Volume X Winter 1998-99 Number 2

On Campus

AIHEC's youngest tribal college accredited

Little Priest Tribal College-the Winnebago Tribe of Nebraska's institution of higher learning located in Winnebago, Neb.-has received accreditation from the North Central Association of Colleges and Schools. The association is one of six regional accrediting organizations in the United States that evaluates universities', colleges', and schools' effectiveness. 

"It is a great credit to the Winnebago Tribe and to Little Priest Tribal College that we have met all the association's standards for excellence and have achieved the distinction of accreditation, awarded after just two years after opening its doors to students," said John Blackhawk, tribal council member and interim college president. "Accreditation often takes years for a school to achieve," Blackhawk said. The accreditation process involves meeting a number of rigorous standards that the association has established in areas such as curricula, administration, finance, and institutional resources. Accreditation is important to the students who need national grants and who want to transfer.

Little Priest Tribal College -named after Chief Little Priest, the last war chief of the Winnebago Tribe in 1860s-is located on the Winnebago Indian Reservation in northeast Nebraska. The college began offering academic courses and community education classes in the fall of 1996 and currently has about 100 students. Four professors teach approximately 40 courses, including general education classes such as English, history, and math, as well as special emphasis courses or majors in American Indian history, education, and science. The college recently held its first graduation.. All five graduates went on to four-year programs.

Blackhawk said the college is part of the Winnebago Tribe's plans for a comprehensive education program, involving Head Start, the public school and the parochial school on the reservation, and the college. The tribe demonstrated its commitment to education by providing the college with an initial $1 million grant and continuing to provide $500,000 per year for its operation. Because of its tribal casino and its proximity to an urban center (Sioux City, Iowa), the reservation's unemployment rate is only five percent, he said. The tribe's education program will eventually include immersion classes in the Winnebago language. "Our language is not only beautiful, but it provides a basis for looking at the beliefs of our people," he said.

SKC hosts national education leaders

Three of the nation's top educators visited the Salish Kootenai College (SKC) campus in Pablo, Mont., during July. U.S. Secretary of Education Richard Riley, National Aeronautics and Space Administration Administrator Dan Goldin, and National Science Foundation's Alliance for Minority Participation Director Dr. A. James Hicks met with students and faculty at the college.

Goldin and Hicks delivered the keynote addresses to the sixth annual Alliance for Minority Research Conference. Goldin said that the rainbow chasers at NASA had failed to notice that the hues of NASA did not match the hues of the planet, according to a story by Bernie Azure in the tribal newspaper. Goldin has vowed to recruit Natives so that the first people of this country might be the first people to step on the surface of Mars. Across the nation, NSF sponsors 27 Alliances for Minority Participation designed to increase the number of underrepresented minorities earning degrees in science, math, engineering ,and technology. The All Nations AMP based at SKC hosted the conference for about 400 students and teachers from throughout the country. 

Riley came to visit because the college and its president, Dr. Joe McDonald, have a good national reputation. "I wanted to listen to him because I personally have great respect for him," Riley said of McDonald in an interview with the Missoulian newspaper. Between 1935 and 1976, only 41 members of the Salish and Kootenai tribes earned college degrees, according to figures provided by Riley. Since SKC opened its doors, 423 tribal members have graduated.

SKC President McDonald also has an international reputation in indigenous education. In May, he was invited to Taiwan to speak about tribal colleges at the World Conference on Adult Education for Indigenous People. He presented a slide show on the tribal college model to participants from Australia, New Zealand, Canada, and the Pacific Islands as well as Taiwan. Following the conference, he and his wife, Sherri, met with indigenous people from Taiwan, some of whom are interested in establishing community colleges themselves. There are nine tribal groups on the island, he said, who were there long before the Chinese began to migrate from the mainland. McDonald talked with a Maori scholar from New Zealand, Graham Smith, who wants to organize an organization of World Indigenous Colleges and Universities of Excellence. He invited Salish Kootenai College to be a charter member.

