fort belknap college five-year strategic plan: 2003-2008 table

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FORT BELKNAP COLLEGE Five-Year Strategic Plan: 2003-2008

TABLE OF CONTENTS I Institutional Background and Situational Statement …................................... 1

A. Institutional Mission and Goals ...................................................... 1 B. Academic Programs & Student Body Characteristics ….................. 3 C. Institutional History ......................................................................... 5 D. Situational Statement and Community Description ........................ 5

II Overview of Strategic Planning Activities: 1997-Present ........................... 9 III Strategic Plan .............................................................................................. 15

A. Overview ......................................................................................... 15 B. Vision and Key Elements ................................................................ 16 C. Key Element One: Accreditation .................................................... 17

1. Strengths, Weaknesses and Environmental Factors ........... 17 a. Fiscal Stability ........................................................ 19 b. Administrative Stability .......................................... 23 c. Strategic Planning ................................................... 26

2. Goals & Objectives ............................................................. 28 3. Strategies, Responsibilities, Resources and Timelines …... 28

D. Key Element Two: Recognition ..................................................... 29 1. Strengths, Weaknesses and Environmental Factors ........... 29 2. Goals & Objectives ............................................................ 31 3. Strategies, Responsibilities, Resources and Timelines ...... 32

E. Key Element Three: Cultural Grounding ....................................... 35 1. Strengths, Weaknesses and Environmental Factors ........... 35 2. Goals & Objectives ............................................................ 39 3. Strategies, Responsibilities, Resources and Timelines ….. 40

F. Key Element Four: Curricula and Degree Programs ...................... 42 1. Strengths, Weaknesses and Environmental Factors ........... 42 2. Goals & Objectives ............................................................ 45 3. Strategies, Responsibilities, Resources and Timelines ….. 46

G. Key Elements Five and Six: Technologies, Infrastructure and Facilities .................................................................................. 48 1. Strengths, Weaknesses and Environmental Factors ........... 48 2. Goals & Objectives ............................................................ 52 3. Strategies, Responsibilities, Resources and Timelines ...... 53

H. Key Elements Seven and Eight: Community Development And Education & Collaborative Relationships .............................. 54 1. Strengths, Weaknesses and Environmental Factors ........... 54 2. Goals & Objectives ............................................................ 59 3. Strategies, Responsibilities, Resources and Timelines ...... 60

IV Evaluation Plan .......................................................................................... 61

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B. Formative Evaluation ..................................................................... 63 C. Annual Performance Evaluation ..................................................... 64 D. Annual Review and Update ............................................................ 66

Appendices

Appendix A: Fort Belknap College Planning Chart, 2000 Appendix B: Fort Belknap College Planning Vision, 2000 Appendix C: Fort Belknap College Schedule of Funding, 2001 Appendix D: Strategic Planning Documents (Notes from planning sessions and staff

retreats, and sub-committee reports) Appendix E: “Vision to Action” Model Appendix F: Fort Belknap College Debt Reduction History Graph Appendix G: Fort Belknap College Organizational Chart Appendix H: Fort Belknap College Institutional Planning and Assessment Model, 2002

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FORT BELKNAP COLLEGE

Five-Year Strategic Plan: 2003-2008

I Institutional Background & Situational Statement

A. Institutional Mission and Goals

Fort Belknap College (FBC) is a tribally controlled community college located on the

Fort Belknap Indian Reservation in northcentral Montana. The college was chartered in 1984 by

the Fort Belknap Indian Community Council, which serves as the governing body of the Gros

Ventre (White Clay) and Assiniboine (Nakoda) Tribes of the Fort Belknap Reservation. Fort

Belknap College is accredited at the associates degree level by the Northwest Association of

Schools and Colleges and Universities (NWASCU), Commission on Colleges and Universities.

The college is incorporated within the State of Montana and recognized by the Internal Revenue

Service as a tax exempt 501(c)(3) educational institution.

The following statements of FBC’s institutional mission, goals and philosophy provide

the basis for the planning, development and implementation of all college programs and

activities.

Institutional Mission Statement

The mission of Fort Belknap College is to provide quality post-secondary education for

residents of the Fort Belknap Indian Reservation and surrounding communities. The

college will help individuals improve their lives by offering them the opportunity to

maintain the cultural integrity of the Gros Ventre and Assiniboine Tribes as well as

succeed in American technological society.

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Institutional Goals

The goals of Fort Belknap College are:

• to provide vocational education, internships, academic, cultural, and community

programs, transferable courses, and degrees;

• to enhance Gros Ventre and Assiniboine cultural development;

• to assist tribal institutions and departments in staff preparation, planning,

research, and evaluation services;

• to use valid research methods to measure the needs, talents and aspirations of the

Gros Ventre and Assiniboine people and design educational programs to meet

them;

• to maintain an open admissions policy; and

• to provide leadership and training for those who pursue and promote the

economic and community development of the Fort Belknap Reservation.

Institutional Philosophy

Adherence to the educational philosophy of the Assiniboine and Gros Ventre Tribes leads

the Board, administration, staff and students to: value the abiding relevance of Gros

Ventre and Assiniboine culture; recognize equality among all people and diversity within

the Fort Belknap College campus and communities; exercise active and ongoing

leadership; retain qualified staff sensitive to student and community needs; pursue

lifelong inter-generational learning; promote family involvement in education; maintain

the will to meet every person’s and each community’s needs; and recognize the

importance of spirituality in everything the college does.

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Reviewed on a regular basis, these statements of the college’s mission, goals and philosophy

were last revised and approved by the College Board of Directors in 1998.

B. Academic Programs & Students Body Characteristics

In accordance with its mission, philosophy and goals, Fort Belknap College offers

associate degrees in the following areas of study: Allied Health, Business, Business-

Entrepreneurship, Business-Health Administration, Early Childhood Education, Elementary

Education, Human Services, Human Services-Criminal Justice, Liberal Arts, Liberal Arts-Native

American Studies, Microcomputer Operations, and Natural Resources. Along with completing

their selected program’s core requirements, students must also complete a series of general

education requirements in the areas of natural science, social science, fine arts/humanities, public

speaking, native language, mathematics, writing, and computers. Students must earn a minimum

of 90 quarter credits in order to graduate.

Data characterizing the composition of the Fort Belknap College student body according

to gender and race over the past ten years are presented in Table 1 below. Approximately 95%

of all FBC students are of American Indian descent. Non-traditional students make up a

significant portion of the FBC student body, as indicated by an average age of 30 years old (as

compared to the national average of 23). In addition, most students are low income (defined as

membership in a family whose income is less than 50% of the poverty level), with 95% of the

current student body qualifying for some form of federal financial aid. In fact, according to the

college’s Financial Aid Officer, nearly 70% of all students have greater than $2,000 of unmet

financial need. Eighty percent of students enrolled at FBC are first generation college students.

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Table 1

Fort Belknap College Student Characteristics

10 year Span (Fall 1992-Spring 2002)

#

Quarter Year

Male

Female

Total

ISC

FTE

1

Fall 1992

51

181

232

201.9

175.0

Winter 1993

55

122

177

174.4

148.2

Spring 1993

37

151

188

141.2

129.3

2

Fall 1993

48

122

170

187.4

157.5

Winter 1994

66

116

182

189.5

162.7

Spring 1994

63

125

192

175.5

160.2

3

Fall 1994

60

130

190

178.9

145.9

Winter 1995

81

191

272

185.2

158.9

Spring 1995

82

163

245

164.6

148.5

4

Fall 1995

74

125

199

174.2

153.3

Winter 1996

74

115

189

155.0

145.8

Spring 1996

84

102

172

142.9

130.6

5

Fall 1996

66

107

173

152.6

139.6

Winter 1997

106

191

297

143.3

134.1

Spring 1997

152

159

311

159.9

152.1

7

6 Fall 1997 64 136 200 137.8 133.2

Winter 1998

89

159

248

151.4

145.0

Spring 1998

75

150

225

126.8

125.8

7

Fall 1998

68

115

183

145.1

137.1

Winter 1999

56

124

180

134.0

128.9

Spring 1999

84 209 293 153.2

146.5

8

Fall 1999

74

194

268

149.2

138.9

Winter 2000

79

195

274

141.9

153.4

Spring 2000

82

166

248

138.9

146.6

9

Fall 2000

79

216

295

174.0

152.9

Winter 2001

77

153

230

126.2

145.6

Spring 2001

73

177

250

167.7

171.7

10

Fall 2001

41

135

176

163.8

110.7

Winter 2002

79 130 209 182.0

164.1

Spring 2002

176

199

375

209.4

151.3

C. Institutional History

Fort Belknap College originated in 1980 as the Fort Belknap Resident Center of the

College of Great Falls. From 1982 to 1984, FBC operated as a satellite campus of Dull Knife

Memorial College in Lame Deer, Montana. On November 8, 1984 the Fort Belknap Indian

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Community Council chartered Fort Belknap College as a public, non-profit corporation for the

purpose of providing post-secondary educational opportunities to residents of the Fort Belknap

Indian Reservation and surrounding communities. Tribal leaders envisioned the college as a tool

to fight generations of economic depression, enhance the quality of educational opportunities

available to tribal members, and preserve and promote Assiniboine and Gros Ventre cultures.

Between 1984 and 1987 Fort Belknap College operated as a branch campus of Salish Kootenai

College in Pablo, Montana, which served as FBC’s “mother” institution until FBC applied for,

and received, candidacy status to pursue full accreditation. In June 1993, the Northwest

Association of Schools and Colleges and Universities, Commission on Colleges and

Universities, granted FBC its initial accreditation. Following a full-scale accreditation review in

1999, FBC’s accreditation was reaffirmed in June 2000.

D. Situation Statement and Community Description

The primary service population of Fort Belknap College are the residents of the Fort

Belknap Indian Reservation and surrounding communities. As mentioned above, the Fort

Belknap Reservation is the home of the Gros Ventre and Assiniboine Tribes. The Gros Ventre

call themselves the “Ah-Ah-Ne-Nin,” or White Clay People, a reference to the light-colored clay

found along the river bottoms of Gros Ventre country. The Gros Ventre received their French

name, not because of their “big bellies,” but because other area tribes called them the “Water

Falls People.” In sign language, the word “water fall” is expressed by passing one’s hand over

the stomach. French trappers and missionaries misinterpreted this sign and labeled the people

the “big bellies,” or Gros Ventre. The Gros Ventre are of Algonkian stock and closely related to

the Arapaho.

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The Assiniboine refer to themselves as the Nakoda, or generous ones. “Assiniboine”

comes from the Chippewa word meaning “one who cooks with stones.” The Assiniboine split

from the Yanktonai Sioux during the seventeenth century and migrated westward with their

allies, the Plains Cree. Today, the Assiniboine reside on the Fort Belknap and Fort Peck Indian

Reservations in Montana, as well as on several reserves in Saskatchewan and Alberta.

The modern-day homeland of the Assiniboine and Gros Ventre Tribes was originally

established in 1855 by a treaty between the United States government and several Indian nations

residing in the area that would later become the State of Montana. The resulting Blackfeet

Territory served as a common hunting ground for all signatories, including the Assiniboine and

Gros Ventre. By an Act of Congress in 1888, these tribes ceded 17,500,000 acres of this

territory over to the federal government and agreed to reside on the diminished land base of the

Blackfeet, Fort Belknap and Fort Peck Indian Reservations. The Fort Belknap Reservation was

named after William W. Belknap, U.S. Secretary of War. In 1895, the discovery of gold in the

Little Rocky Mountains on the southern end of the Fort Belknap Reservation led to the signing

of the Grinnell Agreement, which further reduced the land base of the Assiniboine and Gros

Ventre Tribes.

Today, the reservation covers an area of 675,147 acres and is approximately 28 miles

wide (east to west) and 40 miles long (north to south). The northern edge of the reservation lies

within the broad valley of the meandering Milk River, while the crest of the Little Rocky

Mountains (traditionally called the Island Mountains and the Fur Cap Mountains by the

Assiniboine and Gros Ventre, respectively) marks the southern boundary. Between the river and

the mountains, the majority of the reservation land base is open rangeland and farmland

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punctuated by dramatic buttes and cut by coulees containing small, intermittent streams.

The Gros Ventre and Assiniboine people of the Fort Belknap Indian Reservation are

politically united as the Fort Belknap Indian Community, which was organized in 1934 under the

Wheeler-Howard Act (Indian Reorganization Act). The Fort Belknap Indian Community is

governed by the Fort Belknap Indian Community Council, which is made up of twelve elected

members representing the at-large membership, the two tribes, and distinct geographic districts.

The total tribal membership is 5,188, with 3,979 enrolled members living on or near the

reservation. Fort Belknap Agency, which is located three miles south of Harlem, Montana, is the

site of the tribal headquarters and serves as the major residential community on the northern end

of the reservation. Hays (35 miles south of Fort Belknap Agency) and Lodge Pole (50 miles

southeast) are the major residential communities on the southern end of the reservation. A

number of tribal members also live off the reservation in the nearby communities of Harlem,

Chinook (20 miles west), Havre (45 miles west) and Dodson (30 miles east). In contrast to

demographic trends that show declines in rural populations across Montana’s northern tier, 2000

census data indicate population increases of 18.3% and 24.1%, respectively, for the north and

south halves of the Fort Belknap Reservation over the past ten years.

The economy of the Fort Belknap Indian Reservation largely consists of transfer

payments from Tribal government, Indian Health Service (IHS), Bureau of Indian Affairs (BIA),

Fort Belknap College, Temporary Assistance for Needy Families (TANF), and General

Assistance (GA). Agriculture represents the next largest sector of the reservation economy.

Cattle ranching dominates the local agricultural sector, although dry land and irrigated farming

occur on over 90,000 acres of reservation land. Other components of Fort Belknap’s economic

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mix include fire fighting, natural resources, defense contracts, construction and small business.

However, Fort Belknap ranks among the poorest areas in Montana and the United States.

According to the 2001 BIA Labor Force Report, the unemployment rate on the reservation is

74%. Department of Commerce data show that 45.3% of Fort Belknap residents live below the

poverty level established by the United States Department of Health and Human Services, with

family incomes averaging $14,583 (as compared to $25,247 and $28,702 for neighboring Blaine

and Phillips Counties, respectively). From the reservation’s inception in the 1880s, Fort

Belknap residents have endured a 100-year cycle of poverty perpetuated by chronic high

unemployment and dependence on federal assistance.

A formal educational system has existed on the reservation since 1882, when 300 school-

aged children were forced to attend a boarding school at Fort Belknap Agency. Saint Paul’s

Mission Boarding School in Hays was established five years later by the Jesuit Order of Priests

and Bureau of Catholic Missions. Saint Paul’s Elementary School still operates today, although

it is no longer a boarding school. Besides Saint Paul’s Mission School, children from the

reservation now attend public schools in Lodge Pole, Hays, Harlem and Dodson, as well as off-

reservation boarding schools located out of state. In addition, approximately 250 children

participate in Head Start programs located at Fort Belknap Agency, Hays and Lodge Pole.

In 1977, the Fort Belknap Education Department was established to provide educational

services for tribal members beyond the Head Start, elementary and secondary levels. Programs

currently operating under the Tribal Education Department include Vocational and

Rehabilitation Education, Higher Education, Adult Vocational Training, Upward Bound, Talent

Search and Johnson O’Malley. The Tribal Education Department played a key role in

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establishing Fort Belknap College. Recognizing that off-reservation vocational training

programs and college programs were not adequately meeting the post-secondary educational

needs of the Fort Belknap community, educational leaders recommended that the Fort Belknap

Indian Community charter its own tribal college to provide these educational services in a

manner that would more effectively address local needs and promote the rich and enduring

heritage of the Assiniboine and Gros Ventre Tribes.

