-of-study courses.

4. Academic program (e.g. Early Childhood, Indian Studies, and Carpentry) evaluation does not, at present, exist in any written form.

Response—Academic program evaluation at CCCC has been developed. It encompasses all program offerings and is a collaborate effort among faculty, students, administration, and employers.

To accomplish the evaluation, data is collected to gauge knowledge of subject matter, critical thinking skills, and attitudes and career success of graduates. Data is collected from entering students, current students, alumni, faculty, and employers of graduates.

Recommendations of the committee are forwarded to the President and then disseminated among the various college constituencies. Further Documentation is found in Criterion 4, Core Component 4c.

5. No apparent connection between the College’s mission and the academic program missions exist. Using the College’s mission statement and goals, as a foundation, develop and clearly state goals for each academic program that will serve as a basis for program evaluation.

Response—Goals for each academic program have been developed using the updated mission, vision, and key values statements. The goals and outcomes for each academic program are found in Criterion 3, Core Component 3a.

6. Due to the limited time that data has been collected, it does not allow for trend analysis or comparing/contrasting to extrapolate campus trends.

Response—Data collection has become an ongoing process, and analysis is being conducted. Pre/Post test results are collected each semester and have been analyzed. Alumni, employer, community, students, exit, and graduate surveys have been conducted and analyzed. Data from the Test of Basic Adult Education (TABE), used for placement in Math and English courses, has been collected and analyzed. The TABE has been used as an exit test, and data has been analyzed to determine its appropriateness as an exit test. Rubrics and Classrooms Assessment Techniques (CATs) have been introduced into the student learning assessment process.

The revised institutional documents and strategic planning process relied on trends data for the development of these tools. Graduation rate, course completion, program completion, and student profiles helped in the formulation of institution’s goals and objectives for academic expansion, i.e. designing a two-year health program curriculum.

Chapter 5

Criterion One – Mission and Integrity

“The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.”

Philosophy

Cankdeska Cikana Community College is one of thirty-five tribal colleges and universities in the United States (one is located in Canada) who are all affiliated with the American Indian Higher Education Consortium (AIHEC). CCCC is one of the original tribal colleges, celebrating its 30^th anniversary in 2004. As a tribal college, CCCC is unique and different from mainstream, public institutions of higher education in that (1) it is chartered by a tribal government, (2) its primary focus is on educating American Indian residents living on or near the reservation, and (3) its specific goal is to assist in the preservation and teaching of Dakota language and culture.

The word “Dakota” means friend or ally and comes from the word “wodakota,” which means to be in harmony or balance. The circle of life is represented by the four stages of life—infant, youth, adult, elder. At the center of the circle is the individual, then the family, and outermost is the tribe or community. The individual always strives to find harmony or to maintain balance in his/her life.

The Dakota way of thinking is based upon the circle and its meaning in relation to the sacred hoop of life. The circle, in structure, represents the totality of learning in a lifetime, and symbolizes the togetherness of people united in peace. The circle represents “Mitakuye Owasin” or “all my relations” and is symbolic of the interconnectedness of living and life—the harmony and balance of the Dakota people.

Cankdeska Cikana Community College operates within the context of Dakota culture and, through the power of learning, strives to maintain the Dakota circle. Higher education and culture combine to strengthen the ability of students to flourish in the still larger, multicultural world.

CCCC has served the Spirit Lake Tribal community for 30 years. The College has grown from a building equipped with small labs, the beginnings of a library, and a remedial learning center to a two year community college providing a quality higher education. As a tribally chartered institution, CCCC’s primary role is to serve the reservation community with over 90% of the student body drawn from members of the Spirit Lake Tribe. The college is a tribally-minded organization that focuses on the need of students. The future of the college is determined by the integrity with which it seeks to fulfill its mission. The Board of Regents, administrative leaders, faculty, staff, students, and tribal community are dedicated to meeting the challenges of the 21^st century.

Core Component 1a

“The organization’s mission documents are clear and articulate publicly the organization’s commitments.”

Stemming from governance changes, including the tribal council modifying the charter, the Board of Regents updating bylaws, under strong administrative leadership, CCCC has undergone extensive management change toward improvement and accountability. Celebrating thirty years of providing higher education for the Spirit Lake Dakota community also contributed to a review of the institution’s history and documenting student graduate success stories. All these factors contributed toward revising the mission statement to one that reflects a new beginning, one that is easily understood by all stakeholders, one that emphasizes student success, and one that sets the foundation for the next thirty years of higher education for the Spirit Lake reservation.

