Reports on a survey conducted at Salish Kootenai College to determine student attitudes, awareness, and use of instructional and academic accommodations for learning-disabled students (e.g., taped lectures, extended deadlines, added course/test time, grammar proofreaders, and lecture notes). Students agreed that academic counseling and tutorial…

Provides an overview of a tribal college accounting financial system. Discusses restricted and unrestricted funds. Outlines steps in the budgeting process; i.e., revenue estimation, program review, preliminary budget development, and final budget. Discusses ways of accounting for expenditure of funds, financial statements, audits and auditors, and…

Examines reasons for the founding of tribal colleges and their success. Presents Sinte Gleska College's position that outcomes can be improved not by adopting external standards and procedures, but by formulating a blueprint for Indian education designed and endorsed by Indian people and incorporating tribal values and expected outcomes. (DMM)

Provides a summary of the Higher Education Act sections relevant to tribal colleges. Discusses the major concerns and potential positions for the American Indian Higher Education Consortium; potential changes within the Tribally Controlled Colleges Act (TCCA); and potential relations between the TCCA and Higher Education Act. (DMM)

Summarizes findings of the 1995 Carnegie Foundation report, Native American Colleges: Progress and Prospects, which examined 1,614 tribal college student attitudes and outcomes in four areas: student services, instruction, campus climate, and curriculum. Due to limited financial resources, tribal campus facilities often were found to be inadequate…

Discusses management practices indigenous to many tribal communities, the durability of tribal cultures, the coexistence of family-based values/practices with non-Indian organizational forms, and management challenges facing tribal communities. Addresses tribal college management with respect to cultural values and control, pacing, and structure.…

Describes the 1973 founding, history, and accomplishments of the American Indian Higher Education Consortium (AIHEC). Lists traits common to tribal community colleges. Discusses the AIHEC's role in providing assistance to tribal colleges and in lobbying for the passage of the Tribally Controlled Community College Assistance Act. (DMM)

Stainbrook, of the Northwest Area Foundation, responds to questions concerning successful economic development activities, approaches that do not seem to work, differences between economic and business development, gambling as a technique for economic development, and the implications for tribal colleges of economic trends and needs. (DMM)

Describes a law enforcement certificate program at Minnesota's Leech Lake Tribal College, developed to help respond to increasing youth violence. Argues that the physical training and academics are just as rigorous as those in similar programs offered by non-tribal colleges, but that the tribal program includes a cultural component. (AJL)

Describes the history and programs of Saami College, in Finnmark, Norway, designed to provide education based upon the needs of the Saami culture. Indicates that the major challenges and opportunities facing this institution stem from its adoption of the Saami language. (MAB)

Good tribal colleges must encourage smooth transitions for entering students, offer academic and social support to all students, offer general education that provides skills for life, emphasize and reward good teaching, clearly define relationships with the tribal government, and evaluate student outcomes to improve programs and curricula. (DMM)

Suggests that curriculum formation at tribal colleges can benefit from incorporating adult learning principles. Reviews characteristics of adult learners, information on learning styles and learning strategies, the importance of teaching style and of relevant content, and situational factors affecting learning. (DMM)

Discusses the role of tribal colleges in tribal development. Highlights the struggle for tribal self-determination and types of leadership that promote self-determination. Offers examples of institutional missions that promote tribal culture and curricula supporting that mission. Suggests strategies to sustain tribal identity and empower students…

Provides an interview in which Twila Martin, a member of the Chippewa tribe, reflects upon her experiences as a politician, educator, and social activist. Discusses the importance of traditional tribal leadership, the role of tribal colleges in strengthening that leadership, and the creation of Turtle Mountain College, in North Dakota. (MAB)

Describes difficulties in locating and recruiting Indian students living off reservations and lack of information about financial aid among urban Indians. Discusses problems related to proving eligibility for financial assistance. Reviews efforts to improve educational access for urban Indians. (DMM)