Dr. Jasjit Minhas leaves legacy at LCOOCO

Dr. Jasjit Minhas retires this year after 12 years as president of Lac Courte Oreilles Ojibwa Community College (LCOOCC) in Hayward, Wis. Under his leadership the college grew from a single donated building to its current size of 60,000 square feet. The campus now includes the James "Pipe" Mustache Auditorium, two distance learning rooms, three computer labs, a public library, a student center, a vocational education wing, an agriculture and natural resources wing, a building for Student Support Services, and numerous offices and classrooms. When the college acquired land-grant status in 1994 along with the other members of the American Indian Higher Education Consortium, the LCO tribe donated a 220-acre farm to the school for research and food production projects.

Under Minhas' leadership, LCOOCC was granted candidacy status by the North Central Association of Colleges and Schools (NCA) in 1987 and accredited in 1993. This past spring, LCOOCC received continued accreditation and graduated its largest class of more than 80 students. During recent years, the college has established six articulated 2+2 programs with University of Wisconsin Schools, making it possible for LCO graduates to continue their education smoothly by being able to transfer directly into a baccalaureate program after finishing a two-year degree at LCOOCC. The college has also increased its investments in technology, the number of courses taught off-campus, and the size of its staff. 

Dana Gretz of the LCO faculty attributes the steady growth of the college to Minhas' ability to communicate openly with the college's constituents and the Tribal Governing Board. More recently, he assisted in writing the Restated Articles of Incorporation, which were adopted last summer by the Board of Regents and the Tribal Governing Board to strengthen the working relationship of checks and balances. 

The Tribal Governing Board of the Lac Courte Oreilles Band of Lake Superior Ojibwa Indians still elects the college president and has the right to assume management of the college in a declared emergency, (fiscal or academic.) The Lac Courte Oreilles Ojibwa Community College employs gaiashkibos as the vice president of the college, and he was subsequently elected by the tribe to serve as the tribal chairman. Under the new governing document, the following changes were made: the chairman of the tribe will always serve on the Board of Regents as an ex-officio, voting member; a student will also serve on the board in a non-voting capacity; and any dispute arising between the Tribal Governing Board and the Board of Regents may be settled by an arbitration board acceptable to both parties or by the tribal court. 

Menominee college meets NCA standards

The College of Menominee Nation (CMN) received initial accreditation from the North Central Association (NCA) of Colleges and Schools Commission of Higher Education on August 7, 1998. "I was extremely happy when I heard the good news," said Dr. Verna Fowler, president of the college in Keshena, Wis. "The amount of work accomplished in such a short time to reach this landmark is absolutely remarkable."

The college was established by the Menominee Tribal Legislature in 1992. Subsequently, the college became eligible for federal funding under the Tribally Controlled Community College Assistance Act. Four years later in 1996, NCA granted candidacy status to CMN. In 1996, the existence of CMN was threatened when the Tribal Legislature underwent a change in leadership and philosophy regarding the management (governance) structure of the college. Later that same year, the existence of CMN was reaffirmed through a new charter drafted and circulated under an initiative petition by the voters of the Menominee Tribe.

Initial research by NCA in making its determination on accreditation of the college involved a four member review team of college professors. They examined the records of CMN pertaining to governance, faculty credentials, financial statements, student records, administration and all policies and procedures of the institution. NCA also interviewed faculty, employees, students, tribal legislators, and community members to determine the viability of CMN as an institution of higher education.

In making the announcement of the accreditation, Dr. Fowler stated, "I would like to thank and congratulate the Menominee community for their help in the development of the College of Menominee Nation and for making it a success in meeting the standards to have a fully accredited institution." Based in Chicago, NCA accredits colleges and universities in 19 states and is the nation's largest accrediting association

Red Crow uses impartial assessment tool

Red Crow Community College recently celebrated its 10th anniversary as an adult and post- secondary institution serving the Kainai community on the Blood Reserve in Alberta, Canada. College administrators attribute its longevity to the efforts of the staff and faculty. 