Mission Statement

Through the self-study and strategic planning process, a new mission statement was adopted. The new mission statement provides the distinctive link between the college’s past and the forward-thinking leadership of the present.

Past Mission Statement

“The mission of Cankdeska Cikana Community college is to provide comprehensive post-secondary education which addresses both traditional and contemporary aspects of learning. The College focuses on educating our students to live successfully by assisting each in reaching a goal that is desirable and attainable for their needs in this multi-cultural world.”

New Mission Statement

“To provide higher education opportunities, at the community college level, including vocational and technical training. As a tribal college we emphasize the teaching and learning of Dakota culture and language toward the preservation of the tribe. The goal is student self-sufficiency and independence through academic achievement.”

Vision statement

“A Dakota community that enjoys physical, mental, emotional, and spiritual wellness and growth through academic education and training.”

Key Values

Shared Responsibility

We strive to be respectful of each other

We believe in the value of education

We value working together – student, college, family, and community

Commitment to Quality

We strive toward being the best tribal community college

We strive to provide appropriate courses and academic programs

We employ fully qualified faculty and staff and in all positions

We structure the institution to optimize the skills and contributions

of the staff, faculty, students and Board of Regents

CCCC is committed to communicating its mission, vision, and key values to all its constituencies and has posted the statement (with photos of students) throughout the College campus in classrooms, offices, the library, and shop building. The mission statement is also published in the College catalog, program brochures, handbooks, and the College website. When appropriate, the statement is utilized in various marketing materials and in grant proposals for College projects and programs. The first-time College annual report that was developed for 2004 included the updated mission, vision, and key values statements. This report was disseminated through out the community and other stakeholder groups such as the American Indian College Fund.

Academic standards at CCCC are founded on the revised mission statement, as was the development of strategic plan. The College Catalog and the Student Handbook outlining academic standards that measure student success are premised on the mission statement and are distributed to all students. They also define the parameters of academic probation, suspension, the appeal process, and student classification. For example, the catalog and handbook state that in order for a student to be successful they must have the following GPAs.

Degree Programs Diploma Programs

Must maintain a minimum Must maintain a minimum

Cumulative GPA of 2.0 Cumulative GPA of 2.0

The 2004 Strategic Plan includes specific strategies outlining activities that establish the foundation for academic excellence. The first goal of the plan is to “Provide appropriate, quality, academic programs emphasizing student outcomes and assuring connection to the mission.” (SP, Appendix E, page 6) As a result, the FY 2005 budget has dedicated funds towards staff development and the purchase of additional instructional equipment.

Core Component 1b

“In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.”

As a tribal college, CCCC has a unique history and purpose to fulfill. Most of the students attending CCCC are enrolled members of the Spirit Lake Nation, many are members of other federally recognized tribes, and an average of 7 to 8 are non-Indians who live on or near the reservation. The many social-economic hardships faced by most Indian students are compounded by rural isolation and extreme weather variations.

CCCC is chartered by the Spirit Lake Tribal Council to provide higher education and to promote and preserve the Dakota culture and language. All students are required to take three credit hours of Dakota culture or language prior to graduating. CCCC’s thirty year history has been centered on serving the population of the Spirit Lake Reservation, primarily Dakota people. At the same time, CCCC has strived for building networks with its sister tribal colleges in North Dakota, and also with the State’s public institutions toward the goal of having CCCC students continue on toward bachelor degrees.

Cankdeska Cikana Community College has a revised mission statement consistent with its purpose as a tribal institution of higher learning, which includes a learning environment where students can discover, through the educational process, how to live in a diverse multi-cultural society. The college is currently meeting this through the design and offering of curriculum that allows students the option of preparation for employment in the local job market or continuation to a four-year institution. In order to help students understand and preserve the knowledge of the culture, classes in Dakota language and history are included in the curriculum for both degree and vocational programs. In all aspects of college study, attention is given to maintaining relevancy to the dominant Dakota culture and tradition.

The College cooperates with other community entities to co-sponsor events such as job shadowing (through the Health Careers Opportunity Program) with the Indian Health Service and Altru Health Systems. Various College programs participate in K-12 initiatives by offering tutoring services to Four Winds, Tate Topa, Warwick, Sheyenne, Minnewaukan and Devils Lake schools; community education programs; and faculty and student leadership projects. The College offers Saturday and Sunday Academies to local high schools with which it has built a strong relationship for the purpose of strengthening math, English, and science skills of students.