II Overview of Strategic Planning Activities: 1997-Present

In 1997, Fort Belknap College completed a five-year plan that presented a statement of

the collective hopes and expectations of the Fort Belknap College community for the future of

the institution. This document served as the basis of the Fort Belknap College Comprehensive

Development Plan, which was completed in fall 1999. However, despite the completion of these

documents, planning and development activities at the college remained haphazard and sporadic.

Until recently, severe financial problems at the college resulted in a crisis management mode of

operations. Following their 1999 full scale accreditation review of Fort Belknap College,

visiting team members from the Northwest Association of Schools and Colleges and Universities

recognized these shortcomings and recommended that “the College further develop and

implement an ongoing institutional planning process aimed at identifying institutional priorities

and enrollment goals for each program.” The visiting team also recommended that, “This effort

should be participatory - including Board members, administrators, faculty, staff, and students.”

In response to these recommendations, FBC established an Institutional Planning and

Assessment Committee made up of administrators, faculty, staff and students. At their initial

meeting, the committee identified the following three need areas to serve as institutional

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planning priorities: (1) the need to improve the college’s financial condition, (2) the need for

increased enrollment, and (3) the need to develop a marketing strategy. During the following

calendar year, sub-committees for each of these need areas met on a regular basis and identified

a number of factors involved in addressing these needs, including: previous actions and their

outcomes, plans for future action, key participants, resources available, resources needed, and

timetables. For a summary outline of these efforts, see the “Fort Belknap College Institutional

Planning Chart” presented in Appendix A. At the same time, the committee also adopted an

institutional planning vision to guide the planning and evaluation process (see Appendix B).

As a result of these planning efforts, college personnel implemented a number of

activities that specifically addressed identified needs and resulted in beneficial outcomes for the

institution. For example, under the heading of “Finance,” the college developed a debt reduction

plan that has significantly reduced the college’s debt load over the past two years. As a result,

the college will have eliminated a debt load exceeding $750,000 by the end of the current fiscal

year. In addition, the college’s total revenues increased from $4,781,709.44 in fiscal year 2000-

2001 to $7,012,361.78 in FY 2001-2002. This marks a 68% increase in total funding available

to the institution and is largely attributable to the college’s aggressive pursuit of grants funds

through the re-establishment of an institutional development office. See Appendix C for FBC’s

2001-2002 schedule of funding.

Activities addressing “Enrollment” needs include developing an Enrollment Management

Plan, gathering enrollment data from local schools, and garnering a strong commitment from the

Tribal Council for the college to provide educational training programs for tribal employees.

The impact of these various activities on the ultimate goal of increasing total enrollment is

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reflected in the following statistics: FBC’s average Indian Student Count (ISC) for the 1999-

2000 academic year was 143, while the average ISC for the 2000-2001 and 2001-2002 academic

years increased to 166.64 and 185.07, respectively. During Spring Quarter 2002, Fort Belknap

College reached all-time highs for both ISC (209.4) and total headcount (375).

Numerous “Marketing” activities have also been carried out as a result of the planning

efforts described above. Among these activities include a series of articles in local and state

newspapers describing college programs and activities, an updated and expanded college web

site, program brochures, a glossy college calendar, campus renovation and beautification efforts,

and a college newsletter published by the Student Support Services Program. Two outcomes

that best measure the effectiveness of these planning efforts include the increased revenue and

enrollment described above.

When representatives from NWASCU visited Fort Belknap College in spring 2000, the

planning efforts described above were still in their preliminary stages. While noting the vast

improvement in planning and assessment efforts over the previous year, NWASCU

representatives still expressed their concern in the following observation/recommendation:

The Institutional Assessment Committee has utilized a participatory process to develop

an Institutional Assessment Plan, which identifies institutional priorities. It appears to

be an appropriate “roadmap” to initiate the process of Institutional Assessment. It is

recommended that the Committee implement the plan as developed with continued

refinement of the plan incorporating improvements and refinements as experience is

gained through implementation, including more specific enrollment goals and

measurable objectives or modifications of benchmarks for success.

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Although the Institutional Planning and Assessment Committee was making important

strides in initiating a formal institutional planning and assessment process at FBC, efforts to

address key institutional needs were still hampered by a lack of financial and human resources.

The college administration attempted to address this situation by leveraging scarce institutional

resources to contract the services of grant writers to prepare proposals for programs specifically

targeting these need areas. In particular, four successful grant applications written during that

time have had a tremendous impact in addressing college needs. The Headstart Partnership (US

Department of Health and Human Services) and Teacher Training (US Department of

Education) grants provided student support and led to increased enrollment. A Ford Foundation

Capacity-Building grant provided funds to support a number of enrollment management, fund-

raising and marketing activities. Most importantly, Strengthening Institutions (Title III,

Department of Education) funds provided support for two key staff positions: a Development

Specialist to secure funds and coordinate planning and an Assessment Coordinator to facilitate

institutional assessment activities. Title III also provided the funds to purchase an institutional

management software program that integrates all college functions and facilitates easy access to

important student, program and institutional data. At the same time, the college was able to

regain financial stability by using funds from the American Indian College Fund’s Sii Ha Sin

Capital Construction Campaign to pay off an outstanding building debt, develop a reasonable

repayment plan, and reduce - and eventually eliminate - the college’s total debt load.

Given these significant positive developments at the college, the administration decided

to take a more pro-active approach toward institutional planning. Instead of continuing with

need-driven planning efforts initiated during a time of financial crisis, the college launched a

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comprehensive, participatory strategic planning process based on a collective vision of where the

college wanted to be in ten years. This process was coordinated through the college’s central

administration and Research, Planning, Assessment and Development (RPAD) Office. Using a

“Vision to Action” model, the college carried out a number of planning activities, including:

• an initial planning retreat held in Billings, MT, January 28-29, 2001. Members of

the Fort Belknap College Board of Directors, staff, students, and faculty

participated in the retreat, which was facilitated by Dr. Perry Horse of

Albuquerque, NM.

• a follow-up planning retreat held in Havre, MT, March 16, 2001. Dr. Horse also

facilitated this meeting, which, again, was attended by representatives of all

segments of the Fort Belknap College campus community.

• a strategic planning session held at the Board of Directors’ retreat in Billings,

MT, August 15, 2001. This session was limited to college Board members and

selected administrators and was facilitated by Dr. Deborah Wetsit (Poplar, MT).

• a pair of strategic planning sessions conducted at the college’s Staff Orientation in

Havre, MT, September 13-14, 2001. These sessions involved all college staff and

faculty and were facilitated by Dr. Wetsit and Scott Friskics, FBC’s Development

Specialist.

• meetings of six planning sub-committees to establish goals, objectives, resources,

strategies, and needs for each of the eight key elements identified in the college’s

Vision Statement 2012, October 2001-January 2002. Each of the six sub-

committees was chaired by a staff/faculty facilitator, who received prior training

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in the specific procedures used for screening goals and developing goal strategies.

• a draft five-year strategic plan prepared by RPAD Office personnel.

• campus-wide review of the strategic plan and subsequent revision by RPAD

Office personnel.

• final approval of the five-year plan by the Fort Belknap College Board of

Directors.

In addition to the planning activities described above, RPAD Office personnel have been

engaged in institutional research efforts, gathering data from a number of internal and external

sources, including state and tribal governments, local schools, graduates and alumni, institutional

self-assessments and reports from the college’s accrediting agency and outside evaluators. Of

special importance are the following data sources: (1) Fort Belknap Strategic Plan (1999); (2)

Fort Belknap College Self Study (1999), Focused Interim Reports (2000-2002) and Evaluation

Reports (1999-2002); and (3) Fort Belknap Educational Needs Assessment (2001). Relevant

data from these sources, along with information gathered throughout the planning process, are

presented together in the discussion of strengths, weaknesses and environmental factors

identified for each of the eight key elements of the strategic plan outlined in the following

section. As a result of these coordinated research and planning efforts, Fort Belknap College

now possesses a comprehensive strategic plan to guide institutional growth and development

over the next five years. In addition, the planning document contains the specific and

measurable institutional outcomes needed to guide ongoing institutional assessment efforts.

Minutes from strategic planning sessions and Board retreats, as well as sub-committee reports,

are presented in Appendix D.

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III Strategic Plan

A. Overview

As mentioned in the preceding section, Fort Belknap College used a “Vision to Action”

model to guide its strategic planning efforts. A summary of the key components of this model is

presented in Appendix E. Planning participants began the process by developing an institutional

vision statement that articulated, in general terms, where they think Fort Belknap College should

be in ten years. Participants then focused on a number of key elements within this vision

statement and identified institutional strengths and weaknesses, as well as relevant

environmental factors, that inform each of these key elements. Drawing upon this analysis,

planning sub-committees developed five-year goals and objectives for each key element. In the

final phase, strategies for achieving these goals and objectives were outlined in terms of the

specific activities, responsibilities, resources needed/resources available, and timelines for

implementing these strategies. Specific and measurable objectives for each goal provide the

basis for evaluating the college’s overall effectiveness in achieving its planning goals and

progressing toward the realization of its collective vision.

The remainder of this section will present Fort Belknap College’s strategic plan

following the outline of the “Vision to Action” model described above. The plan will begin by

presenting the college’s strategic planning vision statement and identifying the eight key

elements that will provide the framework for subsequent analysis and planning. For each key

element, the plan: (1) describes relevant strengths, weaknesses and environmental factors

identified during the research and planning process; (2) presents goals and objectives; and (3)

outlines the specific strategies to be employed in achieving its stated goals and objectives.

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B. Vision and Key Elements

FORT BELKNAP COLLEGE VISION STATEMENT

By 2012 Fort Belknap College will have firmly established itself as a thriving, self-reliant

center of teaching and learning. The college will remain an accredited institution and be

recognized for successfully meeting the challenges of providing high-quality educational

opportunities in our rural location. College programs will be grounded upon the

strengths of our native heritage as embodied in the traditional cultures of the Assiniboine

(Nakoda) and Gros Ventre (White Clay) Tribes.

Fort Belknap College will offer curricula and degree programs that are responsive to

the educational, environmental, and economic needs of our reservation and surrounding

communities. We will employ appropriate technologies to assist us in advancing our

vision and goals. Our infrastructure and facilities will meet the needs of our students,

curricula, and programs.

The college’s role in community development and education will parallel the strategic

goals of our tribal government. We will participate in collaborative relationships with

partner organizations, businesses, school and agencies that further our mission and

goals.

We envision Fort Belknap College as a regional center of excellence that offers students

quality educational opportunities within the context of the rich and enduring cultural

heritage of the Gros Ventre and Assiniboine Tribes.

Representatives from Fort Belknap College’s Board of Directors, administration, faculty,

staff and student body developed this vision statement during the two planning retreats held at

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the beginning of the strategic planning process. It represents the campus community’s collective

understanding of the overall vision that should guide the growth and development of Fort

Belknap College over the next ten years. Within this Vision Statement are eight key elements,

which have been highlighted with boldfaced type: (1) accreditation, (2) recognition, (3) cultural

grounding, (4) curricula and degree programs, (5) technologies, (6) infrastructure and facilities,

(7) community development and education, and (8) collaborative relationships. These eight key

elements provide the focus for the research, analysis and planning activities outlined below.

C. Key Element One: Accreditation

1. Strengths, Weaknesses and Environmental Factors

Fort Belknap College began the process of becoming an accredited institution of post-

secondary education in 1986 when it applied for, and was awarded, candidacy status from its

regional accrediting agency, the Northwest Association of Schools and Colleges and

Universities, Commission on Colleges and Universities (NWASCU). The college was awarded

its initial accreditation in 1993. FBC’s next full-scale evaluation visit was scheduled for 1998,

but because of administrative turnover at the college, the Board of Directors requested, and

received, a one-year extension to complete the college self-study and prepare for the site visit.

Following the 1999 visit, the Commission on Colleges and Universities placed FBC on Warning

status based upon evaluator concerns regarding the college’s finances. In the fall of 1999, the

college was placed on Probation status for failing to provide an unqualified audit and acceptable

progress report concerning its financial situation. After receiving an independent auditor’s

unqualified opinion and preparing a satisfactory focused interim report, FBC hosted an

evaluation visit from NWASCU in spring 2000. As a result of these activities, NWASCU

21

reaffirmed FBC’s accreditation. However, the college was expected to submit annual progress

reports (2001 and 2002) and host a focused interim visit (2002) in order to demonstrate progress

in addressing six recommendations made by the evaluator in spring 2000. Of these

recommendations, four concerned the college’s financial planning and management. The other

two recommendations involved issues of governance and planning. After submitting satisfactory

progress reports to NWASCU in 2001 and 2002, the college again hosted a focused interim visit

from a NWASCU’s evaluator. In his subsequent evaluation report, the evaluator commended the

college’s progress for addressing earlier recommendations and concluded his report with seven

new recommendations in the areas of finance, governance, and planning. Fort Belknap College

will host a five-year interim evaluation visit in spring 2003.

This brief overview of Fort Belknap College’s accreditation history is intended to provide

the necessary context for understanding the supreme importance college personnel place upon

maintaining the institution’s accreditation status. Recommendations presented in evaluation

reports from NWASCU indicate areas of institutional weaknesses that must be addressed in

order to maintain accreditation. The findings of these external reports are echoed internally by

college personnel involved in SWOT (Strengths, Weaknesses, Opportunities, Threats) analyses

conducted during strategic planning retreats. During these retreats, college personnel identified

the following weaknesses that could potentially jeopardize the college’s accreditation status: the

college’s debt load, lack of discretionary funding, and ineffective and unsustained planning

efforts. In order to maintain accreditation, participants said that the college needed to establish

financial and administrative stability and demonstrate strong and effective institutional planning.

What follows is a brief overview of the college’s fiscal operations, governance activities and

22

planning process as they relate to the issue of accreditation.

a. Fiscal Stability

All college finances are administered through the Business Office. FBC’s financial

management system operates on a “fund accounting” basis. This method of accounting

segregates assets into categories based upon restrictions established by funding sources. The

system operates under guidelines developed by the American Institute of Certified Public

Accountants (AICPA), Financial Accounts Standards Board (FASB), Governmental Accounting

Standards Board (GASB), and generally accepted accounting principles. The Business Office is

managed by the Comptroller, who has over 20 years experience in the field of financial

management. She is registered as a Certified Fraud Examiner (CFE) and Certified Financial

Services Auditor (CFSA). In addition to the Comptroller, the Business Office also employs a

full-time Business Manager, full-time Accounts Payable/Payroll Clerk, and part-time work-study

student.

For the previous fiscal year, Fort Belknap College’s unrestricted fund (general fund)

budget was $1,245,241. The Tribally Controlled Community College Assistance Act (P.L.95-

471) provides the college with $3,916 per Indian Student Count (ISC). These funds represent

the primary source of revenue to support the college’s general fund budget. Other sources of

unrestricted funds include tuition and fees, indirect costs from grants, bookstore revenues,

interest earning from BIA endowment funds, state appropriations, and private donations.