Each year the college evaluates employees in as objective a manner as possible. The managers and president of the college look at the performance of the staff in each of their capacities. Evaluations include ratings by the person's supervisor. Five people who receive or otherwise benefit from the employee's services also assist with the evaluation. For instance, a registrar will be evaluated by a supervisor along with five fellow employees and students who receive or benefit from his or her services. In the case of instructors, the supervising instructor will sit in on classes to assess the performance of the instructor, and five students will also be selected to evaluate the performance of the instructor. The number of people involved is intended to provide more objectivity.

The evaluation forms include a comment section, which is designed to elicit responses and opinions not covered by the standard questions on the form itself. After reviewing the forms, supervisors brief their employees on the evaluations, telling them of problems that need to be rectified and/or commending them for their efforts. Through its membership in the American Indian Higher Education Consortium in the United States and the First Nations Adult and Higher Education Consortium in Canada, Red Crow exchanges ideas for such alternative, appropriate assessment, research, and curriculum for Native higher education institutions. 

Executive Order to benefit Indian students

President William J. Clinton issued an executive order in August that aims to improve the academic performance and reduce dropout rates for American Indian and Alaska Native students at all levels of education. The order focuses on five goals: improving student achievement in reading and math, increasing high school and post-secondary completion, reducing poverty and substance abuse, creating strong, drug-free schools, and expanding the use of science and educational technology. It establishes an Interagency Task Force to plan how to accomplish the goals.

The order culminates a four-year effort by several national Indian organizations. National Indian Education Association President Yvonne Novack said, "The Executive Order is an opportunity for Indian education to move forward and create more opportunities for Indian learners." The Native American Education Executive Order does not specifically mention tribal colleges; President Clinton signed a Tribal College Executive Order in 1996. However, the new executive order may involve the tribal colleges in certain areas, such as educational research. The 1996 order directed tribal colleges to work with K-12 schools.

Smoke Signals film benefits College Fund

With frequent doses of Native humor, characters in the film "Smoke Signals" overcome challenges of modern Indian reservation life with wit, sadness, and spirituality never seen before on the Hollywood screen. "Smoke Signals"--the first feature film written and directed by Indians-also benefits the American Indian College Fund's efforts to promote the survival of traditional Native cultures through the modern education provided by tribal colleges. As the end credits roll, the filmmakers encourage viewers to "support the American Indian College Fund." Film distributor Miramax Films made a $10,000 donation to the Fund. 

"Smoke Signals" is an historic achievement for Indian people, who have strong story-telling traditions. The film won the audience award at the 1998 Sundance Film Festival. The movie's screenwriter and co-producer, Sherman Alexie, is probably the best known Native person of his generation. The 31-year-old Spokane-Coeur d'Alene tribal member serves on the College Fund's board of trustees and helps direct its fund-raising and public awareness efforts on behalf of tribal colleges. "If you want to help American Indians," Alexie frequently says, "support tribal colleges." In June, College Fund donors were among the guests invited to a premiere screening of Smoke Signals in New York City. 

"Tribal colleges are changing Indian reservations in the same positive way that lives change in Smoke Signals," said Richard Williams, executive director of the College Fund. "In the movie, Indian characters overcome cultural loss, alcoholism, and disconnection with homelands. Our colleges are working every day to help Indian students make better lives for their families and communities." 

In July, Alexie joined President Clinton on a nationally-televised panel discussion about racism in America. "A poor Native American faces more hurdles than a poor anybody," Alexie told the President. To the nationwide PBS viewers, Alexie said "with the establishment of the American Indian College Fund, tribal people have begun "to recognize the value of education." Alexie himself has donated money to the College Fund and hundreds of his books to tribal college libraries. 

Cheyenne River developing bison courses

Fifty people attended last summer's Tatanka Institute, which is part of Cheyenne River Community College's animal and range science programs. The participants-double the number who attended last year's institute-were able to view their subject matter, bison, close up since the tribe has a herd of approximately 1,000 bison. The college wants to start its own herd, according to Warren Fritz, research assistant at the institute. 