In addition, the College works in coordination with the North Dakota University System, as well as with other tribal colleges, to strengthen its programs of study through articulation agreements and in the adoption of the common course numbering process. Cankdeska Cikana Community College is committed to fulfilling its mission by providing quality service to its constituents by monitoring its own practices and by keeping institutional policies current and accountable. Policies and procedures affecting students and faculty are posted in the college catalog, student handbook, and the CCCC faculty handbook.

Cankdeska Cikana Community College faculty are responsible for providing a diverse intellectual experience, serving the community, and integrating the Dakota culture within the classroom environment. Academic freedom provides faculty members with freedom to teach, utilizing various teaching styles, in their field of competence. The College affirms the organization’s commitment to honor the dignity and worth of individuals by ensuring that faculty recognize their obligation to allow students to express their opinion without fear or reprisal.

In order to meet diverse educational needs of its residents, CCCC has expanded programming and delivery options by offering online and interactive video courses. CCCC addresses the training needs of faculty for increased knowledge of pedagogy and learning styles through workshops, in-services, and participation in regional and national conferences.

Expanded programming in credit instruction, non-credit instruction, and high school programs continues to address the needs of constituents for life-long learning.
Expanded delivery options allow student to take courses without having to travel to the College. Internet-based instruction provides the opportunity for people who need to continue their education without having to be on campus during traditional class periods. This is particularly useful for non-traditional students.
Faculty development has been provided by the college to prepare instructors to teach diverse learning styles, to integrate changing technology in the classroom, and to be able to assess student learning.

The College has a strong commitment to create a teaching and learning environment of the highest quality. The College provides support to faculty and students to attend scholarly conferences, meetings, and educational events. Every year, faculty and students attend the American Indian Higher Education Consortium conference (AIHEC), the North Dakota Indian Education conference, and the National Indian Education conference. Tribal college students compete academically in a variety of areas, providing an opportunity for CCCC students to share their experiences with other tribal college students around the country. Training is provided to the community through workshops and seminars. The college assesses the needs of its community and responds by providing programs and services. Currently, the college is working with the high schools to respond to the No Child Left Behind Act to ensure all teachers and paraprofessionals are highly qualified. The Rural Systemic Initiative Program is providing courses and workshops to teachers and paraprofessionals.

Core Component 1c

“Understanding of and support for the mission pervade the organization”

New administrative leadership, institutional reorganization, development of the strategic plan, and acknowledgement of a thirty year history of CCCC, led to a serious review of the mission statement. Through the various committee work, planning meetings, and community discussions, it was determined that an updating of the mission would be appropriate when looking toward the next thirty years for CCCC. Drafts were developed and distributed to all students, faculty, and staff with editorial comments received for the document.

2003-04 was a ‘turn around’ year for CCCC. The new administration took the lead in generating ideas and gathering stakeholder input in updating the mission statement that is prominently displayed throughout the campus and is included in all academic documents and other tools used by the College.

College-wide understanding and support for the mission of CCCC is driven by well-articulated documents that encourage members of the college community to find ways to develop and implement the mission. CCCC strategic decisions are mission-driven. Since the HCL visit in 1998, the college has made decisions that impacted which programs were offered, partnerships, building projects, and delivery systems.

New programs:

· Early Childhood Education

· Office Technology

· Computer Applications

· Natural Resource Management.

New Partnerships:

· Constituents informed the college of the need to provide training for Certified Nursing Assistants. Due to the lack of equipment and facilities at the college, a partnership was formed with Workforce Training, based at Lake Region State College in Devils Lake, to provide CNA training.

Building project:

· Addition of faculty offices (2001)

· Remodeling Registrar, Financial Aid, and Business Offices (2001)

· Addition of four new classrooms (2005)

· New Administrative Wing (2005)

Delivery Systems:

· The college upgraded its existing Interactive Video Network (IVN) equipment (2004)

· The college added a second IVN system in the science room to allow laboratory experiments to be conducted among the North Dakota tribal colleges (2004)

The College’s planning and budgeting priorities flow from the strategic plan that is founded on the new mission statement. The history of planning and budgeting at CCCC is more clearly documented in Criterion Two, but these processes do arise from the stated mission of the college. The evidence for this is broad based, but can be summarized by the following examples from the strategic plan.

· Strengthen student services to promote individual student growth and degree completion.

· Update and implement a Maintenance Plan including equipment replacement with a budget and responsibility matrix.

· Complete construction and equipping of the new classrooms.

· Institutionalize Dakota values and practices in all college business.

· Cooperate on occupational training programs that are mutually beneficial to college programs and the community.

Core Component 1d

“The organization’s governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.”

