Little Big Horn College (Montana) General Studies instructor, Timothy McCleary, has worked with Crow tribal elders to document Crow place names across Montana and to chronicle the many stories behind the names. A database (available at www.lbhc.cc.mt.us/crownames) contains interview material and GIS maps of over 500 locations. (PGS)

According to this survey, the overwhelming majority of tribal college graduates are working or attending college, despite the scarce opportunities and high rates of unemployment on reservations. Graduates are frequently employed in "high need" occupations such as teaching and health care. The survey report, "Creating Role Models for Change," is…

Offers annotated bibliography of history, accomplishments, research, visions, and commentary regarding tribal colleges and universities. Provides an introduction to available literature. Includes references to 30 journal and newspaper articles, books, dissertations, reports, and legislative and executive orders. (AUTH/NB)

Stresses the need for tribal colleges to increase focus on research at all levels, from institutional to individual. Discusses types of research, obstacles and benefits to research, and model collaborative programs at Dull Knife Memorial College (Montana), Cheyenne River Community College (South Dakota), and Little Priest Tribal College…

"Never forget where you came from" is the unspoken mandate guiding Sinte Gleska University (SGU) in South Dakota. SGU and other tribal colleges help students and communities relate to the land and American Indian cultural traditions by training natural resource managers, planting gardens, building sustainable models and raising buffalo.…

Sinte Gleska University's (SGU) model for community development includes transformation of an old boarding school site, community-based collaborations in gardening and nutrition, and a bison restoration project. Tribal members learn to work with the land in harmony with tribal stewardship models as well as Western land use and agricultural…

Western environmental planning processes generally exclude the public. At Dine College (Arizona), planning is inclusive of people, air, water, rocks, plants and animals. Its end goal, siihasin, is the long term health and maintenance of relationships and elements in the environment. Dine has established a planning course organized around the…

Discusses a variety of American Indian leadership issues. Argues that traditional top-down management directly conflicts with traditional Indian values--the Indian views the leader as a servant of the people, and all people are expected to act as leaders when their specialized knowledge or abilities are needed at a particular time. (Contains 16…

Describes a study that examined how perceptions of the importance and impact of accreditation have changed at tribal colleges since 1982. Based on the results of administrator surveys, it seems that (1) tribal college officials are generally satisfied with accreditation and believe it to be important; and (2) attitudes toward accreditation have…

Offers a guide to tribal college collaboration. Lists resources with background information, strategies, and insights that can aid development or strengthening of collaborative efforts. Provides names of 13 books, 33 articles, and six organizations and Web sites. (NB)

Plots the history of American Indian Education on a timeline beginning with the Lakota and Cheyenne defeat of Custer at the Battle of Little Big Horn. Marks 1968 charter of Dine College (Arizona) and continues to the upcoming celebration of the 30th anniversary of the American Indian Higher Education Consortium in 2003. Contains map of United…

Reports on the history of the tribal college movement and the American Indian Higher Education Consortium (AIHEC). In 1973 there were six tribal colleges, today there are 33. The American Indian College Fund was formed in 1989 to raise money for scholarships, and in 2001, the fund distributed nearly $4.1 million in college scholarships. (NB)

Describes the life and work of the late Jack Briggs, who helped build Fond du Lac Tribal and Community College (FDLTCC) (Minnesota), the only college of its kind in the nation. Reports that FDLTCC has established a scholarship fund in Briggs' honor. (NB)

Provides a comprehensive list of resources about educational leadership in Native-based organizations or communities. Shows the limited material that is currently available and reveals how Native researchers, funders, and institutions must give more attention to the study of Native leadership. (Contains 69 references.) (AUTH)

Discusses the challenges associated with holding reservation schools accountable to the educational standards established in the 2001 "No Child Left Behind Act." Predicts that this educational initiative will widen the performance gap and hinder native schools' abilities to achieve educational parity with their non-native peers. (RC)