Jim Garrett, a Cheyenne River Lakota tribal member, has headed the institute since 1996. He and Fritz are developing curriculum for the college and the institute thanks to several different grants from the U.S. Department of Agriculture, the W.K. Kellogg Foundation, and South Dakota State University. Most of the summer institute participants were Indian students from Black Hills State University, as well as people from a non-violent alternative project in Connecticut, and some members of the Northern Plains Bison Education Project. Many of the participants had never seen bison before and considered them endangered. They did not realize that bison represent a growing industry. After losing cattle to recent hard winters, local ranchers are looking for something hardier, especially with the current poor beef market. A heifer bison calf can sell for $1,500-$2,000, more than twice the price for a steer calf.

The 10 tribal colleges involved in the Northern Plains Bison Education Project are developing curriculum that will include courses such as range management, prairie ecology, animal science, and conservation of habitat, all with a cultural foundation. Over time they hope to add electives such as tatanka cosmology, tatanka theology, and bison and art. "It will take time because nothing like it has ever been done before," said Garrett. "Only Western research is available." The colleges want to take a Western science model and the indigenous model and make a whole new body of knowledge, he said. The Cheyenne River bison management classes are geared toward the college's efforts to become fully accredited.

Cultural Learning Centers break ground

The first in a series of Cultural Learning Centers broke ground this fall at Sinte Gleska University in South Dakota. By the end of next summer, log structures will be built at most of the 31 tribal colleges. The project involves collaboration by private log home companies, subcontractors, the Smithsonian Institution, a New York architectural school, the W.K. Kellogg Foundation, and the organization of tribal colleges, the American Indian Higher Education Consortium (AIHEC). Nothing like it has ever been attempted anywhere in the world, according to Gail Bruce, who has donated her time to AIHEC for several years to make the project a reality. (See TCJ, Vol. 8 #2, p. 21).

As a result of the national repatriation law of 1990, museums and collectors are returning ceremonial objects to American Indian tribes, many of which have no place to care for them or display them. Tribes also need a place to foster traditional art, storytelling, language, and crafts. 

The project received a major boost earlier this year when the W.K. Kellogg provided $2.5 million to the AIHEC Cultural Learning Centers project. Members of the Log Homes Council of the National Association of Homebuilders are donating the logs and blueprints. The companies hope to expand their log home business into new communities and to get tax advantages for their donations. Each college will provide the site, the volunteer labor, the plumber, and the electrician. Each college will be given $25,000 for the technical work.

The National Museum of the American Indian of the Smithsonian Institution will provide technical assistance with the climate control necessary for preserving artifacts and artwork. The New York Institute of Technology architect students volunteered their work at the Sinte Gleska University site as their class project, hoping to get some of the tribal colleges to establish architecture programs. Authentic Homes of Laramie, Wyo., donated six log buildings, including the structure at Sinte Gleska. 

For other tribes that might want to organize a similar project, Bruce is putting together a book documenting the project planning. For more information, contact Gail Bruce, 55 Bethune Street, Suite 1300, New York, NY 10014 or call (212) 206-6580.

Sisseton recruiting more nursing students

Sisseton Wahpeton Community College's (SWCC) Nursing Program has been awarded a $54,950 grant through the U.S. Department of Health and Human Services, Indian Health Service Recruitment Program. The goal of the grant is to increase the number of tribal members who enroll in the nursing program at SWCC (Sisseton, S.D.) and remain in the program until they graduate. The grant funds a portion of the salary of two SWCC nursing faculty and provides money to travel to visit with prospective students and their families at Lake Traverse Reservation District Centers and area schools. The nursing program hopes to set up several Future Nurses Clubs to encourage student interest in nursing as a career, according to Susan Hardin Palmer, director of the SWCC nursing program. 