During 2003-04, new leadership began for CCCC that included amending the Charter by the Tribal Council, updating the Board of Regents Bylaws, revising the personnel policies and procedures, and creating a new organizational chart. The Board of Regents has instituted an annual training for themselves focusing on roles and responsibilities. During revising and updating of the documents, the Board established clear boundaries and an appropriate chain of command that enables the institution to fulfill its mission.

The new organizational structure is based on the college’s mission and establishes an administration, faculty, and student body involved with providing leadership within the community and providing service. The leadership within the college stems directly from the college president, who is responsible for guiding all institutional operations, management, and development. In turn, the president is responsible to the Board of Regents, who hires the college president and establishes policies for the governance of the college. Institutional decision-making is guided by the mission statement.

Faculty and other academic leaders share responsibility for the coherence of the curriculum and the integrity of academic process. The college has one dean who oversees the academic programs, and who reports to the president. The dean is responsible for evaluating instructors, and for maintaining quality programs through program assessment. The dean serves on the curriculum, assessment, and management committees.

As a small, tribal college, CCCC has a committee structure in place to promote collaboration among personnel and to provide a somewhat ‘defined’ process for decision-making in fulfilling the mission. The primary institutional committees include:

Curriculum Committee: The Curriculum Committee assists in the review and addition of all credit courses and programs. Full-time faculty serve on the committee, along with the Registrar.

Financial Aid Committee: The Financial Aid Committee is an advisory board to the Financial Aid Director and program. It sets institutional scholarship criteria, as well as selects student scholarship recipients. This Committee acts as an appeals board for financial aid Satisfactory Academic Progress and may review financial aid appeals from any student. Committee members are drawn from the faculty and staff.

Library Committee: The Library Committee meets to review and revise budget, policies, and plan library activities and acquisitions. Committee members are drawn from the faculty and staff.

Management Committee: The Management Committee functions as the key administration for institutional decisions and recommendations. It carries out primary management functions for respective areas and communicates ideas and plans to employees. The Finance Manager, Executive Administrative Assistant, Academic Dean, Information Technology Director, Director of Community Services, and Director of Student Services are members of the management committee. Generally, this committee meets at least monthly, but during the past year has met more frequently to facilitate changes and reorganization.

Finance Committee: The Finance Committee assists with the development of the institutional budget, financial resources, and fund development for CCCC. It ensures fiscal integrity of the institution by developing and modifying financial policies in accordance with appropriate accounting practice standards and recommendations from auditors. It ensures adherence to budget and recommends changes as deemed appropriate. Members of the committee are the President, Finance Manager and the entire Board of Regents

Construction Committee: The Cankdeska Cikana Community College Construction Committee oversees all aspects of construction on the college campus—identifies building projects based on enrollments and/or new directions of the college; selects sites for projects; once funding is obtained, selects an architect or engineer; operates the bid letting process; and selects the successful contractor(s). During construction, the committee oversees all contractors and approves any modifications to plans. Committee Members include the Board of Regents, President, Tribal Employment Rights Ordinance representative, Finance Manager, and College construction coordinator (currently this is the Title III Director).

Recruitment Committee: The Recruitment Committee’s goal is to devise and implement strategies to ensure a stable and increasing enrollment at the college. Committee members are drawn from the faculty and staff.

Retention Committee: The Retention Committee is responsible for developing strategies to help students successfully complete a full semester’s coursework and to continue on towards completion of their degree program. Members of the committee are drawn from the faculty and staff with one student representative.

Assessment Committee: The Assessment Committee acts as the main decision making body for assessing student learning, acting upon recommendations to enhance and improve the assessment process. The committee reviews, revises, and implements the academic assessment program; reviews and recommends assessment tools and methods; implements the assessment plan; analyzes data collected; and assists faculty with processes related to assessment.

(Institutional Committee Member Lists, Appendix G)

Enhanced Communication Processes

As part of the ongoing work of improving communications across the campus, the following communication processes have been implemented at CCCC:

· Academic Dean: The Dean communicates with the entire faculty by holding a weekly faculty meeting.

· President/Directors/Faculty: The President, Program Directors, and Faculty meet weekly to share ideas and provide information on future activities.

· Students: Information is shared with students via the Internet, college email, and the student newsletter (Camp Crier). The Student Government holds monthly meetings that are open to all students.

· Computer Network: The College has a computer network that allows for shared work folders, and for shared information folders.

· Outlook and email: CCCC has an internet-based email system that allows administration, faculty, staff, and students to access their email accounts at any time, regardless of their location.