However, the bulk of the college’s revenues come from grant-funded programs. For

example, in fiscal year 2001-2002 total college revenues were slightly over $7 million, with

approximately $5.75 million (82% of total revenues) coming from grants received from state

23

(Montana Office of the Commissioner of Higher Education, County Weed Control), federal

(Department of Education, USDA, HUD, DHHS, Department of Defense, NSF, NEH) and

private (American Indian College Fund, Packard Foundation, Bush Foundation, Ford

Foundation, Kellogg Foundation) funding sources.

As mentioned above, the college’s most serious weaknesses over the past several years

have been in the area of fiscal stability. Following the NWASCU full-scale evaluation in 1999,

the Commission on Colleges and Universities issued FBC a Warning due to strong concerns

regarding “the adequacy of the College’s financial resources and effectiveness of the College’s

financial management.” Failure to submit an independent audit report with an unqualified

opinion and develop an adequate debt reduction plan (among other fiscal management concerns)

resulted in the Commission’s decision to place Fort Belknap College on Probation in December

1999. At that time, the college debt load had increased to over $750,000, of which

approximately $570,000 was the principal balance and accumulated interest from a loan used to

finance the construction of the college’s Multipurpose Building.

Fort Belknap College’s current president came into office in January 2000 and

immediately began working to address the Commission’s recommendations regarding the

college’s financial situation. As a result of her administration’s efforts, the college’s

probationary status was removed in June 2000 and full accreditation was re-affirmed. In the past

two years, the college has received unqualified opinions on its independent audit reports,

developed a financial policies and procedures manual, and implemented an effective debt

reduction plan. Currently, the principal balance outstanding on the college debt is $95,071.80,

and this balance will be paid off by the end of the current fiscal year. FBC was greatly aided in

24

its efforts to reduce its large debt load through a $ 400,000 grant provided by the Lilly

Endowment, David & Lucile Packard Foundation and Tierney Family Foundation, which was

made available through the American Indian College Fund’s Sii Ha Sin Capital Construction

Campaign. The remainder of the debt, principal and interest, has been repaid from the college’s

general operating funds over the past three years. This has been possible due to a number of

grants the college has received to support educational programs, as well as the administration’s

tenacity and commitment to reducing the college debt load to a manageable level. For a graphic

depiction of the college’s dramatic debt reduction history over the past five years, see the chart

presented in Appendix F. In stark contrast to evaluator comments following the college’s 1999

full-scale site visit, the Commission’s focused interim evaluation report for spring 2002

describes the college’s current financial situation in the following terms:

The College is taking appropriate actions to resolve the financial issues it has faced. The

debt that had built up over several years will be retired in August of 2002. This has been

accomplished by securing additional revenue, effectively managing resources, and,

increasingly, more effective institutional planning. ... In line with the positive actions

noted above, the comptroller has completed, and the College has adopted, an updated

Business Policy and Procedure Manual. The Manual addresses matters of concern from

earlier audits and provides appropriate controls and procedures for college financial

transactions.

As recently as January 2001, college staff participating in a SWOT analysis of the FBC’s fiscal

stability sited the college’s debt load as a major weakness. However, with the elimination of the

college debt by the end of the current fiscal year, this weakness has, in large part, been

25

effectively addressed. What was once a major liability has now become one of the college’s

biggest success stories and a testament to the administration’s financial management capabilities.

Despite the dramatic improvement in the college’s financial situation, several weaknesses

remain. One such weakness identified during internal analysis is the shortage of discretionary

funds available for college use. As mentioned above, approximately eight of every ten dollars of

institutional revenues come from restricted fund grant programs. As such, the college is limited

to spending these funds in strict accordance with the terms and conditions outlined in each grant

award. So, while the college has secured grant funds to operate a number of valuable and

effective educational and community service programs, the shortage of funds available for the

college’s unrestricted fund budget hinders the college’s ability to adequately support basic

operations and core services.

In addition, a lack of discretionary funds has prevented the college from developing any

significant financial reserves. Following his 2002 focused interim visit, the representative from

the NWASCU made this recommendation: “It is recommended that the College develop a

financial reserve adequate to meet fluctuations in operating revenue, expenses, and debt

services.” At the present time, the college’s only source of reserve funding is its BIA

endowment fund. This is a matching program in which the BIA provides a 2:1 match for each

tribal college that puts money toward its endowment. The value of Fort Belknap College’s

endowment fund has grown to approximately $597,553. However, in recent years, the interest

earned from the college’s endowment has been used to pay a portion of the debt incurred during

the construction of the Multipurpose Building. With the retirement of its long-term debt and a

commitment to avoiding future indebtedness through careful financial planning, the college

26

administration plans to begin reinvesting the endowment interest until the income generated

from the fund can provide a significant contribution to the college’s general fund operating

budget. In the meantime, the college must continue to carefully manage its limited unrestricted

funds to support core programs and services, while slowly building up its financial reserves.

Increasing student enrollment, increasing private fund-raising efforts, and continuing grant-

writing efforts will figure significantly in the college’s efforts to increase its revenue base and

financial reserves.

b. Administrative Stability

Fort Belknap College is governed by an all-Indian Board of Directors made up of six

community members representing the following constituencies: River District Gros Ventre,

River District Assiniboine, Mountain District Gros Ventre, Mountain District Assiniboine, non-

member residents, and FBC student government. The Board of Directors meets on a monthly

basis and provides institutional oversight and administrative guidance, while playing a key role

in institutional planning and policy development. Board members also participate in an annual

summer Board retreat.

Institutional management at Fort Belknap College occurs according to the organizational

chart presented in Appendix G. The college’s central administration consists of the President,

Dean of Academic Affairs, Dean of Student Affairs, Comptroller, Development Specialist,

Assessment Coordinator, and Management Information Specialist. Together, these individuals

form the President’s Executive Committee, which provides the president with information,

expertise and advice on all aspects of program development and implementation at the college.

Monthly staff meetings are attended by all faculty, staff and administrators at the college.

27

These meetings offer a forum for disseminating information among all staff, discussing

upcoming campus activities, conducting ongoing planning activities, and providing updates and

news items from various programs across campus. All staff also participate in annual orientation

and planning sessions scheduled in mid-September prior to the beginning of each academic year.

The college catalog, personnel and financial policies and procedures manuals, and student and

faculty handbooks all provide documented guidance for the fair and consistent conduct of day-

to-day college operations, and these documents are reviewed and discussed during annual

orientation activities. A variety of permanent campus committees, including Curriculum,

Student Services, Scholarship, Financial Aid, and Assessment, also meet on a regular basis

throughout the year.

During both internal and external review of institutional management at the college, one

recurring theme is the commitment and quality of the college’s core faculty and staff. For

example, the seven members of the President’s Executive Committee listed earlier have over 70

years of combined service at the college. Institutional management strengths identified during

SWOT analyses include: appropriate level of Board involvement, good Board support, good core

staff and administration, humility among staff and students, good relationships between staff and

students, and a friendly work atmosphere among staff.

Evaluation reports from the Northwest Association of Schools and Colleges and

Universities corroborate these internal observations. Following the 1999 full-scale site visit, the

visiting team commended the Board of Directors for “its steadfast commitment to ensuring the

quality and integrity of the institution.” The visiting team also commended the administration

for a “strong feeling of dedication and cooperation,” as well as their commitment to educational

28

quality, student success, and institutional integrity. Finally, the college’s most recent focused

interim evaluation report (2002) from the Northwest Association of Schools and Colleges and

Universities also recognized the excellent relationship the college enjoys with the Fort Belknap

Indian Community Council. According to the evaluator, “Tribal Council leaders are recognized

for being supportive of the College and the College Board’s responsibilities.”

As described in the preceding paragraphs, Fort Belknap College possesses the committed

personnel, established organizational structures, effective communication and feedback

mechanisms, and formal policies and procedures required for effective institutional management.

However, the college is still working to address some administrative weaknesses identified by

NWASCU in its evaluation reports. For example, following his focused interim visit in 2000,

the NWASCU evaluator made this recommendation: “Continuity or retention of college

leadership is especially important during periods of financial crisis. Therefore, contingent upon

satisfactory evaluations, it is recommended that the FBC Board enter into formal contracts with

administrative personnel for, at least, the next fiscal year, with consideration given for multi-

year contracts for key leadership positions.” Since 2000, the college Board of Directors has

provided the president two annual contracts and awarded a two-year contract for services to the

comptroller. During the 2002 focused interim report, the NWASCU evaluator applauded these

efforts and suggested that the college’s refine its existing process for conducting annual

evaluations of the president. As a result, the Board of Directors, in conjunction with the

president, are in the process of developing annual goals for the president and implementing an

effective evaluation instrument for use in annual performance evaluations.

c. Strategic Planning

29

Section II of this document provides a historical overview of strategic planning efforts at

Fort Belknap College beginning in 1997. However, as both internal SWOT analyses and

external evaluation reports indicate, FBC has not always engaged in effective and sustained

planning efforts. College personnel participating in strategic planning retreats identified

ineffective and unsustained planning efforts as a potential barrier for maintaining accreditation,

and NWASCU evaluation reports in 1999, 2000 and 2002 have all contained recommendations

concerning the college’s need to enhance institutional planning and evaluation efforts.

The planning process put in place to develop this strategic plan is evidence of the

college’s most recent efforts to address this weakness. Through the implementation of the

planning and research activities described in Section II, an organic institutional planning and

assessment model has emerged that both describes the college’s current institutional planning

and assessment process and provides a framework for future planning and assessment efforts.

Based upon elements of the “Vision to Action” model used to guide the strategic planning

process, the model depicts a spiraling feedback system with five primary components: Research,

Planning, Development, Implementation, and Analysis and Review. Assessment elements are

built into every stage of the process, which is designed to involve the entire campus community,

from the Board of Directors to students. A detailed version of Fort Belknap College’s planning

and assessment model is presented in Appendix H.

Following NWASCU’s 2002 focused interim visit, the evaluator commended the college

on its progress in institutional planning. In his report, he states,

The College has done an outstanding job of involving the Board, students, faculty, and

staff in the strategic planning process. The assessment coordinator and proposal writer

30

have gathered and presented relevant data that will assist in the planning and evaluation

process. The move to proactive, strategic planning, now that reactive planning has had

its positive impacts, is particularly heartening.

However, while these initial planning activities have helped move the college forward in its

planning and evaluation efforts, much work remains to be done in implementing plans,

developing effective assessment measures, and sustaining the planning/evaluation process in an

ongoing manner. In fact, the one general recommendation listed in the 2002 focused interim

visit evaluation report focuses on the need for continued refinement of the college’s planning and

evaluation efforts. “It is recommended,” writes the evaluator, “that the College use its

established planning process to identify a limited number of specific goals for each year, plan for

and secure the resources to enable the achievement of those goals, and clearly assess and

document each year’s accomplishment.” Fort Belknap College now has the process and

personnel in place to respond to this recommendation, and it is intended that this document will

serve as an important tool for carrying out these planning and evaluation activities in an effective

and sustainable manner.

2. Goal & Objectives

Goal 1: Fort Belknap College will remain an accredited institution.

Objective 1a: By 2003, Fort Belknap College will receive a five-year reaffirmation of

accreditation with no requested progress reports or focused interim visits.

3. Strategies, Responsibilities, Resources and Timelines

Strategies (What?)

Responsibilities (Who?)

Resources (How?)

Timeline (When?)

Prepare and submit five-

Assessment Coordinator Existing Staff and

February

31

year interim report NWASCU Liaison Steering Committee

Resources 2003

Host five-year interim visit

Assessment Coordinator President NWASCU Liaison Entire Campus Community

Existing Staff and Resources General Fund $$

April 2003

Respond to 2002 focused interim report recommendation 1:1 - develop & adopt debt policy

Comptroller President Board of Directors

Board action

February 2003

Respond to 2002 focused interim report recommendation 1:2 - develop financial reserve

Comptroller President Board of Directors

Endowment funds Discretionary funds

February 2003 Ongoing

Respond to 2002 focused interim report recommendation 5:1 - identify annual goals for President

President Board of Directors

Board Action

February 2003

Respond to 2002 focused interim report recommendation 5:2 - review and update policy on President’s evaluation

President Board of Directors

Board action

February 2003

Strategies (What?)


Resources (How?)

Timeline (When?)

Respond to 2002 focused interim report general recommendation - identify annual goals, plan for resources needed to achieve goals and assess/document annual accomplishments

Assessment Coordinator Development Specialist President Comptroller Board of Directors Executive Committee

Strategic Plan Financial Plans Existing Staff and Resources


D. Key Element Two: Recognition

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In identifying “recognition” as a key element in their vision of Fort Belknap College,

college personnel had a number of things in mind. However, the underlying assumption

throughout their discussions was that the college needed to do a better job of telling its story.

While a number of existing outreach and public relations activities were mentioned in the SWOT

analysis, planning participants identified two general weaknesses in this area: (1) inadequate

communications with the college’s target audience and (2) lack of visibility in the local

community and abroad. The two most direct and obvious consequences of these shortcomings

are reflected in inconsistent and depressed enrollment numbers and mixed perceptions about the

college within local communities. As the data presented in Table 1 (pages 4-5) indicate, student

enrollments at Fort Belknap College, while on a steady increase since 2000, have fluctuated

widely over the past ten years. Some of this inconsistency can be attributed to the college’s

sporadic recruiting efforts within the local schools and surrounding communities. As a result of

these unpredictable fluctuations, the college has had difficulty carrying out any programmatic

and financial planning based on anticipated student enrollments.

Directly related to the need to increase student enrollment on a consistent basis is the

need to increase the college’s visibility within the community and improve public perceptions of

the services the college provides. According to the 2001 Fort Belknap Educational Needs

Assessment, only 40% of children attending the local public schools rated the effectiveness of

Fort Belknap College as “good” or “very good.” The remaining children perceived the college’s

effectiveness as “average” (19%), “poor” or “weak” (12%), or they did not answer the question.

Results from the community survey portion of the assessment are equally mixed. Roughly 50%

33

of the adults surveyed believed that FBC was adequately preparing students for their next level

of education, while 33% of adults surveyed did not believe this preparation was adequate. The

remaining 17% of survey respondents did not complete this portion of the question. Not

surprisingly, confidence in the quality of education offered at Fort Belknap College was highest

among survey respondents currently attending FBC. Almost 70% had “a fair amount” or “a

great deal” of confidence in FBC’s ability to adequately prepare them for their chosen job or

career. Only 3% of FBC students surveyed expressed no confidence in the college’s ability to

prepare them for their desired job or career.

These data suggest that the college needs to do a better job marketing itself among

members of the local community. In order to increase enrollment, recruiting activities need to be

accompanied by a sustained public relations effort in which the college puts its “best foot

forward” within the community. In an attempt to respond to this need, Fort Belknap College is

working to establish a permanent Public Relations Committee on campus. The committee,

which evolved out of the Recognition Sub-Committee of the college’s strategic planning

process, has developed a number of specific strategies for achieving greater institutional

visibility, including: regular news releases to state and local newspapers, daily announcements

on local public radio, informational brochures highlighting successful college programs and

alumni achievement, a college view book, an annual college calendar, promotional events,

informational booths and regular high school student recruitment activities. By carrying out

these and other public relations activities in a concerted and coordinated manner, the college

plans to achieve measurable objectives for increasing enrollment and improving public

perceptions.