In addition, faculty members work intensively with current pre-nursing and nursing students to address any personal or academic problems before they threaten the students' academic career. Each student is assigned an advisor and a student mentor who will help deal with the variety of potential problems that students face. The project plans also to increase the numbers of non-traditional nursing students by making information available to people in their own communities.

Sisseton Wahpeton Community College has offered an associate of arts degree with a major in nursing since Fall 1992. (See TCJ Vol. 5 #3). By last spring, the program had graduated 88 individuals. It is designed to prepare students to be eligible to write the state examination for licensure as a Registered Nurse (RN). 

The SWCC nursing graduate is prepared to give basic nursing care to children and adults in a variety of health care settings. After passing the state board examination, he or she might work as a Registered Nurse in acute-care hospitals in Intensive Care Units, Pediatrics, Emergency Departments, general Medical-Surgical Units, Obstetrics, and Coronary Care Units. The graduate could also work in long-term care facilities, as a school nurse, in an outpatient clinic, in the military, in a variety of government agencies, in occupational health settings, and in homes as a visiting nurse, as a Hospice nurse, or as a private duty nurse. Graduates of SWCC nursing are prepared to continue their education by studying for bachelor's degrees and beyond to higher degrees.

DC-Shiprock college opens despite fire

Despite the devastating fire that destroyed the two-story area of the Diné College Shiprock Campus on August 12, college classes and programs began as scheduled August 31. "The fire at our Shiprock campus was a major setback, but I know that with the help of everyone who understands the importance of Native American higher education, we will bounce back even stronger," said Dr. Tommy Lewis, president of Diné College.

The fire destroyed one third of the building where science, fine arts, humanities, and GED classes are offered. Various collections within the science, math, and fine arts departments were lost, as well as many of the library's books, periodicals, priceless archives, and collections of Navajo materials. College officials estimate the cost of the fire at approximately $3.8 million, based on the square footage. The scientific equipment loss, including microscopes and a genetic decoder, may exceed one-half million dollars. Fortunately many upper floor rooms were cleared for renovation when the fire broke out. At press time, the cause of the fire was still under investigation. Roofers were working on the roof earlier during the day of the fire, and several witnesses reported flames coming from the area where they had been working.

The largest of Diné College's satellite campuses, Shiprock, is itself larger than many other tribal colleges in the nation with an average of 500 students. The campus occupies an old 1950's BIA boarding school facility. Four years ago the Bureau of Indian Affairs tried to condemn the crumbling structure, which was a 1950s BIA board school. Since then, the college has begun plans for a new campus. The Navajo Nation has provided $2 million toward the $40 million campus. New Mexico voters are considering a $1 million bond issue for the new campus. 

In the meantime, however, the needs of present students must be met. The college has been meeting with federal, tribal, and state officials as well as private industries and individuals to seek assistance, such as modular classroom buildings, office furniture, and money. Anyone interested in more information can contact the Diné College Development Office, P.O. Box 218, Tsaile, Ariz. 86556 or call: (520) 724-6687.

IAIA presents five visionary awards

The Institute of American Indian Arts Foundation hosted a gala evening of art and awards last July at the La Fonda Hotel in Santa Fe. The fundraising benefit featured the presentation of the Annual Visionary Awards, a gourmet Native foods dinner, and a live auction.

The Visionary Award recognizes individuals and organizations who have made significant contributions to Ame rican Indian art, education, and to the institute. They also consider who has increased public awareness about the importance and impact of American Indians and their culture. The 1998 recipients were U.S. Sen. Pete Domenici (R-N.M.), R.C. Gorman (Navajo artist), Charles Loloma (Hopi artist and former IAIA instructor, 1921-1991), Doug Hyde (Nez Perce sculptor and IAIA alum), and Native Peoples Magazine. Each honoree received a bronze sculpture, designed especially for the occasion by artist Dan Namingha (Tewa/Hopi).