· Board of Regents: The Board meets monthly and complete board packets are shared with appropriate personnel before the meeting. The Board meetings are open to the public, and minutes are available in the mail room for all faculty and staff to review. Copies of the minutes are also sent to the Tribal Council.

· Program Directors: Program Directors submit monthly reports that are included in the Board of Regents’ packets. The Monthly Director’s Reports also distributed to all program directors to share with their staff. The same reports are distributed to faculty.

Core Component 1e

“The organization upholds and protects its integrity”.

“Cankdeska Cikana Community College serves that community of the Spirit Lake Nation. It is expected that all employees uphold the highest standards of professionalism, integrity, and character in performing their job functions and representing the College.” (Policies and Procedure Manual 701, Resource Room)

CCCC strives to maintain an environment which promotes and encourages integrity in all activities and practices. The core of the College mission is to provide opportunities for students to learn. Included in the Mission is the statement: “The goal is student self-sufficiency and independence through academic achievement”. Activities of the college revolve around that one purpose, and are either directly or indirectly involved in providing learning opportunities.

Instructional Activities Non-Instructional Activities

College transfer assistance Student Services

Career/Vocational education programs Business Office

High School Programs Physical Plant

The CCCC Board of Regents exercises its responsibility to the public to ensure that the organization operates legally, responsibly, and with fiscal honesty.

The Board reviews budgets on a monthly basis and hires an independent third party to perform an annual audit of the institution. The Board meetings are open to the public and minutes are available in the mail room for all faculty and staff to review. Copies of the minutes are sent to the Tribal Council. Institutional policies were reviewed and revised to ensure integrity of the system.

CCCC understands and abides by all applicable local, state, and federal laws and regulations.

The college complies with Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, and the Age Discrimination Act of 1975. The annual audits performed by an independent third party have verified that CCCC is in compliance with local, state, and federal laws.

The Board Bylaws, the Policies and Procedures Manual, Faculty and Advisor Handbook, and Student Handbook outline policies regarding the rights and responsibilities of each of its internal constituencies. The Board Bylaws and the personnel Policy and Procedures Manual were updated and revised in 2004 and updated in 2005. The Student Handbook is updated biannually and distributed to all students at registration or upon request. It was last updated in 2004. (BRB, Appendix, C; Policies and Procedure Manual, Faculty and Advisor Manual, and Student Handbook, Resource Room) Students are provided with a Student Handbook that outlines student expectations, responsibilities, and rights. The Student Handbook contains the student grievance policy and procedures. This process allows for a student to appeal the decision made as part of the grievance policy.

CCCC employees go through a new employee orientation session by their immediate supervisor and are provided with the Policies and Procedure Manual. This document outlines the college’s employee expectations, employment policies, and employee responsibilities and rights.

The college has in place a set of fiscal policy and procedures, which are adhered to and are updated as needed. To uphold the integrity of the organization, an audit is done annually and the results are made available to the public.

The new leadership initiated the development of an annual report that outlines accomplishments and includes a financial statement. The annual report was distributed in January, 2005. (Annual Report 2003-2004, Resource Room.)

Strengths

· The college has a revised Mission, Vision and Key Values Statement that is consistent with its purpose.

· The college cooperates with other community entities to co-sponsor events.

· The college has a well-established Board of Regents.

· Annual Audits prove that CCCC operates with integrity and follows local, state, and federal laws.

· The college has an updated governance and administrative structure.

· The college has a new 5-year Strategic Plan with financial projections.

· The college has revised and updated the Personnel Policies and Procedures Manual, Board of Regents Bylaws, Fiscal Procedures Manual, Faculty and Advisor Manual, College Catalog, and Student Handbook.

Concerns

· General public, accreditation agencies may not understand uniqueness of a tribal college or the context of the historical relationship or funding disparities.

· CCCC needs to continue to improve communications.

Issues for the Future

· CCCC must maintain stability of administrative leadership.

· The College must ensure that the new Mission Statement guides all decisions that affect the college

· CCCC shall continue to cooperate with other community entities to co-sponsor events.

Chapter 6

Criterion Two – Preparing for the Future

“The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.”

The past several years have been a period of significant change for the Spirit Lake Tribe’s community college. A solid and appropriate governance structure has been implemented; new administrative leadership has instilled trust and accountability within the operating system of the institution; the 30^th anniversary celebration provided an opportunity for positive reflection and acknowledgement of contributions; and the self-study and planning processes have afforded maximum involvement of stakeholders and a ‘new’ beginning for Cankdeska Cikana Community College to prepare for the next thirty years.