34

Another important part of increasing visibility and enhancing the college’s image within

the community are current efforts to beautify and expand the existing campus. Using funds from

the American Indian College Fund and the Ford Foundation, Fort Belknap College recently

completed a series of campus beautification and maintenance activities that included renovating

staff offices, re-staining the exterior of all campus buildings, planting trees and putting in

sidewalks. In 2003, the college will complete the addition of two science laboratories to the

Multipurpose Building and begin construction of a cultural center that will serve as a focal point

for the teaching and learning of Gros Ventre and Assiniboine cultures, languages, arts, and

histories. With these new improvements and additions to the FBC campus, community members

will see tangible evidence of the college’s role as a catalyst of community development, as well

as a high-quality educational institution committed to meeting the unique educational needs of

the local community.

2. Goal and Objectives

Goal 2: Fort Belknap College will be recognized for successfully meeting the challenges

of providing high-quality educational opportunities in our rural location.

Objective 2a: Enhanced public relations efforts will result in improved public

perceptions among public school students and community members. By 2006, public

perceptions of Fort Belknap College will improve by 20%. In public school student

surveys administered in 2006, the percentage of students who rate their perception of Fort

Belknap College as “good” or “very good” will increase from 40% to 60%. In

community surveys administered in 2006, the percentage of adult community members

who believe that FBC is providing adequate preparation for students to continue their

35

educations will increase from 50% to 70%.

Objective 2b: Enhanced marketing and recruitment efforts will result in increased

student enrollment at Fort Belknap College. During the 2003-2004 academic year,

Indian Student Count (ISC) at FBC will increase by 20% over the previous three-year

average, from 161.5 (average ISC from Fall 1999 through Spring 2002) to 193.8.

Twenty percent increases over the previous three-year average will continue through the

remainder of the planning period.


Strategies (What?)


Resources (How?)

Timeline (When?)

Establish a permanent Public Relations Committee that will meet on a monthly basis

President Dean of Students Dean of Academics

Existing staff

January 2003

Prepare and submit institutional public relations plan for Board approval

Public Relations Cmte President Board of Directors

Board action

June 2003

Strategies (What?)


Resources (How?)

Timeline (When?)

Increase stock of promotional items sold in the bookstore (pens, book-marks, t-shirts, caps, cups, etc.)

Public Relations Cmte Bookstore Manager

Bookstore revenues Discretionary funds

January 2003

Submit at least two articles/news releases per quarter to the Billings Gazette and/or Great Falls Tribune

Public Relations Cmte Development Specialist

Existing staff

January 2003 Ongoing

Submit at least two articles/news releases per


Existing staff

January 2003

36

month to the local weekly paper

Ongoing

Submit quarterly news releases to the Tribal College Journal


Existing staff


Air daily announcements and feature programs on KGVA radio

Public Relations Cmte KGVA Staff Dean of Academics

Existing staff Program funds to pay for air-time


Prepare and distribute an annual college calendar

Public Relations Cmte MIS Manager

Existing staff Discretionary funds

January 2003 Annually thereafter

Develop brochures for all college departments and programs

Public Relations Cmte Department Heads Program Directors

Existing staff Program funds Discretionary funds

June 2003

Prepare and distribute annual report

President Development Specialist


January 2003 Annually thereafter

Host informational booths at local, state and national educational events

Public Relations Cmte Registrar/Admissions

Existing staff


Strategies (What?)


Resources (How?)

Timeline (When?)

Increase sponsorship of student recruitment and promotional events (i.e., career fairs, pow wows, open houses, parents’ nights, Spring Fling, etc.)

Public Relations Cmte Student Services


June 2003 Ongoing

Increase interaction with local high school career counselors

Student Services

Existing staff

April 2003 Ongoing

Carry out academic enrichment activities and programs for high school seniors

Student Services Faculty

Existing staff Program funds

October 2003

37

Increase support of student organizations (i.e., student government, AISES, AIBL, etc.)

Student Services


August 2003 Ongoing

Gather enrollment data to measure the results of recruiting/marketing efforts

Assessment Coordinator Registrar/Admissions

Title III funds


Secure funding to support an Office of Communications and Outreach to coordinate public relations and marketing efforts

Development Specialist President Comptroller

Grant funds

2005

Secure funding to support a Placement Officer to coordinate recruiting efforts

Development Specialist President Comptroller

Grant funds

2005

Conduct educational needs assessment to monitor community perceptions of FBC

Assessment Coordinator Assessment Consultant

Title III funds

2006

E. Key Element Three: Cultural Grounding


The need to provide strong cultural education programs at Fort Belknap College is

derived directly from the institution’s stated mission and goals. According to the mission

statement, “The college will help individuals improve their lives by offering them the opportunity

to maintain the cultural integrity of the Gros Ventre and Assiniboine Tribes.” In addition, two

of the college’s primary institutional goals are to: “provide vocational education, internships,

academic, cultural, and community programs, transferable courses, and degrees;” and

38

“enhance Gros Ventre and Assiniboine cultural development.” In order to effectively achieve

the college’s mission and goals, the rich and enduring heritage of the Assiniboine and Gros

Ventre Tribes must play a central role in the development and implementation of all college

programs.

At the present time, the cultural heritages of the Gros Ventre and Assiniboine Tribes

manifest themselves in numerous ways across the college campus. All students are required to

take at least one quarter of either Gros Ventre or Assiniboine language, and the college offers a

number of classes in Native American history, art and culture. The college library is home to the

Fort Belknap Tribal Archive, which contains a variety of documents, photographs, and taped

recordings of significant cultural and historical import. Native American artwork is displayed in

all campus buildings. In addition, the college has been involved in numerous Native language

and culture programs over the past several years, including: the Kellogg Foundation-funded

Learning Lodge Institute; the Assiniboine language dictionary and teaching project; the

“Speaking White Clay Project” funded through the Administration for Native Americans’

(ANA) Native Language Revitalization Program; and a National Endowment for the Humanities

(NEH)-funded initiative to review and strengthen the college’s existing Native American Studies

courses and degree offerings. The recent increase in the number of cultural programs operating

at Fort Belknap College reflects the current administration’s firm commitment to maintain the

central role of Gros Ventre and Assiniboine languages, arts, cultures and histories in all college

activities.

By grounding its campus life on the cultural heritage of the Assiniboine and Gros Ventre

Tribes, and by offering vigorous cultural education programs, Fort Belknap College not only

39

meets its stated institutional mission and goals; it also provides valuable assistance in meeting

the identified educational needs of the Fort Belknap Indian Community. In 1999, the tribal

government completed its most recent strategic plan, which is intended to serve as a

comprehensive guide for program development across the reservation. Within the Tribes’

strategic planning process, sub-groups were established to identify immediate, short range, and

long range goals in twelve focus areas, one of which was education. Along with identifying Fort

Belknap College as a lead educational institution on the reservation, the Education Sub-Group

also called for expanding Native American curriculum at all educational levels and increasing

community involvement in the instruction of Native American history and culture. By keeping

its programs firmly rooted in the culture and traditions of the Gros Ventre and Assiniboine

Tribes, FBC remains responsive to the community’s educational priorities.

Results from the 2001 Fort Belknap Educational Needs Assessment lend additional

support to the college’s and tribal government’s shared goal of promoting cultural education and

increasing community involvement in cultural education programs. When asked about the

importance of learning about one’s cultural heritage, 82% of adults responding to the community

survey indicated that this was important to them; only 9% said it was of little or no importance.

Children responding to the public school student (K-12) survey echoed the sentiments of the

community’s adult population. Survey data also suggested that “hands-on” activities might be

an effective way to promote interest in cultural studies among reservation youth. For example,

55% of student respondents in the Harlem school district expressed interest in participating in

Native American art classes. Interest in Native American language was even higher, with 64%

of Harlem students showing interest in language classes. Finally, when Fort Belknap College

40

students were asked about non-credit courses or workshops they would be interested in

attending, the top four choices were beadwork (46%), Native American language (42%), natural

medicine (41%), and quill working (35%). Across the reservation community, there is strong

interest in cultural education activities and a documented need for expanding cultural education

opportunities, especially in the areas of Assiniboine and Gros Ventre languages, traditions, arts,

and histories. Fort Belknap College could play a lead role among local educational institutions

by offering a variety of programs and courses to meet these important cultural education needs.

However, during strategic planning activities conducted during the past year, college

Board members, staff, faculty and students voiced a number of concerns regarding the peripheral

role of Native American culture in the college’s current academic offerings. Specific concerns

included: the lack of a Native American Studies degree program (as opposed to the current

Native American Studies Option offered under the Liberal Arts degree); the lack of a full-time

Native American Studies instructor; a shortage of Native American faculty; inadequate arts and

humanities course offerings related to Native arts and culture; inadequate library and archival

holdings; and the lack of a formal cultural component for all programs across the curriculum.

Several participants felt that these weaknesses needed to be addressed in order for the college to

properly carry out its stated mission and goals and adequately meet community needs.

At the present time, the college does not have a facility to house its Native American

Studies Department and associated cultural programs. Currently, two part-time NAS instructors

share office space with the director of the college’s Speaking White Clay language revitalization

project. Other part-time NAS instructors have no offices at all. Cultural and artistic displays are

scattered haphazardly across campus. Native American art classes are taught in standard

41

classrooms that are ill-equipped to accommodate them. Tribal archives are housed in an

overcrowded room tucked in the corner of the college’s library.

In response to these needs, the college administration is currently in the process of

planning and designing a Gros Ventre and Assiniboine Cultural Learning Center. To date, the

college has secured $1,046,132 in grant funds to build the cultural center, and construction is

scheduled to begin in spring 2003. The facility will house the college’s developing Native

American Studies Department and supporting the teaching of Gros Ventre and Assiniboine

languages, arts, histories and cultures. Specifically, the cultural center will address identified

weaknesses in the college’s current cultural education programs by providing: office space for

the college’s Native American Studies Department and related programs; classrooms for the

teaching and learning of Gros Ventre and Assiniboine cultures and languages; an art studio and

gallery for the production and display of Native American art; and an archive for the collection,

study and preservation of significant historical documents and artifacts. By providing these

facilities, the cultural center will dramatically strengthen FBC’s cultural education programs and

assist in the college’s efforts to establish a vital Native American Studies Department in its

rightful place at the heart of the college’s curricula, programs, and campus life.

In addition, the newly-constructed cultural center will serve as the very heart of the Fort

Belknap College campus - both literally and figuratively. Literally speaking, the building will be

located at the center of campus, across Blackfeet Street from the Multipurpose Building and

White Clay People Hall. Figuratively-speaking, the cultural center will house much more than

just classrooms and offices. It will also contain the artistic, historical and linguistic expressions

of the cultural legacy of the Gros Ventre and Assiniboine Tribes. As such, the building will

42

stand as the very embodiment of the core values that lie at the heart of the community, the

college and its unique mission. It will serve as a constant reminder of the college’s commitment

to offering art, language, culture and history programs that meet the identified cultural education

needs and interests of the Fort Belknap community.


Goal 3: Fort Belknap College programs will be grounded upon the strengths of our native

heritage as embodied in the traditional cultures of the Assiniboine

(Nakoda) and Gros Ventre (White Clay) Tribes.

Objective 3a: By 2003, Fort Belknap College will construct a cultural center that will

serve as a focal point for the teaching and learning of Gros Ventre and Assiniboine

languages, arts, histories, and cultures on the Fort Belknap Reservation.

Objective 3b: By 2003, Fort Belknap College will establish an effective Native

American Studies degree program that meets the needs and interests of the Fort Belknap

community. By 2005, the number of students majoring in Native American Studies will

increase from zero to five; by 2007, the number of Native American Studies majors will

increase to ten students. Program graduates will increase from zero to three (and five)

over the same time period.

Objective 3c: Fort Belknap College will increase the number of Native American Studies

faculty members. By 2003, the number of full-time Native American Studies faculty

members will increase from zero to one.

Objective 3d: Fort Belknap College will increase the percentage of Native American

instructors teaching at the college. By 2005, the percentage of full-time Native American

43

faculty members will increase from 0% to 25%. By 2005, the total percentage of Native

American faculty members will increase from 35% to 60%.

Objective 3e: Fort Belknap College will increase the number of courses offered in Native

American Studies and associated arts and humanities. By 2005, the number of Native

American Studies and associated arts and humanities courses will increase by 33%, from

18 to 24.

Objective 3f: By Fall Quarter 2006, all degree programs at Fort Belknap College will

develop and implement a formal plan for integrating cultural content within the program

curriculum.


Strategies (What?)


Resources (How?)

Timeline (When?)

Construct cultural center

President Building Cmte A/E firm

Grant funds (secured)

December 2003

Strategies (What?)


Resources (How?)

Timeline (When?)

Develop a plan for a stand alone NAS Department and degree program

Dean of Academics NEH Project Coordinator

Existing staff Grant funds (secured)

June 2003

Expand current library holdings in NAS content areas

Library Director NAS faculty/staff

Grant funds (secured) Book acquisition budget


Recruit and hire a full-time NAS faculty person

Dean of Academics

Instructional budget

August 2003

Actively recruit Native Americans to fill part-time and full-time faculty vacancies

Dean of Academics

Existing staff and resources

August 2003 Ongoing

44

Develop a formal cultural component within each academic program

Dean of Academics NAS faculty/staff Curriculum Cmte

Existing staff and resources Faculty Development Funds

January 2003 - December 2005

Increase efforts in traditional plant growth and education at the demonstration farm and greenhouse

NAS faculty/staff FBC Extension Agent Greenhouse Technician


March 2003 Ongoing

Increase efforts to acquire archive materials and artwork for collection, preservation, research and display

President NAS faculty/staff


June 2003 Ongoing

Secure funding to support a full-time archivist in the cultural center

Development Specialist President NAS faculty/staff

Grant funds

2006

Re-name the Multipurpose Building

Cultural Grounding Cmte President


December 2003

Increase general education requirements in NAS content areas

Dean of Academics Curriculum Cmte Registrar/Admissions


2006

Strategies (What?)


Resources (How?)

Timeline (When?)

Require all staff and faculty to participate in native language, culture and history programs

President Dean of Academics Dean of Students

Existing staff and resources Faculty/Staff development funds

2007

Change the name of Fort Belknap College

President Cultural Grounding Cmte

Existing staff and resources Discretionary funds

2008

Create a campus museum

President Cultural Grounding Cmte Development Specialist

Grant funds

2008+

Establish a Native American Productions program

NAS faculty/staff Development Specialist

Grant funds

2008+

45

Publish Native language and culture materials

NAS faculty/staff Development Specialist

Grant funds 2008+

F. Key Element Four: Curricula and Degree Programs


Fort Belknap College prides itself on offering challenging academic programs that meet

community needs and foster student success. During SWOT analyses conducted as part of the

college’s strategic planning process, high student retention and excellent faculty were identified

as two strengths of the college’s academic programs. The college’s Student Support Services

Program employs four full-time staff and offers students a number of vital services, including

tutoring and counseling, that greatly facilitate student success and progress. As a result of these

efforts, the college’s student retention rate during the past four years has averaged over 80%.

As of Fall Quarter 2002, FBC employed five full-time instructors and eleven part-time

instructors. Based on the college’s estimated enrollment for that quarter, the student:faculty ratio

at FBC is 13.5:1. Of the five full-time faculty members, four have earned masters degrees in

their specific fields of instruction. Two part-time instructors hold doctoral degrees, and four

part-time instructors hold masters degrees. In addition, part-time instructors teaching Gros

Ventre and Assiniboine language, history and culture classes are recognized as respected

authorities on these subjects within the local community. Thirty-five percent of all faculty

members are American Indian, although there are no Native Americans employed as full-time

faculty.

