Oregon Tribal College
Handout 1-06
Oregon
Tribal College
Oregon State University Extended Campus
[ Abbreviated report – for the full report, see: http://www.ankisolutions.com/projects.html
or contact Link Shadley 541.340.9545 ]
Summary
There is a need for an Indian College in Oregon. Oregon State University has undertaken this project to assist Oregon Tribes establish a new federally charted college under the 1994 Tribal Colleges and Universities Land Grant Act owned and governed by Oregon Tribes. Initial steps have included forming concepts for discussion, outreach to Tribes through their Education Directors, developing preliminary designs, costs and potential revenue sources.
The Oregon Tribal College is feasible. Physical buildings and staff at each Tribe and urban area combined with televideo course work to bring in classes with cultural integrity provides the best chance of success for the greatest number of Indian people. Estimated costs include land, buildings, televideo (T/V) conferencing, telecommunications and staff for 13 sites (Grand Ronde, Siletz, Coos, Coquille, Cow Creek, Klamath, Warm Springs, Burns Paiute, Umatilla, Celilo Village, Portland, Salem and Medford . Assuming capital costs are covered by federal appropriations and grants, the college can run at breakeven with 518 students (2% of the Oregon Enrolled Tribal population).
Next steps include obtaining resolutions of support from the Oregon Tribes and Native organizations, beginning the federal charter application process and contact with AIHEC, assembling the Board of Governors, preparing grant applications for organization startup and design, and preparing a request for a federal appropriation.
Scope
The Oregon Tribal College is an idea that has been smoldering for several years among Tribes and Oregon State University. In the spring of 2005, Anki Solutions LLC was asked to look at the feasibility and fan the fire a bit to help create an independent Native owned and controlled college to serve Oregon Indian people. Our work has involved both political and technical aspects. We must overcome the, “Hi, I’m from the government, I’m here to help you,” image and speak with integrity, build trust, involve all the Tribes and let the honored process of consensus building develop into political support for the project. Technical and financial aspects of the feasibility study involve the building concept, real estate, telecommunications, televideo conferencing, furnishings and operations. None of this is cast in stone but we did need to develop some design elements to enable realistic budgeting.
Draft resolutions of support and a PowerPoint overview have been distributed to the Education Directors of the Tribes. OSU staff has met with these Directors and many other people involved in Indian Education. No one has said this was a bad idea. Many are enthusiastic.
Concept
The Oregon Tribal College will be an independent Land Grant College governed by representatives of each Tribe and owned by the Indian people of Oregon. It will provide the best possible chance for success by using a blended approach of place based and distance education. Each Tribe and three urban centers will have an OVTC building dedicated to serving the higher education needs of their youth and adults. Televideo classrooms, computer labs, libraries and common areas are housed in this structure. Broadband Internet access will be provided to all students either through existing DSL or cable systems, new wireless mesh networks, or by satellite to allow full motion video conferencing from home for students unable to come to the OVTC building.
Degree programs and classes will be developed by the Board of Governors and their staff to ensure cultural integrity and the best possible blending of technical skills while respecting and keeping the traditional values and wisdom of the Elders and Tribal Leaders. Young people typically want to go to a distant campus to ‘escape’ the reservation. That usually lasts for one to two terms, and they come back to the village. Family and Elders have expressed their desire that the young people not leave in the first place. On-line classes are at the other extreme and require a very high degree of motivation to complete when sitting alone at a computer screen. The blended approach of the OTC bridges these two methods by providing a ‘space’ that belongs to the higher education cohort group in each Tribe, provides course work with cultural integrity, provides motivation not found in typical individual on-line classes and keeps the support network of family and Elders close by.
OTC staff in each facility will serve as motivators, coordinators and resource people for the students. Our recommendation is that the first employee be from the local Tribe and fulfill the role of mentor. A caring grandmother or grandfather will be ideal.
Classes may be taught locally to a small group, or originate from one Tribe where there is an instructor with a particular expertise and broadcast to the other locations. Classes can be brought in from any institution or location with T/V conferencing capability (other Indian colleges, classes from mainstream colleges which have cultural integrity, etc.).
OSU will provide accreditation for degree and certification programs during the 3 year OTC application period.
OSU and other institutions will assist the OTC develop degree programs and classes that are aligned with the needs and interests of Oregon Indian students to ensure the highest possible rate of success. Degree programs will be developed in consultation with Tribal governments and communities to increase the likelihood of graduates finding jobs within their community.
Oregon Tribal College
Conceptual Building Design
Interior concept
Time Line
(Tribal Letterhead)
ESTABLISHMENT OF THE OREGON TRIBAL COLLEGE
(Draft 5-10-05)
RESOLUTION
We, the ______of the ______,
(Tribal Council/BOT) (Tribe)
to create the best possible educational resources for our people, utilize advance technology for the effective delivery of higher education courses within our community, provide classes and degree programs that are culturally appropriate and relate to needs of the Tribe and our people, do hereby establish and submit the following resolution:
WHEREAS, Higher Education benefits our Tribe and our people by preparing them to walk in two worlds to better preserve and protect our culture, and acquire knowledge and skills necessary for improved economic development, natural resource management, business management of tribal enterprises, healthcare, child development, professional-technical job skills, and others; and
WHEREAS, our people would be better served by bringing Higher Education to the Tribe allowing them to remain in the community, remain employed and remain with their traditional support networks of family and Elders; and
WHEREAS, technology has advanced to provide Higher Education classes and programs that can be delivered to our people in their own community through a unique collaborative college structure developed in partnership with other Tribes in Oregon; and
WHEREAS, we have knowledge, skills and wisdom which can be shared with other Native people of Oregon, and they likewise; and
WHEREAS, a new College of, by and for Native peoples of Oregon would provide culturally appropriate knowledge and skills that are not now available; and
WHEREAS, Oregon State University has offered to assist in the creation of the Oregon Tribal College by the nine recognized Tribes in Oregon to serve the Higher Education needs of Native people with culturally appropriate and relevant classes and degree programs in their communities as outlined in the attached concept paper;
NOW, THEREFORE, be it resolved that the ______does endorse the creation of a planning task force comprised of the Tribal government to government Education Leaders and other representatives identified by the Tribal governments and Oregon State University staff to move forward with the tasks of:
1. Creating the college strategic development plan.
2. Presenting that plan for final approval by the Tribal governments.
3. Developing a vocational/career matrix for each Tribe, in collaboration with Tribal enterprises, which outlines education and skills required for jobs produced by Tribal enterprises.
4. Develop the infrastructure plan.
5. Employing, or identifying a grant writer in the employ of one of the collaborating Tribes, to assist in putting grant proposals together for planning and start-up funding for the college.
6. Working with the tribal governments to identify and appoint a representative Board of Governors for the college.
7. Securing funding for the planning and start-up of the college.
Adopted ______, 2006, ______
(Signature)
______
(Name) (Title)