The evening included such distinguished guests as N. Scott Momaday (Kiowa), Rick West of the National Museum of the American Indian in Washington, D.C., and actor Val Kilmer. The event raised over $140,000 for the school. Artists who donated their work included Tony Abeyta (Navajo), Darren Vigil Gray (Jicarilla Apache/Kiowa), Elizabeth Taliman (Cochiti/Navajo), Duane Maktima (Laguna/Hopi), and Nancy Youngblood Lugo (Santa Clara), among others. The collection included jewelry, pottery, sculpture, clothing, and prints.

IAIA President Della Warrior said, "There is an atmosphere of rebirth at IAIA and a spirit of regeneration, hope, and optimism. We are working together to successfully meet our challenges." Val Kilmer closed the evening, saying, "The institute is a large contribution to the world of Native American art. It encourages personal expression of beauty, making the spirit visible, making the invisible visible."

Cankdeska Cikana searches for talent

The U.S. Department of Education has funded the Cankdeska Cikana Community College (Fort Totten, N.D.) Talent Search Program $203,000 for another four years. The news came on top of other good news--the North Central Association had accredited the college again, and another review will not be necessary for seven years. Cankdeska Cikana, formerly named Little Hoop Community College, is located on the Fort Totten Reservation in northern North Dakota.

Talent Search is a national program designed for 6th through 12th grade students from low-income, rural families whose parents do not have college degrees. To encourage them to graduate and successfully enroll in a post-secondary educational institution, it develops and enhances academic performance, improves self-esteem, and increases motivation. Started at Cankdeska Cikana in 1993, the program has served more than 600 students at five schools in the area, as well as high school drop outs, according to the director, Imogene Belgarde. Talent Search provides supplemental instruction, personal assistance and support, career fairs, home visits, and field trips to educational centers. During the summer, Talent Search sponsors a program to enhance students' skills in math, art, English, and science. 

In the isolated communities they serve, sometimes a student might need $20 to take the ACT test and a ride to the test center, according to Belgarde. She and her staff try to recognize the students every month, providing incentives for honor roll students such as banquets, gift certificates, and pizza parties. "It keeps us busy, and it's fun," she says.

Talent Search is one branch of five in the Department of Education's TRIO Program family. Currently, over 2,000 projects are hosted nationwide at over 1,200 postsecondary institutions and more than 100 community agencies. Other branches of the TRIO Program include Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Post-baccalaureate Achievement Program. After Talent Search identifies promising students, the other programs prepare them for college level work, provide information on academic and financial aid opportunities, and provide tutoring and support services to students on campus.

Sinte Gleska initiates alumni association

Sinte Gleska University (SGU) in Rosebud, S.D., has initiated a post-secondary student recruitment program on the Rosebud Reservation. In addition, this project provides support resources to establish a SGU Alumni Association, which may serve as a model for other tribal colleges within the American Indian Higher Education Consortium. The university received $100,000 from the W.K. Kellogg Foundation for the three year project.

Ken Roubideaux is coordinating the SGU Alumni Association and Recruitment Program. At the present time there are few existing alumni associations at the tribal colleges on reservations. With input from SGU alumni and technical assistance from Dartmouth College and Stanford University, Roubideaux will develop a model that can be replicated at other AIHEC institutions.

Sinte Gleska University seeks to improve educational access for tribal members and all students who wish to attend. The Alumni/Recruitment Coordinator is locating university drop-outs and encouraging them to enroll again and creating a mentorship program using alumni to recruit students from the reservation high schools. The coordinator is also networking with the Head Start Program to recruit parents and the Social Services Programs to recruit welfare recipients. For more information contact Ken Roubideaux at (605) 856-4740. 

Haskell hosts entrepreneurship conference

The Haskell Indian Nations University Business Department and Center for Tribal Entrepreneurial Studies held a national conference for tribes focused upon "Entrepreneurship: Strategies for Tribal Economic Self-Sufficiency" in Lawrence, Kan., September 21-23, 1998.