A low student:faculty ratio and committed, caring instructors enable FBC to provide a

learning environment that encourages self-expression, promotes greater self-esteem, and

enhances student achievement. Despite heavy teaching and advising loads, faculty members at

46

FBC are recognized for their professionalism and commitment to student success. According to

the Northwest Association of Schools and Colleges and Universities 1999 full-scale evaluation

report,

The educational faculty, administration, and staff are commended for their attention to

student success and the value placed on high quality educational programs. ... The

faculty are to be commended for their effective, collaborative approach to curriculum

development and review, scheduling, and advising. ... The committee commends the

faculty and staff for their exceptional levels of commitment to the College and students,

cooperation among colleagues, and professional expertise that enhances program

quality.

As these commendations illustrate, the instructional staff at FBC possess both the expertise and

commitment to student success necessary for delivering the highest quality academic programs.

One particular strength of the college’s academic programs is its Science Department,

which offers courses of study in Allied Health and Natural Resources. Historically, these

programs have been among the most successful and popular courses of study at FBC. As of Fall

Quarter 2002, approximately 38% of all declared majors at the college were enrolled in one of

these science programs, and, over the past eight years, the college has awarded 63 science

degrees. Graduate tracking data from the Allied Health and Natural Resources programs

indicate that graduates have been extremely successful in continuing their educations and/or

finding employment upon graduating from FBC, with continuing education/employment rates of

86% and 89%, respectively, for these two programs. On a reservation where unemployment

rates have risen to 74%, this legacy of student success is truly remarkable. Following their 1999

47

full-scale evaluation, visiting team members from the Northwest Association of Schools and

Colleges and Universities described FBC’s science programs in the following manner:

The Natural Resources emphasis represents a curriculum most intimately related to

tribal economic concerns and College mission, while at the same time representing a

program with transfer and employment potential. Instructors maintain close positive

relationships with agencies and employers, resulting in essential field experiences for

students and strong job possibilities following program completion. ...

The [Allied Health] staff provide the students with an outstanding array of experiences

and opportunities. The program is closely linked with local needs and interests while at

the same time accessing world-class expertise. The program is commended for its focus

on student transfer and student success by providing responsive and dynamic courses

and programs.

The preceding description of FBC’s science programs gives some indication of the

effectiveness of the college’s strongest academic programs. However, SWOT analyses and self-

study documents also identify a number of weaknesses and problems in the college’s academic

offerings. One such weakness is the lack of a stand-alone Native American Studies Department

and degree program. The reader is asked to refer to the previous section (Cultural Grounding)

for an analysis of this weakness and the college’s plans to address it. Other identified

weaknesses and/or lacks cited in the college’s academic offerings included: the current quarter

system calendar, inadequate program planning documents, limited vocational education

offerings, inadequate course/program articulation with four-year schools, and the low number of

full-time faculty. Through enhanced planning activities and expanded program delivery, FBC

48

intends to address these weaknesses and improve its efforts to meet the educational needs of area

residents.


Goal 4: Fort Belknap College will offer curricula and degree programs that are

responsive to the educational, environmental, and economic needs

of our reservation and surrounding communities.

Objective 4a: During the 2003-2004 academic year, Indian Student Count (ISC)

at FBC will increase by 20% over the previous three-year average (Fall Quarter

1999 - Spring Quarter 2002), from 161.5 to 193.8. Twenty percent increases over

the previous three-year averages will continue through the remainder of the

planning period.

Objective 4b: By 2004, student retention rates will increase by 15%, from 62% to

77%.

Objective 4c: By June 2004, the number of students graduating from Fort Belknap

College will increase by 20% over the previous three-year average, from 25.3 to

30.4. Twenty percent increases in graduates over the previous three-year

averages will continue for the remainder of the planning period.

Objective 4d: By 2005, the full-time faculty will increase in size by 60%, from

five to eight.

Objective 4e: By 2008, the college will increase the number of degree programs it

offers by 25%, from twelve to fifteen.

3. Strategies, Responsibilities, Resources, and Timelines

49

Strategies (What?) Responsibilities (Who?) Resources (How?) Timeline (When?)

Perform quarter-to-semester conversion review

Dean of Academics

Existing staff

June 2003

Perform self-study review of all academic programs, including continuing education and GED

Dean of Academics Curriculum Cmte Assessment Coordinator

Existing staff

January 2003

Develop 2-year and 3-year student plans (tracks) for each program

Dean of Academics Curriculum Cmte

Existing staff

August 2003

Develop 2-year catalog

Dean of Academics Dean of Students Registrar/Admissions


August 2003

Re-establish Advisory Boards for all academic programs


Existing staff

June 2003

Develop 5-year plans for each academic program


Existing staff

2005

Strategies (What?)


Resources (How?)

Timeline (When?)

Provide increased training services for tribal employees

Dean of Academics Faculty

Existing staff and resources Discretionary funds

April 2003 Ongoing

Develop and implement a pre-college enrichment program that incorporates all academic areas

Dean of Academics Dean of Students Curriculum Cmte Development Specialist

Existing staff Developmental skills instructor Grant funds Current programs

2005

Establish up-to-date articulation agreements with Montana colleges and universities for all degree programs


Existing staff

August 2003 Ongoing

Offer asynchronous at-distance courses

Dean of Academics Faculty Development Specialist

Faculty development funds New computer


50

MIS Manager hardware and software

Implement a formal writing across the curriculum program


Existing staff Faculty development funds

2005

Conduct review of potential 4-year degree offerings at FBC

President Dean of Academics Curriculum Cmte

Existing staff

2004 & every three years, thereafter

Increase vocational & technical education program offered

Dean of Academics Curriculum Cmte Development Specialist

Grant funds Additional faculty Classroom/lab space and equipment

2006

Increase health and fitness offerings

Dean of Academics Curriculum Cmte FBC Extension Agent

Existing resources Part-time PE faculty Discretionary funds Grant funds

2004

Strategies (What?)


Resources (How?)

Timeline (When?)

Perform educational needs assessment


Title III funds

2006

Establish a Fine Arts program

Dean of Academics Curriculum Cmte Development Specialist

Grant funds Fine Arts faculty

2008+

G. Key Elements Five and Six: Technologies, Infrastructure and Facilities


In order to avoid unnecessary duplication of efforts, planning and analysis for these two

key elements - technologies and infrastructure/facilities - will be addressed together. Currently,

the campus of Fort Belknap College is comprised of the following buildings: Nakoda Hall,

White Clay People Hall, Multipurpose Building, KGVA Radio Station, Water Quality

51

Laboratory, Red Whip Center and Small Business Development Center. In addition, the college

Extension Program operates a 14' x 48' greenhouse on campus and a six acre demonstration farm

located three miles northeast of campus. Collectively, these facilities contain four classrooms

(one of which is set up as a distance education classroom), two science labs, a water quality lab,

one computer technology lab, two computer labs, a computerized learning center, computerized

math lab, library (with computer lab), staff offices, student commons area, and various support

facilities. The college physical plant staff, which is made up of a physical plant manager,

physical plant assistant and maintenance man, is responsible for cleaning and maintaining all

college buildings and grounds.

During SWOT analyses conducted during January 2001, college personnel identified

several strengths regarding the college’s infrastructure, including facility upkeep and

maintenance and adequate teaching facilities and office space. However, other participants

identified a lack of space for new program staff and substandard office facilities as current

weaknesses. Other infrastructure needs noted during this process included: more classrooms,

more storage space, improved telephone service, a paved parking lot, improved handicapped

accessibility, better vehicles, and expanded distance learning capabilities. Participants also

agreed that perhaps the biggest barrier to addressing the college’s numerous infrastructure needs

was the lack of a long-term campus plan to guide renovation and expansion activities.

In an attempt to address this weakness, the college contracted the services of L.A. Olson

& Associates, an architecture and engineering firm from Billings, Montana, to assist in the

production of a campus master plan. Following an initial meeting in June 2001, college

personnel held a series of planning meetings to gather feedback and ideas from college students,

faculty, staff, Board members, and representatives from the Fort Belknap Indian Community and

52

Indian Health Service. Architects from L.A. Olson & Associates developed several possible

campus scenarios, and college personnel solicited comments on these preliminary drawings by

posting them in the lobby of the college’s Multipurpose Building. Out of these various options,

a preferred plan was selected, and A/E firm representatives have prepared a preliminary program

of spaces for review and approval by the college administration and Board of Directors. When

approved, this program of spaces will provide a road-map for improving the college’s

infrastructure and guiding long-term campus growth based upon identified capital construction

priorities.

Two of the construction priorities that have been identified as key components of Phase I

of the college’s expansion plans are: (1) building a cultural learning center and (2) increasing

classroom/laboratory space by adding two new science laboratories onto the existing

Multipurpose Building. In order to carry out these plans, the college has secured approximately

$1.4 million in grants funds from a variety of sources, including the American Indian College

Fund (Lilly Endowment, Packard Foundation and Tierney Family Foundation), Kellogg

Foundation, USDA Rural Development, Department of Defense and HUD. Both projects are

scheduled to be completed by the end of 2003. When finished, these facilities will address

important infrastructure needs by providing additional classrooms and labs, office space for

Native American Studies staff and faculty, an art studio and an enlarged tribal archives.

In addition to planning these two construction projects, the college has also recently

completed a number of activities to maintain and upgrade its existing facilities. In 2001, the

college spent approximately $100,000 from the Sii Ha Sin Capital Construction Campaign and

the Ford Foundation to carry out a number of facilities maintenance and beautification efforts,

including: remodeling staff offices, re-painting interior walls, re-staining exterior walls,

53

improving accessibility, installing a security system, and planting trees. In addition, grant funds

from a variety of sources, including Department of Education, Department of Defense, Institute

for Museum and Library Services and NASA, were used to greatly expanded the college’s

computer resources. Student and staff computers have been upgraded across campus, and new

computer facilities are now available for student use in the library, Red Whip Center and

Multipurpose Building.

All computers on campus are networked with the college’s main server, which provides

Internet access and other information technology services across campus. The college’s

Management Information Systems staff is responsible for maintaining the network, purchasing

and installing all computer hardware and software, and providing troubleshooting and technical

assistance to all departments at the college. The MIS staff consists of the MIS Manager, his

assistant and, occasionally, a work-study student.

Currently, Fort Belknap College is in the process of upgrading its computer hardware and

software systems in the Business, Financial Aid and Student Services Offices. Using Title III

funds, the college purchased the Empower Campus Management software program. This

program has been installed in relevant offices across campus, and selected staff have received

training in using the new system, which should be fully operational by the end of 2002. The

college has also identified its preferred financial management software, entitled Micro

Information Products (MIP), which will be purchased and installed during spring 2003. These

upgrades will improve services provided to students, enhance data collection efforts, and ensure

the fiscal integrity and accountability of the institution.

MIS staff are also working with faculty and the Dean of Academic Affairs to develop the

technological capabilities to offer distance education courses at Fort Belknap College.

54

Currently, the college is able to both uplink and downlink two-way, interactive video feeds for

course delivery to and from selected sites. For the most part, however, FBC has not used these

resources to send courses out from the college; the system is used primarily to receive broadcasts

from Montana State University-Northern. Fort Belknap College faculty would like to focus their

energies on offering asynchronous at-distance course delivery by teaching selected courses over

the Internet. In order to do this, the college must purchase instructional software, subscribe to

online services, and provide training and course development time for faculty using the system.

Start up funding for these efforts is available through a faculty development grant awarded to

FBC by the Bush Foundation. The goals of these efforts are to increase student numbers and

more effectively meet the educational needs of community members whose distance from the

FBC campus makes it difficult for them to attend classes in person.

In 2002, a team of information technology (IT) consultants from the American Indian

Higher Education Consortium (AIHEC) visited Fort Belknap College to review the institution’s

technology resources and needs. During their visit, they talked with administrators, staff and

faculty, and they performed a thorough inventory of the college’s existing IT resources. Based

upon information gathered during this visit, the consultants are currently preparing an

Information Technology Strategic Plan for FBC that will be used as a resource to guide the

college’s acquisition and use of information technologies over the next five years.

2. Goals and Objectives

Goal 5: Fort Belknap College will employ appropriate technologies to assist us in

advancing our vision and goals.

Objective 5a: By 2003, Fort Belknap College will possess an Information

Technology Strategic Plan to guide IT acquisitions, use and planning for the next

55

five years.

Objective 5b: By 2004, Fort Belknap College will offer at least five

asynchronous, at-distance classes to residents of the Fort Belknap community.

Goal 6: Fort Belknap College’s infrastructure and facilities will meet the needs of

our students, curricula and programs.

Objective 6a: By 2003, Fort Belknap College will complete a long-term Campus

Plan of Spaces to guide infrastructure maintenance and campus growth for the

next 20 years.

Objective 6b: By 2003, Fort Belknap College will increase classroom and office

space for students and faculty by addressing its two highest capital construction

priorities: the cultural learning center and a science addition to the Multipurpose

Building.


Strategies (What?)


Resources (How?)

Timeline (When?)

Review suggested IT plan provided by AIHEC consultants

MIS Manager MIS Technician

Existing staff

June 2003

Purchase software needed to provide asynchronous distance education classes

MIS Manager Computer Faculty

Discretionary funds Grant funds

June 2003

Provide training for faculty to teach on-line courses

MIS Manager Curriculum Cmte

Faculty Development funds

August 2003

Purchase upgraded campus telephone system

MIS Manager Comptroller


2004

56

Development Specialist Meet with A/E firm personnel to review/revise campus Plan of Spaces

President MIS Manager Executive Cmte

Existing staff

June 2003

Construct a cultural learning center

President Building Cmte Contracted A/E firm


December 2003

Complete science lab addition to the Multipurpose Building

President MIS Manager DoD Project Director Building Contractor A/E firm personnel


August 2003

Strategies (What?)


Resources (How?)

Timeline (When?)

Review all applicable statutes and identify corrective measures needed to insure handicapped accessibility and building safety

President College safety officer College attorney

Existing personnel Discretionary funds

2004

Construct a storage facility/garage on campus

President MIS Manager Plant Manager Development Specialist

Grant funds

2006

Upgrade vehicle fleet

Plant Manager Comptroller

Discretionary funds

June 2003

Pave campus parking lot

Plant Manager

Discretionary funds

2006

Develop an effective student transportation system

Plant Manager Dean of Students Student Government Reps. Development Specialist


2007

Create a campus museum

President Cultural Grounding Cmte Development Specialist

Grant funds

2008+

Build student housing

President Development Specialist Dean of Students

Grant funds

2008+

57

Establish a branch campus on the southern end of the reservation

President Dean of Academics Development Specialist

Grant funds

2008+

H. Key Elements Seven and Eight: Community Development and Education &

Collab

orative

Relatio

nships


Fort Belknap College prides itself on being a true community college. As the only

institution of higher education serving the Fort Belknap community, the college has a significant

role to play as a catalyst for community development and as a leader in providing educational

services that meet the diverse needs of all community members. This commitment to

community service is evident in a number of the college’s stated institutional goals, including:

“to provide vocational education, internships, academic, cultural, and community programs; to

assist tribal institutions and departments in staff preparation, planning, research, and evaluation

services; and to provide leadership and training for those who pursue and promote economic

and community development of the Fort Belknap Reservation.”