Within the realities of being a rural, tribal college, CCCC is a future-oriented institution that anticipates and responds to challenges and opportunities of the Sprit Lake Reservation. From humble beginnings to the current reorganization process, CCCC’s updated mission emphasizes student success, focuses on continuous improvement, and reinforces Dakota values to meet the needs of the students and the Spirit Lake community. Also, the revised budgeting process is based on fulfilling the mission. It focuses on academic programs and service toward student achievement.

Core Component 2a

“The organization realistically prepares for a future shaped by multiple societal and economic trends.”

As a tribal entity, CCCC has a solid understanding of its current capacity to fulfill its mission, to enhance its quality of education, and to prepare for an uncertain future. Resources for the tribal college are constantly monitored so that a proactive process is maintained. The reorganizational effort is conditioned on environmental scanning of the economic and societal trends that affect tribal colleges specifically, and Native communities in general. Grant development is undertaken with the goal of enhancing academic excellence for CCCC and is conducted in a thoughtful manner, not just with a ‘go for the money attitude’.

The college planning documents reflect a sound understanding of the organization’s current capacity.

The college has an improved understanding of its capacity and has taken steps to ensure that it will meet future needs. The new strategic plan is a ‘first step’ toward an ongoing process of improvement and capacity building that emphasizes academic excellence. It is anticipated that the five-year plan will be modified on an annual basis and determined by trends and conditions.

Enhanced/Expanded Facilities: The College is committed to providing students and staff with facilities that enhance the learning environment to meet present and future needs, that is a safe and friendly environment conducive to the learning process, and that supports a strong academic base. Various funding sources are developed and combined for facility enhancement, including resources from the American Indian College Fund, the United States Department of Agriculture, Housing and Urban Development, private foundations, and local contributions. Highlights of changes/improvements made to date:

· Handicap accessibility has been updated to better serve those individuals with physical limitations. Automatic doors & lifts have been installed. Bathrooms have been remodeled and doorways have been widened. The facility is continuously being updated to better serve the public, including those with physical limitations.

· A new Vocational Building that currently houses the Carpentry Program was completed in 2001. Approximately $275,000 was spent on this project for 6,000 square feet of new shop space.

· A new building, “the Log Cabin,” that currently houses the RSI and HCOP programs was completed in 2000. The college spent about $130,000 on this project. The log cabin has 37,000 square feet of space and does include a study area with computers, reference materials for science and health, and access to tutor assistance.

· A renovation of the main building was completed in 2001. Faculty offices were added (1,500 square feet with 9 offices and 1 utility room), and the business, financial aid, and registrar’s offices were remodeled (six private offices and two large work areas for 2,200 square feet of space). The College spent approximately $692,000 on this project.

· Exterior renovations for a new student and employee parking lot were completed in August 2004. The college spent $266,667 on the paving project, about 12,000 square feet of parking space.

· Construction for a new addition for four classrooms (approximately 4,725 square feet, including a new science lab) began in the Fall of 2004, with expected opening in May, 2005. The college spent $636,261 on this project. Included with the new addition is the remodeling of the old student study area and lounge.

· An extensive building assessment of the college was completed by a private firm in May, 2004. The assessment was done in conjunction with planning development to determine the viability of remaining in the existing facility, as well as to evaluate energy efficiency.

· The heating system of the college was updated to include a computerized control system in the spring 2002.

· Roof top air-conditioning units were installed for all classrooms during 2003.

Increased Enrollment: Since 1999, the college’s enrollment has increased from 133 students to 196 in 2004. Student enrollment increased due to expanded educational offerings in Office Technology, Computer Applications, and Early Childhood Education. During this same time period (1999-2004) the fall enrollment Full Time Equivalent (FTE) rate has also steadily increased from 99.41 to 189.75, which is significant as Indian Student Count funding is based on FTE.

Human Resources: CCCC has a diverse employee base that includes 63 percent Spirit Lake members, 23 percent other Indian, and 14 percent non-Indian (one from India and Greece). CCCC is an equal employment organization that does not discriminate, but as a tribal entity, follows Indian preference for employment. (Policies and Procedures Manual 103, Resource Room) Of the 53 full and part time employees, 34 percent (18) are graduates of CCCC. (Annual Report 2003-200, Resource Room)

Previously, resource limitations precluded a serious analysis on faculty and staffing needs for the institution. With the new leadership, there has been a reversal of that trend. The reality of one-person programs or departments is not good management for an academic organization, so incremental steps have been taken to address this issue. A librarian assistant was hired, clerical support for the Registrar, Financial Aid, and Finance Offices have been hired, and one will be hired by March, 2005, to provide faculty support. Work study positions have been enhanced to provide job experience and training for CCCC students, and to support the operations of the College.

