TCUs are located on or near reservations. All TCUs began as two-year institutions (source), though many have expanded to offer four-year degrees. In 2013, College Fund reported TCUs as collectively offering four master’s degree programs, 46 bachelor’s degree programs, 193 associate’s degree programs and 119 certificate programs. While courses and degrees span a variety of fields, curriculum at TCUs are taught from the Native perspective and focus on skills and knowledge that can be applied to tribal self-determination. Students can even choose to pursue an American Indian Studies degree at 28 institutions. AIHEC reported a twofold increase in enrollment between 2003 and 2010 (2012). Of the 34 Title IV-participating TCUs, 12 awarded bachelor’s
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Tribal elders and leaders often serve as faculty members, making the institutions rich in tribal knowledge as well as traditional academic knowledge. Native Americans and Alaska Natives make up 46% of TCU faculty, but only 1% nationwide (AIHEC, 2012). The AIAN students’ success is largely attributed to their support system (Shotton, 2008).The faculty are advocates for the Native American community in their respective disciplines and contribute research on indigenous issues with a clear perspective and understanding of their communities (check this source Brayboy, et al., 2012, p. 93)(Dana-Sacco, 2010).
Funding
One of the key factors for which the AIHEC lobbies is funding.. In 1978, Congress passed the Tribally Controlled Community College Assistance Act (P.L. 95-471)providing seed money for the TCUs at $8,000 per Native American student. However, in the 38 years since the Act was signed into law, TCUs have never been funded at the authorized level. For example, in 2011, TCUs were allotted the equivalent of $5,235 - $2,765 less than the authorized amount per full-time Native American student. No funding was allotted to the non-Native American students that make up nearly 20% of the population of all TCU students.
Discussion of …show more content…
As such, their accomplishments are not reflected in the mainstream definition of success. Accreditation is awarded based on Western understanding of learning outcomes; however, TCUs are unique in that they serve sovereign nations. Native American tribes unique in that they are nations within a nation. Students at TCUs, and the TCUs themselves, should be assessed from a tribal definition of success. This definition includes a concrete understanding of tribal cultures and languages. Accrediting agencies such as the Higher Learning Commission are making efforts to assess student outcomes from a more culturally aware position, and TCU leaders are working to educate accrediting bodies on what are culturally appropriate learning outcomes (AIHEC, 2010; HLC, 2013; Karlberg, 2007). Although these efforts have been made, many in the TCU community are calling for their own Tribally controlled accrediting body that is able to assess student outcomes from a Tribal perspective. If the U.S. is to respect Tribal sovereignty and self-determination, then TCUs should be able to accredit themselves to standards they deem culturally appropriate (Willeto,
Tribal elders and leaders often serve as faculty members, making the institutions rich in tribal knowledge as well as traditional academic knowledge. Native Americans and Alaska Natives make up 46% of TCU faculty, but only 1% nationwide (AIHEC, 2012). The AIAN students’ success is largely attributed to their support system (Shotton, 2008).The faculty are advocates for the Native American community in their respective disciplines and contribute research on indigenous issues with a clear perspective and understanding of their communities (check this source Brayboy, et al., 2012, p. 93)(Dana-Sacco, 2010).
Funding
One of the key factors for which the AIHEC lobbies is funding.. In 1978, Congress passed the Tribally Controlled Community College Assistance Act (P.L. 95-471)providing seed money for the TCUs at $8,000 per Native American student. However, in the 38 years since the Act was signed into law, TCUs have never been funded at the authorized level. For example, in 2011, TCUs were allotted the equivalent of $5,235 - $2,765 less than the authorized amount per full-time Native American student. No funding was allotted to the non-Native American students that make up nearly 20% of the population of all TCU students.
Discussion of …show more content…
As such, their accomplishments are not reflected in the mainstream definition of success. Accreditation is awarded based on Western understanding of learning outcomes; however, TCUs are unique in that they serve sovereign nations. Native American tribes unique in that they are nations within a nation. Students at TCUs, and the TCUs themselves, should be assessed from a tribal definition of success. This definition includes a concrete understanding of tribal cultures and languages. Accrediting agencies such as the Higher Learning Commission are making efforts to assess student outcomes from a more culturally aware position, and TCU leaders are working to educate accrediting bodies on what are culturally appropriate learning outcomes (AIHEC, 2010; HLC, 2013; Karlberg, 2007). Although these efforts have been made, many in the TCU community are calling for their own Tribally controlled accrediting body that is able to assess student outcomes from a Tribal perspective. If the U.S. is to respect Tribal sovereignty and self-determination, then TCUs should be able to accredit themselves to standards they deem culturally appropriate (Willeto,