In order for the college to achieve these goals and provide needed educational and

community development services for the community, it is vitally important that the college

maintain a strong and mutually supportive relationship with the tribal government. The college

president plays a lead role in building and maintaining effective communication between the

58

college and tribal government through her monthly reports to the Fort Belknap Indian

Community Council’s Health and Education Committee. In addition, numerous college

personnel served on ad hoc committees that assisted in developing the Tribes’ most recent

strategic plan. Within this document, Fort Belknap College is identified as playing a key role in

carrying out a number of immediate, short range and long range goals established through the

planning process, especially in the topic area of “Education.” For example, the college has been

involved in several activities that further the Tribes’ efforts in: “conducting an education needs

assessment, increasing community involvement in the educational process, utilizing KGVA

(radio) as a communication tool, and providing career/educational services to youth.”

Among the numerous programs operated at the college, five stand out as prime examples

of program with strong community focus.

• The college’s Small Business Development Center was created to encourage and assist

community members in developing entrepreneurship skills that will lead to individual

independence and promote community economic development. The center provides

technical assistance, information resources, and a variety of training programs that

address critical economic issues on the reservation.

• The Speaking White Clay Project is an effort to revitalize the Gros Ventre language by

teaming fluent Native speakers with tribal members desiring to learn the language. The

program also promotes the teaching and learning of the Gros Ventre language through

curriculum enhancement and summer immersion camps.

• The Aquatic Resources Characterization Study was awarded to the college by the Fort

Belknap Indian Community Council to study the impacts of mining activities on aquatic

59

resources at the southern end of the reservation. The study’s research and monitoring

tasks are carried out by the college’s science faculty, water lab staff, and current and

former students of the college’s Natural Resources Program.

• The Demonstration Farm and Greenhouse facilities are operated through the college’s

Extension program. They provide community members with a “living laboratory” for

informal education in gardening, horticulture, landscaping and agriculture. Project

activities are linked to tribal planning priorities in the areas of health education, wellness,

natural resources, and economic development.

• The Fort Belknap Rural Systemic Initiative is a National Science Foundation (NSF)-

funded program that fosters systemic change in math, science and technology education

in local schools (K-14). The program offers professional development opportunities to

local teachers in the areas of technology, standards-based curriculum and assessment, and

promoting parental and cultural inclusion.

While not intended to be exhaustive, this short annotated list clearly illustrates the wide variety

of programs that Fort Belknap College operates to address community needs and interests in

areas as diverse as entrepreneurship, Native language revitalization, water quality research and

gardening. Other collaborative efforts involving local partners include the college’s Head Start

Partnership Program and the Adult Basic Education Program, the latter of which is jointly

supported by the TANF (Temporary Assistance for Needy Families) Program administered

through the Fort Belknap tribal government.

In addition to offering a number of community development and community education

programs, Fort Belknap College is an active participant in many collaborative projects off the

Fort Belknap Reservation as well. The following is a list of colleges and universities with whom

60

FBC has established formal partnerships on a variety of projects:

• University of Montana - Mental Health Careers Opportunities Program

• Montana State University-Bozeman - Bridges to Baccalaureate, Revitalizing the Core,

American Indian Research Opportunities (AIRO)

• Montana State University-Northern - Microbiology Research, Teacher Training Program,

Aquatic Resources Characterization Study

• University of Wyoming - Microbiology Research

• Florida A & M University - Water Quality Collaboration Network

• Tennessee State University - Water Quality Collaboration Network

• Salish Kootenai College - Water Quality Collaboration Network, Aquatic Resources

Characterization Study, Alliance for Minority Participation (AMP)

• Fort Peck Community College - Minority Science & Engineering Improvement Project

• Stone Child College - Head Start Training Program

• Little Big Horn College - Learning Lodge Institute

• Chief Dull Knife College - Water Quality Collaboration Network

As this list suggests, Fort Belknap College is engaged in a number of collaborative efforts with

other colleges and universities in order to strengthen its existing programs and provide expanded

educational opportunities for its students. In addition, FBC is a full member of AIHEC and

holds memberships in a number of educational associations and professional organizations,

including: Montana Indian Education Association (MIEA), National Indian Education

Association (NIEA), American Association of Junior Community Colleges (AAJCC), Montana

Historical Society, American Library Association (ALA), Association of Special Programs in

61

Region Eight (ASPIRE), National Association of Student Financial Aid Administrators

(NASFAA), and Montana Association of Collegiate Registrars and Admissions Officers

(MACRAO).

Not surprisingly, SWOT analyses by college personnel identified the college’s numerous

and diverse collaborations as an institutional strength. However, results from SWOT analysis

also showed that community perceptions of the college could be strengthened by increasing the

visibility of the college and its staff at community events. Participants also said that the

college’s Adult Basic Education Program could be significantly expanded to take advantage of

the opportunities presented by recent developments in welfare reform and changes in the local

delivery of social service programs.

Under the Indian Employment, Training and Related Services Demonstration Act of

1992 (PL 102-477), the Fort Belknap Indian Community Council submitted a plan to contract

the administration of a number of public assistance and social service programs, including TANF

and General Assistance (GA), under a consolidated 477 Program. The Tribal Council was

awarded this contract and is currently in the final year of a three-year consolidation plan.

In providing assistance to TANF and GA recipients, 477 Program caseworkers are

required to prepare Educational Development Plans (EDPs) for each individual client. For

clients who have not graduated from high school, GED instruction, which is provided through

the college’s ABE program, is included as part of the plan. According to numbers provided by

477 Program administrators in 2001, approximately 170 families receive TANF benefits, while

about 200 individuals are on GA. Of these TANF clients, approximately 50% live in Hays and

Lodge Pole (35 and 50 miles from FBC, respectively), and 60-70 of these clients lack a high

school diploma. As these numbers suggest, the Fort Belknap community has a great need for

62

GED and ABE services. Over the past year, the college and tribal government have coordinated

their efforts in providing improved services in this area, but these programs need to be expanded,

especially on the southern end of the reservation.

2. Goals and Objectives

Goal 7: Fort Belknap College’s role in community development and education

will parallel the strategic goals of our tribal government.

Objective 7a: By 2004, Fort Belknap College will increase the number of training

workshops offered to tribal employees by 25%, from 29 to 36.

Objective 7b: Enhanced participation in community events will result in improved

public perceptions of FBC by community members. By 2006, public perceptions

of FBC will improve by 20%, from 40% to 60%, as documented by community

surveys administered as part of a reservation-wide educational needs assessment.

Goal 8: Fort Belknap College will participate in collaborative relationships with

partner organizations, businesses, schools, and agencies that

further our mission and goals.

Objective 8a: By 2003, Fort Belknap College will increase the number of students

served by its Adult Basic Education Program each month by 20%, from 50 to 60.

Objective 8b: By 2004, Fort Belknap College will increase the number of formal

partnership projects in which it participates with other colleges and universities

by 30%, from 11 to 14.


63

Strategies (What?) Responsibilities (Who?) Resources (How?) Timeline (When?)

Continue monthly reports to Health & Education Cmte

President

Existing resources


Participate in Tribal Strategic Planning Efforts

President Staff Board of Directors

Existing personnel

Ongoing

Periodically Review Tribal Strategic Plan

Executive Cmte

Existing personnel

June 2003 Annually

Establish Advisory Boards for academic and community programs

Dean of Academics Program Directors

Existing resources Program funds

June 2003

Conduct Reservation-wide needs assessment


Title III funds

2006

Strategies (What?)


Resources (How?)

Timeline (When?)

Increase local programming and coverage of community events on KGVA

KGVA Staff Development Specialist

Underwriting funds Grant funds

April 2003 Ongoing

Increase institutional and staff involvement in community events: Mid-Winter Fair, annual pow wows, parades, etc.

Public Relations Cmte Dean of Students All Staff & Faculty

Existing personnel and resources


Meet with Tribal program heads to identify training needs

Dean of Academics

Existing personnel and resource

June 2003

Survey Tribal employees to identify training needs

Dean of Academics Assessment Coordinator

Existing personnel

December 2003

Develop a three-year Tribal employee training plan

Dean of Academics

Existing resources

2004

Improve educational services provided to TANF clients

Dean of Academics ABE Coordinator

Existing resources Grant funds

June 2003

64

Establish ABE center in Hays or Lodge Pole

Dean of Academics President ABE Coordinator Development Specialist

Grant funds 2005

Increase participation in state, regional and national meetings of peer institutions and associations

President Program directors

Program funds Discretionary funds


IV Evaluation Plan

The plan for evaluating the effectiveness of the college’s strategic planning efforts will

be carried out within the larger framework of the Institutional Planning and Assessment Model

presented in Appendix H. This model, which is based upon elements of the “Vision to Action”

planning model used to create the five-year plan described in this document, is depicted as

spiraling feedback system consisting of five interacting components: Research, Planning,

Development, Implementation, and Analysis and Review. In general, it presents an integrated

system where data gathered from institutional research inform a participatory planning process

that identifies institutional strengths and weaknesses, defines institutional goals and objectives,

and outlines strategies for building upon strengths, addressing weaknesses, and achieving

identified goals and objectives. These strategies, in turn, offer direction for the implementation

of college programs and activities and drive development efforts, resource allocation, and

financial management decisions. Throughout this process, assessment activities (1) monitor the

extent to which implementation strategies are being carried out and (2) measure the effectiveness

of these efforts in achieving anticipated outcomes and identified institutional objectives.

Through this ongoing institutional assessment process, new data are gathered that increase the

body of institutional research and form the basis of annual planning efforts, which, in turn, offer

guidance and direction for the next round of implementation, development and assessment

65

activities within the spiral.

The overall success of Fort Belknap College’s institutional planning efforts will be

measured in terms of the college’s effectiveness in carrying out the implementation strategies

and achieving the measurable objectives identified for each of the eight key elements described

in this document. As such, the evaluation plan will have two primary components: (1) ongoing,

formative assessment activities that monitor the college’s progress in implementing tasks and

strategies according to established timelines and benchmarks, and (2) an annual assessment of

the institution’s effectiveness in realizing its planning objectives and meeting self-identified

standards for success. The college’s institutional assessment coordinator will be responsible for

carrying out the evaluation plan with the assistance of an Institutional Assessment Committee.

A. Formative Evaluation

Prior to beginning of each calendar year, the assessment coordinator will review all

implementation strategies listed in the strategic plan and isolate those that are to be carried out

during the coming year on an annual timeline. Over the course of the year, she will meet with the

Institutional Assessment Committee on a quarterly basis. This committee will be made up of the

members of the President’s Executive Committee, as well as selected program directors, faculty

and staff who have primary responsibility for carrying out a number of specific strategies.

During these meetings, the committee will review the college’s progress to date in

accomplishing annual implementation strategies in a timely and effective manner. Through this

ongoing, informal evaluation process, college personnel will be able to take stock of their

progress, stay on schedule, plan upcoming activities, and respond to unanticipated problems

and/or opportunities in a prompt and coordinated manner. Most importantly, these meetings

will provide a valuable opportunity to collectively identify what is and is not working and make

66

the necessary adjustments quickly and responsively.

For each strategy implemented over the course of the year, the assessment coordinator

will gather appropriate documentation. The form of documentation will vary widely according

to the nature of the activity accomplished and might include: minutes from meetings of the

Board of Directors, program advisory boards and various committees; surveys and interviews

with activity participants; photographs; data tables; and printed documents such as newspaper

articles, brochures, financial records, plans, progress reports, memos, etc. All documentation

will be kept on file in the RPAD Office.

Following the Assessment Committee’s summer meeting, the assessment coordinator will

prepare an annual progress report that will include a description of the college’s efforts in

carrying out the implementation strategies described in the strategic plan. The findings

presented in this report will serve as the basis for revising existing strategies and developing new

ones. This will occur as the strategic plan is annually updated at the Board of Directors summer

retreat (August) and the all-staff orientation held prior to the beginning of the academic year

(September).

B. Annual Performance Evaluation

The annual, year-end performance evaluation will focus on the college’s success in

achieving the measurable objectives listed for each of the eight key elements of the strategic

plan. For example, in 2003, the following objectives will serve as the basis for assessing the

overall effectiveness of the institution in carrying out the plan described in this document:

Objective 1a: By 2003, Fort Belknap College will receive a five-year reaffirmation of

accreditation with no requested progress reports or focused interim visits.

67

Objective 3a: By 2003, Fort Belknap College will construct a cultural center that will

serve as a focal point for the teaching and learning of Gros Ventre and Assiniboine

languages, arts, histories, and cultures on the Fort Belknap Reservation.

Objective 3b: By 2003, Fort Belknap College will establish an effective Native

American Studies degree program that meets the needs and interests of the Fort Belknap

community.

Objective 3c: Fort Belknap College will increase the number of Native American Studies

faculty members. By 2003, the number of full-time Native American Studies faculty

members will increase from zero to one.

Objective 5a: By 2003, Fort Belknap College will possess an Information Technology

Strategic Plan to guide IT acquisitions, use and planning for the next five years.

Objective 6a: By 2003, Fort Belknap College will complete a long-term Campus Plan of

Spaces to guide infrastructure maintenance and campus growth for the next 20 years.

Objective 6b: By 2003, Fort Belknap College will increase classroom and office space

for students and faculty by addressing its two highest capital construction priorities: the

cultural learning center and a science addition to the Multipurpose Building.

Objective 8a: By 2003, Fort Belknap College will increase the number of students served

by its Adult Basic Education Program each month by 20%, from 50 to 60.

The college’s assessment coordinator will be responsible for gathering the data and

documentation needed to properly measure the college’s success in achieving each of these

annual objectives.

It should be noted that while the achievement of annual objectives will be the focus of

each year’s annual performance report, the college’s progress toward achieving subsequent

68

years’ objectives will not be overlooked. The assessment coordinator’s annual performance

evaluation will also include a discussion of the college’s progress in meeting future planning

objectives. For example, Objective 2b/4a states that the college will increase its enrollment by

20% by the 2003-2004 academic year. During 2003, the college’s strategic plan calls for the

implementation of a number of tasks and strategies (process objectives) related to recruitment,

retention and enrollment management that need to be carried out in order to achieve this 20%

increase. Formative evaluation will effectively monitor the college’s efforts in carrying out these

various tasks and strategies; however, in her annual performance report the assessment

coordinator will also gather and analyze enrollment data to evaluate the college’s progress

toward meeting the 2003-2004 enrollment targets. This same strategy will be employed for

long-term objectives related to Native American Studies program development (Objectives 3b,

3e), faculty enhancement (Objectives 3d, 4d), curriculum changes (Objectives 3f, 4e), student

retention (Objective 4b), numbers of graduates (Objective 4c), distance education (Objective 5b),

training program offerings (Objective 7a) and partnership-building (Objective 8b). In this way,

college personnel will remain continually aware of the anticipated outcomes of their process-

oriented activities, even as they focus their immediate efforts on carrying out specific

implementation strategies. Through a combination of formative and annual assessment

components, this evaluation plan will provide Fort Belknap College with an honest appraisal of

the institution’s successes and shortcomings in carrying out its strategic plan. Evaluation efforts

will also yield the quantitative and qualitative evidence necessary for measuring the college’s

effectiveness in achieving its identified goals and objectives.

C. Annual Review and Update

In order for the evaluation plan outlined above to serve its intended purpose, the

69

evaluation process must be fully integrated within the college’s ongoing planning process.