In addition, the services of ‘experts’ or ‘specialists’ – e.g. grant writer, program evaluator – have been negotiated and individuals brought on board as consultants to assist in various areas while CCCC continues its reorganization. The goal is to secure the funding to create appropriate positions that are basic for the institution.

In the development of the Title III renewal grant, a new position was created and filled in January, 2005, for a College recruiter and counselor. This is a significant addition for CCCC that will assist in the recruitment of students in a more organized manner and provide better student services through the admission and financial aid programs.

Faculty Needs: CCCC operates one-person programs or departments with the exception of the Technology Program (the Technology Program is directly funded by Title III appropriations and has six positions, with four faculty positions). This is historically how the institution has operated, but with access to quality adjunct or part time faculty from surrounding community schools and institutions. Incremental steps are now being developed to provide for additional faculty to be on staff in a more official capacity.

A new goal for the institution is to double the student enrollment in five years. For this to happen, academic programs will be enhanced and additional faculty hired. The initial focus will be in the math, science, English, and language skills areas, as this is the need of CCCC entry-level students. The goal will be to add one part time faculty member for each discipline, anticipating a transition to full time within a year and half, depending on resources. Several grant applications have been developed for this capacity building, advocacy work conducted with members of Congress to increase appropriations for the Tribal College Act authorized level, and ongoing discussions with the Spirit Lake Tribal Council for annual support to the College.

Faculty orientation is scheduled each fall semester, and a faculty handbook has been developed with input from all instructors. The faculty handbook outlines responsibilities for the academic staff, expectations, and procedures, and has been distributed to all faculty members.

Shared Resources: The Interactive Video Network (IVN) allows the college to deliver and share instruction among the North Dakota Tribal Colleges, including online classes. CCCC is also a partner with the North Dakota University System and has access to distance education programming via technology, if requested by students.

CCCC has demonstrated that attention is being paid to emerging factors such as technology.

The institution is becoming known as a leader regarding the availability and use of technology in the teaching and learning process. Various demonstrations have showcased these capabilities, and many training forums are conducted by CCCC programs and faculty.

Delivery System Changes: CCCC is current with technologies that allow students to take advantage of new and state-of-the-art delivery systems. The IVN system has been upgraded and expanded to include science courses. Online classes are also available.

Technology in the Classroom: From 1998 to the present, vast changes have taken

place in the technology that is available to both faculty and students. Computer labs have evolved to include the latest equipment and software technologies. Computer labs were upgraded in 2004 through Title III funds. Wireless access is available to students and faulty in all classrooms. All students have access to a student email account and are given space on the server to store any documents they may need or create for coursework. Other examples of technology enhancements for the classroom are:

· SmartBoard presentation technology

· Wireless LCD projectors in classrooms

· Tablet PC’s for instructors to connect to the wireless network and wireless projectors

· TV/VCR’s for all classrooms

Technology on Campus: All faculty and staff have updated, networked computers in their offices and have access to the wireless network. Other examples of upgraded technologies are:

· The Finance Office has been upgraded with a new server and software updates.

· A new server and software has been purchased that will integrate the Registrar, Admissions, Financial Aid, and Finance Office functions. Installation is scheduled for March, 2005, with testing during the summer 2005, and full implementation for the fall 2005 semester. This system will also accommodate student support services, such as academic advising.

· Inventory lists are completed and centralized using a software database program for all technology equipment, other equipment, and furniture.

· Administrative leaders have been provided with Blackberry technology and updated notebook PCs.

· The web site is being redesigned to offer an enhanced and more user-friendly information resource for the College and its constituents. It is anticipated that the new web site will be launched in the spring of 2005.

· A Technology Plan has been developed to manage the ongoing need, to stay current with changing trends, and to provide for renewal or replacement schedules for technology equipment.

CCCC is a future thinking college that is supportive of innovation and change: Since the last comprehensive visit 1998, the college’s degree programs have undergone innovation and change. Three new degree programs were implemented with the support of Title III resources:

· Office Technology

· Computer Applications

· Early Childhood Education

In 2004, the College was awarded a new Title III grant that provides training for students to prepare for A+ Certification (computer repair) and Microsoft Office User Specialist (MOUS) Certification.

A Natural Resources degree program was developed and was implemented in the spring 2005 semester, to complement the agricultural sciences that reflect addressing environmental needs of the Spirit Lake community. These programs will be expanded to include health sciences for diet, nutrition, and the development of an all-season green house for seed and organic gardening projects.