The conference was designed to strengthen partnerships between tribal governments and educational institutions to ignite the entrepreneurial spirit within Native communities. Many tribes are at the beginning of this entrepreneurial development, and they need to leverage scarce resources. The conference was designed to help them create an entrepreneurial community through strategic vision and planning, according to conference planner Cheryl Chuckluck of Haskell. 

Keynote speakers at the conference were Phillip Martin, chief of the Mississippi Band of Choctaw Indians, and Tim Giago, publisher of Indian Country Today, a nationwide, privately owned bi-monthly newspaper. Additionally, a special session "Financial Stewardship of Tribal Assets" was presented by Dr. Jeff Timmons, of Babson College, along with Mike Herman and Mary McLean, who are associated with the Ewing Marion Kauffman Foundation. Their discussion shared insights, prevailing practices, guidelines, and experiences of how leading foundations, pension funds, and universities manage their endowment funds. The conference also offered breakout sessions on planning strategically, creating legal infrastructure, creating capital infrastructure, creating successful tribal business ventures, and technology for entrepreneurship.

SGU chemical dependency graduates find jobs

For many years, Sinte Gleska University's (SGU) chemical dependency program has trained graduates to address the drug and alcohol problems on the Rosebud Reservation in South Dakota and elsewhere. Patrick Powers now heads the Chemical Dependency program. Powers, an Oglala tribal member, earned his master's degree in psychology at Chadron State College in Chadron, Neb. As an intern at a Veteran's Administration hospital in the addictions ward, a licensed and practicing counselor, and a recovered addict himself, Powers draws his expertise from a wide range of experience in the field. 

Having a drug and alcohol degree program at Sinte Gleska is important, said Birdette Clifford, Dean of Human Services, because of the degree of alcohol abuse on the reservation. For those looking for jobs in related fields, "the success rate is really good," Clifford said. Since 1991 when he began working with the department, Clifford could only think of one graduate who did not find a job connected to his degree in human services/ chemical dependency. "The need is there and they fill those positions," he said. "[Our program] gives someone an overview of the effects and chemistry of drugs and alcohol," he said. Patrick Powers advocates a free-choice approach. "Get them back in touch with cultural routes, experience the Spirit, provide clear-thinking skills, and raise self-esteem. Create the environment of safety and choice." 

Several years ago, Sinte Gleska upgraded its associate of arts degree to a Bachelor's degree in Human Services with an emphasis in Chemical Dependency. Obtaining such a degree helps qualify students for a potential certification in drug and alcohol counseling. At this time, to become a drug and alcohol counselor, "The state does the testing. You don't need a degree. You need certain course requirements, plus job experience," said Clifford. In the near future, he believes, however, that a degree in human services will be mandatory.

Crownpoint encouraging new entrepreneurs

Crownpoint Institute of Technology (CIT) began two new certificate programs this fall, Early Childhood Education and Small Business Management and Entrepreneurship. Both programs address widespread unemployment on the Navajo Nation as well as provide alternatives to diminishing welfare assistance. Funds from the federal Carl D. Perkins vocational education program and from the W. K. Kellogg Foundation support the small business program. The early childhood program results from collaboration between CIT and New Mexico State University.

Childhood Education Coordinator Kamie Fuchs said CIT will initially offer a 45- hour course to train people for entry-level positions in child care. In addition to campus-based training, CIT will establish nine outreach sites throughout the Eastern Navajo Agency. Eventually, she expects CIT to offer a two-year degree program. Entrepreneur Hugh Williams of Gallup, N.M., heads the two-semester small business program. "We'll learn through hands-on experience and role-playing how to develop successful business enterprises on the Navajo Nation," Williams says. 

A third new program will benefit area Navajos who plan to continue in agriculture, which is still a source of support for most Navajo families. CIT became a land grant institution in 1994 along with the 29 other members of the American Indian Higher Education Consortium, making it eligible for an extension program. Extension Agent Nathan Fuchs will work with the Crownpoint, N.M., 4-H organization to engage area youth in agricultural projects. He plans to expand 4-H throughout the Eastern Agency.