Throughout the year, the assessment coordinator will work with the Assessment Committee and

various program directors across campus to gather the formative and annual data to assess the

college’s effectiveness in carrying out its implementation strategies and achieving its planning

objectives. She will then compile this information and offer her analysis in an annual

performance report, which she will present to the Board of Directors at their annual summer

retreat and the entire college staff at the fall all-staff orientation. These presentations will be

immediately followed by follow-up strategic planning sessions. At these sessions, the Board and

staff will review the objectives and strategies prescribed for the coming year in light of the

previous year’s achievements. During this time Board and staff members will have the

opportunity to affirm or eliminate existing strategies, make modifications, and/or create new

altogether new strategies. Similarly, each annual objective will be scrutinized and revised as

necessary. In this way, the five-year plan will be continually updated to reflect the needs and

aspirations of the college community and remain responsive to ever-changing social, economic

and environmental conditions. Following these planning sessions, the college’s development

specialist will prepare a revised version of the five-year plan that will guide program

implementation, fundraising, and resource allocation for the ensuing calendar year. After five

years, the entire process will begin again as college personnel re-articulate their vision and goals

for Fort Belknap College.

APPENDIX’S

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Appendix A

Fort Belknap College Two Year Assessment-Planning Report INTRODUCTION In February 2003, the Fort Belknap College Board of Directors approved Fort Belknap College’s “Five Year Strategic Plan: 2003-2008.” This document was the result of numerous planning sessions, retreats and meetings held during the previous two years, 2001-2003. Throughout this participatory planning process, Board members, students, faculty, staff and administrators were given the opportunity to express their hopes and dreams for the future of Fort Belknap College. The result was a planning document that provides clearly identified goals (where we want to be in five years) and charts a course for achieving those goals (how we plan to get there). In this sense, the strategic plan is best understood as a roadmap for guiding the future growth and development of the college. The strategic planning document is grounded upon a guiding vision statement for the entire institution that can be divided into eight key elements. These key elements are: (1) accreditation, (2) recognition, (3) cultural grounding, (4) curricula and degree programs, (5) technologies, (6) infrastructure and facilities, (7) community development and education, and (8) collaborative relationships. For each key element, the strategic plan presents a narrative discussion of institutional strengths and weaknesses, which is based upon data gathered from internal and external source documents and ideas shared in planning sessions. Based upon these analyses, the plan offers a general goal statement for each key element, followed by a series of measurable objectives and specific implementation strategies. The planning document concludes with an evaluation plan that describes the process for (1) documenting the college’s efforts in carrying out implementation strategies, (2) assessing the college’s success in achieving planning goals and objectives, and (3) using assessment data to inform ongoing institutional planning that will result in continuous improvement in college programs and services. This report represents the college’s efforts to initiate the evaluation process outlined in the strategic plan. Over the past two years, members of FBC’s Assessment-Planning Committee have been gathering and analyzing data to evaluate the college’s progress in implementing its strategic plan and achieving institutional goals and objectives. In addition, committee members have used the assessment data gathered over this two year period as the basis for making a series of recommendations that will guide the revision of the existing strategic plan. As such, the report plays a pivotal role in the implementation of an iterative planning and assessment process, where planning goals and objectives provide a framework for institutional assessment activities, which, in turn, provide the data needed to inform ongoing planning and continuous improvement. The Two Year Assessment-Planning Report mirrors the outline of the college’s strategic plan with some minor modifications. The report is organized into two sections. Part A addresses the college’s efforts to achieve planning objectives related to four primary Educational Goals, while Part B describes the college’s progress in achieving four planning objectives associated with a general Facilitating Goal. In both sections, the organizational outline is the same. A “Goal” statement begins each sub-section/section and is followed by a series of two or more planning “Objectives.” For each objective, the report re-states the task(s) planned for achieving the objective, followed by a description of the “Action(s) Taken” to carry out the task(s). The discussion of each objective concludes with an “Evaluation” component that presents the assessment data and methods used to evaluate the college’s success in achieving that objective,

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Appendix A

as well as a “Future Plans” component that includes a series of planning recommendations that will be included in an updated version of the college’s strategic plan. PART A – EDUCATIONAL GOALS Goal 1: Fort Belknap College will provide high quality educational opportunities in our rural location. Objective 1.A: Maintain accreditation Task: Submit five-year interim report and host interim evaluation visit Action Taken: On March 12, 2003, Fort Belknap College submitted its five year interim report for reaffirmation of accreditation to the Northwest Commission on Colleges and Universities (NWCCU). On April 15-16, 2003, Fort Belknap College hosted its five year interim evaluation visit. In June 2003, NWCCU reaffirmed FBC’s accreditation based upon the college’s fifth year interim evaluation report and visit. At the same time, the Commission withdrew its previous request for a 2004 progress report. Instead, the Commission asked the college to prepare a progress report in spring 2005 to address three recommendations listed in the 2003 fifth year interim evaluation report. Evaluation: The evaluator’s report contained four commendations and three recommendations. Commendations included: (1) The College is commended for continuing the process of institutional strengthening in the areas of leadership and fiscal management. (2) The College is commended for being a source of pride and providing an important role in the preservation of cultural heritage for the Ft. Belknap reservation. (3) The College is commended on its successful grant development program. (4) The College is commended on its committed administration, faculty, staff, board and the supportive relationship with the Fort Belknap Indian Community Council. Recommendations included: (1) The College should improve educational and program assessment processes and use the information obtained in ongoing planning. The institution should clearly integrate its evaluation and planning process (Standard 1.B). (2) The College should include in its planning process a method of retaining core services in the event that grant funding is reduced (Standard 7.A.2). (3) The College should continue to increase its financial reserve and limit debt due to the institution’s budget reliance on grant funding (Standard 7.A.4). Future Plans: FBC will submit a progress report to NWCCU in spring 2005. In order to address the recommendations listed in the 2003 fifth year interim evaluation report, the college is: (1) Developing learning outcomes and measurements for general education requirements and academic degree programs;

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Appendix A

(2) Establishing an iterative assessment-planning process that uses assessment data to guide the ongoing revision of the institution’s strategic plan; and (3) Developing budget scenarios and plans that reflect alternate funding levels from federal grants. Objective 1.B: Increase the number of full-time instructors Task: Hire additional full-time faculty Action Taken: Since 2003, FBC has added four full-time faculty: William Bell, Natural Resources; Sean Chandler, American Indian Studies; Jason Rosales, Math/Computers; and Lisa Stroh, Developmental Skills. Evaluation: Fort Belknap College currently employs nine full-time instructors, which represents an 80% increase over the number of full-time faculty employed two years ago. Future Plans: In summer 2005, FBC plans to hire a full-time business instructor and full-time water quality instructor. Objective 1.C: Increase classroom and laboratory space Task: Construct new science laboratories and cultural learning center Action Taken: In 2003, Fort Belknap College completed the addition of two new science laboratories to the Little River Learning Lodge. Currently, the college is finishing construction of a cultural learning center that, when completed in March 2005, will contain two classrooms, one immersion classroom/language lab, and three offices for American Indian Studies Department faculty and staff. Evaluation: New building projects have added two science labs and three classrooms to the FBC campus, resulting in a 100% increase in science lab facilities and a 60% increase in classroom space. Future Plans: In summer 2005, FBC will break ground for the construction of a new campus technology center, which will provide additional space for two classrooms, two computer laboratories, faculty/staff offices, and management information systems (MIS) center. Objective 1.D: Improve academic program assessment practices Task: Revise student course/instructor evaluation forms Action Taken: In 2004, the Curriculum Committee approved a revised student evaluation form that includes questions regarding the integration of culture within the course curriculum. Task: Develop student learning outcomes and measurements for the general education program

73

Appendix A

and all academic degree programs Action Taken: Faculty have developed draft learning outcomes for six general education areas: (1) Ah-Ah-Ni-Nin & Nakoda ways of being/knowing, (2) critical thinking/problem solving, (3) communication skills, (4) math skills, (5) science/social science concepts and methods, and (6) technology use. Evaluation: FBC’s faculty are currently engaged in a number of activities to improve academic assessment efforts. Individual faculty members and the academic dean have used information from revised student evaluations to increase the cultural content included in each class, as reflected in updated syllabi. Once finalized, student learning outcomes will provide faculty with the framework needed to develop valid measurements for assessing student learning and course/program effectiveness. As such, the identification of appropriate learning outcomes is a key first step in the process of improving educational assessment practices. Future Plans: Faculty will continue to refine the student evaluation instrument to address issues related to: use of technology, project-based learning and student engagement. After adopting student learning outcomes for the college’s general education program, faculty will: (1) map learning outcomes to the existing general education curriculum; (2) modify the general education curriculum to align with the learning outcomes; (3) develop valid measures to assess student learning based on the learning outcomes; (4) use student assessment data to review and modify the general education curriculum as necessary; and (5) repeat this process for each of the college’s academic degree programs. Objective 1.E: Increase retention rates Task: Increase student opportunities for summer internships Action Taken: In summer 2004, the college’s National Science Foundation (NSF)-funded Tribal Colleges and Universities Program (TCUP) project provided 15 summer internship opportunities for science and technology students. Other FBC programs that offer summer internship/employment opportunities include: National Institutes of Health (NIH)-Bridges, US Department of Education Minority Science & Engineering Improvement Project (MSEIP)-Water Quality, US Department of Agriculture Tribal Colleges Research Program and NSF-STEPS Science Enhancement Project. Task: Increase supplemental instruction and tutoring services Action Taken: In addition to the existing tutoring services provided by the Student Support Services Program through the Learning Center, FBC added a supplemental instructor for its laboratory-based science courses in fall 2004. The supplemental instructor also provides science tutoring, as does the college’s GED instructor. Task: Provide support for student organizations stressing leadership and academics Action Taken: FBC continues to support an active student government. In addition, the college

74

Appendix A

has a new Phi Theta Kappa chapter, and both the AISES chapter and Red Nations Society have been re-activated. Anita Wilke, Dan Kinsey and Evelyn Bigby, three FBC staff members, have played important roles in establishing/revitalizing these three student organizations during the past two years. Evaluation: Only 26% of all first-time, full-time students enrolling in fall 2002 returned to FBC in fall 2003. In fall 2003, 33 first-time, full-time students enrolled in classes, and 31 of them (94%) returned for Spring Semester 2004. In fall 2004, 18 of the 33 students who enrolled in fall 2003 returned to FBC, for an annual retention rate of 55%. Follow-up efforts with non-returning students identified the following reasons why these students dropped/stopped out: Transferred to university 3 Medical 2 Work related 2 Academic probation 3 Academic suspension 3 Do not know 2 TOTAL 15 From fall 2003 to fall 2004, the annual retention rate for full-time new students increased by 29%, from 26% to 55%. Effective tutoring and counseling services through Student Support Services and the Native American Vocational and Technical Education Project (NAVTEP) should be credited for much of this success. It also appears that summer internship opportunities played an important factor in keeping students enrolled from one academic year to the next. Future Plans: Annual retention rates among first-time students improved dramatically during the past year. One likely reason for this improvement was the large number of internship/employment opportunities available to FBC students during the summer. These programs will be continued and refined. Supplemental instruction programs will be assessed for their effectiveness in increasing course completion and participating student retention. Exit interviews with non-returning students also will be continued to help identify the leading causes of attrition and to develop corrective measures for addressing these problems. Additional plans for increasing student retention include: (1) establishing a campus-wide Retention Committee; (2) developing an institutional retention plan with measurable retention goals and strategies; (3) expanding new student orientation sessions; and (4) implementing an automated early alert systems for faculty referrals. Objective 1.F: Increase the number of graduates Task: Improve faculty advising practices Action Taken: Faculty have reviewed current advising practices and made a number of recommendations for revising advising procedures for fall 2005. These improvements include: (1) giving returning students priority at registration;

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Appendix A

(2) assigning each student an advisor upon admission and listing that advisor in students’ records under the existing Empower advisor field; (3) requiring faculty advisors to meet with each of their advisees at least once a semester (in addition to registration); and (4) providing faculty members with transcripts for each of their advisees prior to registration. Task: Establish a career center Action Taken: The Student Support Services Program opened a career center in Nakoda Hall during the 2003-2004 academic year. Evaluation: In June 2004, 29 students graduated from Fort Belknap College. This represents an 11% increase in the number of graduates from 2003. The following table presents the number of students graduating from FBC over the past five years. 2000 2001 2002 2003 2004* # of Grads. 20 30 30 26 29 * - FBC switched from quarters to semesters during the 2003-2004 academic year. The conversion from quarters to semesters delayed a few students who had to wait an additional semester to take all the courses they needed to graduate. Future Plans: Graduation numbers increased slightly in 2004 but have not risen at the same rate as enrollment. The faculty and academic dean will implement planned improvements in the advising process beginning Fall Semester 2005 and will survey students to gather their input regarding the effectiveness of academic advising practices. Future plans to increase student retention rates discussed above (see Objective 1.E) also will result in increases in graduation numbers. Objective 1.G: Increase accessibility of FBC courses for students living on the southern end of the reservation Task: Offer online courses Action Taken: From Summer Semester 2003 through Spring Semester 2004, FBC has offered seven web-based courses using WebCT. One instructor, Bruce Bradway, has been responsible for developing and delivering these courses, which include a combination of classroom instruction and online assignments. Evaluation: Data from hybrid courses offered through Spring Semester 2004 show that a total of 19 students enrolled in seven courses, for an average of 2.7 students/course. All of these students completed their courses and received passing grades. Future Plans: Results from FBC’s initial experiment with offering hybrid courses appear to be

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Appendix A

mixed. Students who participated in the courses appeared to be successful; however, low student numbers raise serious questions concerning the feasibility and cost-effectiveness of online course delivery. Mr. Bradway will share his experiences teaching hybrid courses with the Curriculum Committee and offer his recommendations about the potential for Internet-based instruction in the future. If the faculty wish to pursue the delivery of hybrid and online courses, training in Internet-based instruction should be a professional development priority. The college also will study other means of improving access for residents of Hays and Lodge Pole, including: (1) offering more on-site classes in those communities; (2) establishing a branch campus on the southern end of the reservation; and (3) developing an effective student transportation system. Goal 2: Fort Belknap College programs will be grounded upon the strengths of our native heritage as embodied in the traditional cultures of the Gros Ventre (Ah-Ah-Ni-Nin) and Assiniboine (Nakoda) Tribes. Objective 2.A: Serve as a focal point for the teaching and learning of Gros Ventre and Assiniboine languages, arts, histories and cultures on the Fort Belknap Reservation Task: Construct a cultural learning center Action Taken: Construction of the cultural learning center is scheduled for completion in March 2005. The 7,143 square foot building will contain classrooms for teaching courses in American Indian cultures, histories, traditions, and languages, as well as offices for American Indian Studies Department faculty and staff. The facility also will house the tribal archives and White Clay language immersion school. Task: Re-name the Multipurpose Building Action Taken: Fort Belknap College re-named the Multipurpose Building in summer 2003. The facility’s new name is Wakpa Juk’an Wasnokya Tibi (Nakoda), or Little River Learning Lodge. Task: Establish an American Indian Studies Department and degree program Action Taken: FBC established an American Indian Studies degree program in fall 2003, and Sean Chandler currently holds the position of AIS department head. Task: Increase archive holdings Action Taken: The AIS Department Head is researching and collecting Gros Ventre and Assiniboine archive materials from other institutions, individuals and community members. With help from the Burns Telecommunication Center at Montana State University-Bozeman, some of these collections are currently being digitized and stored for purposes of research and

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Appendix A

safety. Some collections, such as photos or audiotapes, are being restored and enhanced through various computer programs and equipment, improving the overall quality of research. Task: Establish educational programs involving the growth and identification of native plants with traditional cultural value using the college’s demonstration farm and greenhouse Action Taken: FBC has secured funding for a new and expanded greenhouse that will be erected in spring 2005. One of the primary purposes of this new facility is to grow native plants with traditional cultural value. Task: Support a Gros Ventre language immersion school Action Taken: The Speaking White Clay Immersion School is now in its third year of operation with a cohort of 15 second grade students. FBC has secured operating funds for the school from the Administration for Native Americans through 2007. Task: Sponsor annual Native language and culture encampments Action Taken: FBC has hosted a language and culture encampment the past three summers. Last year, almost 200 people participated in the encampment and associated activities. Task: Increase Native language programming on KGVA radio Action Taken: KGVA now offers a variety of Native language programming, including “Word of the Day” and “Phrase of the Day” segments in both Gros Ventre and Assiniboine languages. Evaluation: Over the past two years, FBC has carried out a number of tasks that have greatly enhanced the college’s role as a leader in providing cultural education and outreach programs on the reservation. FBC currently is conducting a reservation-wide educational needs assessment among community members, college students, staff/faculty, and alumni. Each survey instrument contains several questions related to the college’s role in maintaining the cultural integrity of the Nakoda and Ah-Ah-Ni-Nin Tribes. Responses to these questions will yield data that can be used to assess the college’s effectiveness in providing cultural education opportunities through its various programs. The effectiveness of individual tasks, such as the summer language and culture camps, are evaluated using participant survey data and follow-up focus groups, and data gathered through these efforts are used to make changes that result in the ongoing improvement of programs and services offered. Future Plans: FBC will continue to support successful cultural education and outreach programs such as the Gros Ventre language immersion school, summer language and culture encampment, and Native language programming on KGVA. Plans for expanding archive holdings and growing native plants with traditional cultural value will be fully implemented upon completion of the new cultural learning center and greenhouse, respectively. Objective 2.B: Require all graduates to have a basic knowledge of who they are and where they come from, including:

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Appendix A

• a basic ability to speak and comprehend the Gros Ventre (Ah-Ah-Ni-Nin) or Assiniboine (Nakoda) language and understand the philosophy behind the language;

• a knowledge of the philosophies and values of their ancestors and an ability to apply these philosophies and values to today’s society; and

• a knowledge and appreciation of indigenous societies in other parts of the world.