Innovations have been made in meeting student support needs. Computer based pre-enrollment assessment for placement in Math and English courses has been implemented through the Test of Adult Basic Education, (TABE). The College was awarded a Student Support Services (SSS) grant from TRIO in 1998. The grant is renewed through fiscal year 2006 and offers support services to low-income, first-generation, and disabled students. SSS services include tutoring, cultural activities, field trips to other institutions, and ongoing developmental opportunities. In 2004, SSS moved into a ‘new’ space that provides for a two-room study area with access to 8 computers and faculty/advisor support.

CCCC practices the concept of shared governance with limits on governance and has clearly identified structures for decision making about organizational goals.

As a tribal college, CCCC is chartered by the Sprit Lake Tribe and specifically, the Tribal Council. The charter was updated in February, 2003 but essentially delegates to a Board of Regents all oversight responsibilities for CCCC. The revised charter delineates the role of the Council and the Board. The Tribal Council has assigned one of its members to serve as the liaison for the College.

Board of Regents: The five-member Board of Regents is appointed by the Tribal Council to serve three-year terms. As part of the reorganization efforts, the Board updated their bylaws (fall 2003) and established an annual training to enhance their knowledge of the roles and responsibilities of a tribal college Board of Regents.

The training was developed to improve the Board’s understanding of their role in establishing policies for the institution and the future of higher education for the Spirit Lake Reservation. The training has generated appropriate decision-making skills and knowledge. Upon revising their bylaws, the Board of Regents updated the institution’s Personnel Policy and Procedures Manual and the organization chart, so that a clear understanding of the chain-of-command was described and could be easily understood. With the improved policy documents, governance roles are better understood and adhered to. Day-to-day management of the College is delegated to the President, who is responsible for carrying out approved policies with the assistance of the Management Team.

Faculty: Faculty share in the governance of the college through the work process of various institutional committees. Faculty meet on a weekly basis with the Academic Dean and on a regular basis with the President.

Organizational Chart: The revised chart clearly articulates the internal chain-of-command and provides all employees with a diagram of the institution’s infrastructure for supervisory responsibilities.

Job Descriptions: Each position at the College has a job description that articulates title, location, supervisor, and function. Job descriptions are in all personnel files.

Core Component 2b

“The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.”

Cankdeska Cikana Community College has been functioning and providing higher educational services to the Spirit Lake community for the past thirty years. As a tribal college, funding is greatly misunderstood by mainstream America, in that we operate with funds allocated by the federal appropriations process.

The College’s resources are adequate for achievement of the educational quality it claims to provide.

The resource base that supports the College provides ‘adequate’ funding for the current educational services offered. CCCC’s funding comes from four main sources: (1) Congressional Appropriations (Tribal College Act 471-funds), (2) Tuition and Fees, (3) Federal and State Grant Programs (such as Carl Perkins, Adult Basic Education, Federal College Work Study, Title III, TRIO), and (4) Other Income (such as American Indian College Fund, indirect funds from grant programs, private sources (endowment scholarships or vendor contributions, and interest income). The funding structure at CCCC is separate from the North Dakota University System, and CCCC does not receive any state appropriated funds.

(1) Congress has authorized Tribal College Act funding at $6,000 per ISC (Indian Student Count) but has appropriated only $4,325 for fiscal year 04. The amount that CCCC receives is based on its Indian Student Count (ISC) only. Students enrolled that are not members of a federally recognized tribe are not included in the Indian Student Count. The ISC is determined by the following formula:

Total Credit Hours (TCH) / 12 = Indian Student Count

(TCH is the total number of Part-Time, Full-Time and Continuing Education Units (CEU) of any given academic term (for CCCC this is semester). Credit hours converted from CEUs are counted toward the computation of the ISC. The formula for conversion of CEU’s to credit hours is: 15 contact hours for one semester credit hour, 10 contact hours for one quarter credit hour.)

Funds generated by ISC for CCCC comprise 16 % of the college’s total revenue, a dollar value of approximately $700,200.

(2) Tuition and fees make up 6 % of total revenue. The college recognizes that methods to increase these sources of revenue must be addressed. Renewed efforts to recruit students are being implemented, along with considering an increase in tuition and fees, as well as the possibility of eliminating low enrollment programs.

(3) Like all academic institutions, CCCC relies on ‘soft’ funds through various grant-funded initiatives. A sizable percentage (57% average for 2003 and 2004) of total revenue for CCCC is provided by grant programs. While this is not an ideal situation, it is a reality for tribal colleges. CCCC needs to sustain present grant programs and pursue new funding sources that will allow the college to maint