Task: Require all students to take Introduction to American Indian Studies (AIS 100) as part of their general education requirements Action Taken: In Fall Semester 2003, Introduction to American Indian Studies was added to the core requirements for graduation from Fort Belknap College. Along with required Nakoda or Ah-Ah-Ni-Nin language courses (Nakoda I Language, AIS 150, or Gros Ventre I Language, AIS 155), Introduction to AIS brings the total general education requirements in AIS content areas to six credits. Task: Require faculty to incorporate cultural content into all courses/programs across the curriculum Action Taken: Integrating cultural content within the curriculum is still being developed with support from the Bush Foundation Faculty Development Grant. Current efforts are reflected in course syllabi. Task: Increase course offerings in American Indian Studies and AIS-related subject areas Action Taken: Since 2002, American Indian Studies course offerings have increased from 18 to 23 (28%). Evaluation: FBC faculty have developed draft learning outcomes for the college’s general education program that include specific knowledge and skills related to Ah-Ah-Ni-Nin and Nakoda ways of being and knowing. For each identified learning outcome, faculty will develop corresponding measures that will be used to assess student success in attaining specific outcomes. Student achievement data will be used to evaluate the instructional effectiveness of FBC’s general education program in meeting outcomes related to Nakoda and Ah-Ah-Ni-Nin ways of being and knowing, and this course/program assessment will provide the basis for ongoing revision and continuous improvement. Future plans: Faculty will complete the development of student learning outcomes and measurements for both the general education program and the American Indian Studies degree program, and student data will be used to assess course/program offerings and improve instructional effectiveness. Faculty efforts to more thoroughly integrate cultural content across the curriculum will continue with the support of the Bush Foundation Faculty Development project.

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Appendix A

Goal 3: Fort Belknap College will offer curricula and degree programs that are responsive to the educational, environmental and economic needs of our reservation and surrounding communities. Objective 3.A: Expand course and degree program offerings in areas of identified community interest Task: Analyze the results of 2001 reservation-wide educational needs assessment Action Taken: FBC staff and administration used information from all components of the needs assessment to develop the institution’s five-year strategic plan. Needs assessment data also have been used in preparing a number of grant applications, including: Title III, Part A, Strengthening Institutions (US Department of Education); Native American Vocational & Technical Education Program (US Department of Education); and Administration for Native Americans Language Revitalization Program (US Department of Health and Human Services). Task: Review the Fort Belknap Indian Community Council’s (FBICC) strategic plan Action Taken: FBC staff and administration reviewed the previous tribal strategic plan during the preparation of the college’s current five-year planning document in 2002. Task: Increase the number of degree programs offered at FBC Action Taken: With the addition of the Computer Technology and Environmental Technology options, Fort Belknap College has increased the number of degree programs it offers from 12 to 14 (17% increase). Task: Increase vocational and technical education program offerings Action Taken: With the implementation of a Native American Vocational and Technical Education Program (NAVTEP) project at FBC, the college has increased the number of vocational and technical education programs it offers. New programs that support the NAVTEP project include Environmental Technology, Computer Technology and Pre-Nursing training, which is provided through the Allied Health Program. Task: Increase health and fitness offerings Action Taken: Fort Belknap College has offered 12 health and fitness classes since January 2003. Over 50% of these courses are new offerings.

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Evaluation: FBC’s new vocational training programs were developed in response to documented community needs for qualified computer technicians, environmental technicians and health professionals. To date, these programs have been extremely successful in attracting large numbers of students, as indicated by the student enrollment data presented in the following table. Computer

Technology Natural Resources – Environmental Tech.

Allied Health - Pre-Nursing

# of declared majors -Fall 2003

24 29 35

# of declared majors -Fall 2004

27 39 34

Combined, these three degree programs accounted for 39% of FBC’s total student enrollment (257 students) and 80% of the college’s full-time students (125) during Fall Semester 2004. While it is likely that these numbers may be somewhat inflated due to the availability of stipends for NAVTEP students, they still demonstrate the effectiveness of these programs in addressing identified community interests and meeting local job-training needs. Significant increases in new health/fitness courses reflect the college’s increased emphasis on promoting individual and community wellness through its courses and programs, and strong enrollments for these classes demonstrate student and community interest. Future Plans: In 2006, FBC will continue to expand its vocational and technical program offerings by adding a Water Quality Technology option under the Natural Resources Program. FBC also plans to increase its efforts in community health education through: an Extension project entitled: “Growing Community Well-Being Through Health and Education;” collaborating with the Fort Belknap Diabetes Prevention Program; and continuing to expand its health/physical education course offerings. Objective 3.B: Continue to align existing college programs with current community needs Task: Conduct educational needs assessment Action Taken: In December 2004, FBC contracted the services of RJS & Associates to assist in the preparation, distribution and analysis of a reservation-wide educational needs assessment. Survey instruments have been developed and administered among four target populations: college faculty and staff, college students, college alumni and community members. Data are currently being compiled and analyzed by RJS & Associates. Task: Participate in tribal strategic planning efforts Action Taken: From 2002-2004, FBC personnel have been regular participants in the FBICC’s strategic planning process. In November 2004, the planning sub-committee on education identified the following areas of need: (1) providing better services to 477/TANF clients; (2)

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improving collaboration among educational entities; (3) providing more cultural education between the elementary grades and high school; (4) establishing a local testing site for GED and ACT; (5) improving test scores in math, science and writing skills for high school students; (6) expanding distance education opportunities and providing more services to residents of Hays and Lodge Pole; and (7) offering more adult education programs for community members. Evaluation: Analysis of the needs assessment data will help determine the extent to which FBC’s current programs align with current community needs. Future Plans: FBC will use data from the 2005 needs assessment and FBICC’s new strategic plan to review the adequacy of existing programs and plan the development of new programs that address community interests and tribal planning priorities. Objective 3.C: Increase student enrollment Task: Conduct college survival training for high school students Action Taken: During spring 2004, FBC offered a college survival skills course for 12 seniors at Harlem High School. Task: Conduct summer pre-college enrichment programs for high school students Action Taken: The NSF-funded Tribal Colleges and Universities Program (TCUP) project conducted the first of five pre-college enrichment programs during June 2004. The month-long “Science-Technology Summer Institute” was held for 23 high school students, 11 of whom were seniors. Six of the 11 seniors are now attending the college. Task: Increase interaction with local high school career counselors and teachers Action Taken: Staff from the college’s NSF-funded Rural Systemic Initiative (RSI) and TCUP projects interact with area high school counselors and teachers on a regular basis. During the 2003-2004 academic year, 62 local teachers participated in RSI-sponsored professional development workshops. Task: Host career fairs and college visits Action Taken: Fort Belknap College has hosted an all-day career fair each of the past two winter, and another one is scheduled for March 2005. Companies, colleges and governmental agencies are invited to set up booths at these events, which are attended by college students, local high schools and interested community members. Evaluation: During the 2003-2004 academic year, FBC’s enrollment (Indian Student Count) increased by 1% over 2002-2003 enrollment figures and 10% over the previous three-year average. The following table presents average ISC’s for the past five years.

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1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 Avg. ISC 142.91 166.64 185.07 200.01 202.17 In fall 2003, FBC enrolled 33 first-time, full-time students; in fall 2004, this number decreased by 3% to 32 new, full-time students. At the same time, however, the percentage of new students who were high school graduates increased from 82% in 2003 to 91% in 2004. These data indicate that while student enrollment increases at the college leveled off in 2003-2004, FBC continues to maintain record-high enrollments. Using the number of first-time students as an indicator of the effectiveness of the college’s recruitment efforts, the data show that the overall success of recruiting practices remains steady. However, a significant increase in the percentage of new students who are recent high school graduates suggests that enrichment activities involving local high school students, such as the college survival course and Science-Technology Summer Institute, are effective ways of recruiting new students. The fact that 55% of the high school seniors participating in the TCUP summer program now attend FBC reinforces the effectiveness of this strategy. Future Plans: The additional recruitment efforts appear to be having an impact, especially those targeting high school students. Both the college survival course and Science-Technology Institute will be continued, and tracking records will be maintained for all participants. To institutionalize these outreach efforts and expand them to reach more prospective non-traditional students, FBC is looking to secure funding to support a Placement Officer who will coordinate recruiting efforts. Objective 3.D: Increase the number of FBC students transferring into four year colleges Task: Perform quarter-to-semester conversion Action Taken: FBC converted from quarters to semesters in fall 2003. Task: Establish articulation agreements with Montana colleges and universities for academic degree programs Action Taken: FBC’s academic dean and faculty have been able to forge agreements for Fundamental Skills (general education requirements) and Elementary Education at Montana State University-Northern. MSUN has expressed a desire to expand agreements with Fort Belknap College in other areas, and we are anxious to establish agreements in the areas of water quality, biology, and pre-nursing. In addition, FBC and MSU-Bozeman have developed an articulation agreement for Early Childhood Education. Task: Develop bridge programs with baccalaureate degree-granting institutions Action Taken: In 2003, FBC participated in a NIH-funded Bridges to Baccalaureate project through the Montana Consortium, which includes Rocky Mountain College in Billings, Montana. FBC also established a bridge program with MSUN that facilitates the successful

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transfer of FBC science graduates to MSUN through summer research and mentoring opportunities. Evaluation: Of the 29 students graduating from FBC in spring 2004, 11 transferred to another institution, for a transfer rate of 38%. Fifty-five percent of graduates found employment upon graduating. Future Plans: FBC will continue to develop articulation and transfer agreements with Montana’s baccalaureate degree-granting institutions for each of its academic programs. Newly-established bridge programs will be monitored and evaluated to determine their effectiveness in facilitating successful transfer. Alumni surveys conducted as part of the college’s educational needs assessment will be analyzed to assess the college’s success in preparing students for transfer, and expanded alumni tracking efforts will provide data concerning the success of FBC graduates in obtaining their baccalaureate degrees. Alumni data will be used to evaluate the college’s transfer assistance programs and guide the continuous improvement of these efforts. Goal 4: Fort Belknap College will play a major role in community development and education. Objective 4.A: Increase job skills among the local workforce Task: Provide professional development opportunities for tribal, IHS & BIA employees Action Taken: FBC offered courses and seminars in the Brownfields Environmental Job Training Program & Head Start Partnership Program, taught a Medical Terminology class to IHS employees, and offered various computer workshops to tribal employees and community members at the SBDC. Approximately 280 community members participated in these programs. Task: Collaborate with tribal program heads to identify training needs Action Taken: FBC’s Dean of Students regularly extends invitations to the tribal government, IHS and BIA to work with the college in providing professional development opportunities and training programs for their employees. In fall 2004, FBC’s Dean of Students and Dean of Academics attended the tribal program directors’ meeting to review and update the current Memorandum of Understanding (established in 2000) between the college and the FBICC concerning the delivery of staff development programs for tribal employees. Task: Survey tribal employees to identify training needs Action Taken: The Fort Belknap Planning Department recently conducted a survey of tribal employees to determine their needs and interests for professional development programs in the area of computer operations. The results of the survey will be used to develop a computer training program for tribal employees that will be offered through the college’s Small Business Development Center (SBDC). Tribal employees also will be represented among the community

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members surveyed as part of the college’s reservation-wide educational needs assessment. As part of this survey, these tribal employees will have the opportunity to identify their needs and interests for professional development training programs and community education courses. Task: Offer GED instruction Action Taken: FBC employs a half-time GED instructor and continues to offer GED instruction on campus. From June 2003 – May 2004, the GED program served a total of 57 students. Task: Coordinate GED services with tribal 477 program coordinator Action Taken: In November 2004, FBC’s Dean of Students and Dean of Academics met with the director of Fort Belknap’s 477 programs to discuss ways that FBC could better serve 477/TANF clients. These initial efforts to improve 477/TANF client services parallel recommendations made in the FBICC’s recent strategic planning sessions. Evaluation: For each professional development workshop offered, participants complete course evaluation forms, which give participants an opportunity to rate their overall satisfaction, share their perceptions, and suggest future workshop topics. Data gathered from these forms are used to improve instructional delivery and plan future workshops. Additional measures used to assess the effectiveness of specific training programs and workshops include: degrees completed, certificates earned, and business plans developed. For example, 15 of 20 Brownfields participants earned their OSHA certification for hazardous materials handling; 21 Head Start Partnership participants are making satisfactory progress toward academic degrees (13 A.A. degrees and 8 B.S. degrees); and six of nine participants in the entrepreneurship training program have completed business plans. Future Plans: FBC will continue successful training partnerships established with the tribal Head Start Program and Environmental Protection Office. Data from workshop evaluation forms, tribal employee surveys, and the 2005 educational needs assessment will be used to develop a collaborative staff development program for tribal employees that will be outlined in an updated MOU between FBC and FBICC. Improved coordination between the college and the tribal 477/TANF program will result in increases in the numbers of individuals receiving GED instruction and passing the GED exam. FBC also will strengthen its evaluation of community education programs by conducting employer satisfaction surveys for participants in selected staff development courses and workshops. Objective 4.B: Increase community knowledge of college programs and services and improve community perceptions of the college Task: Increase distribution of promotional items Action Taken: The bookstore has increased its stock of promotional items by 50% and has been completely remodeled to be more “customer-friendly.” Student Support Services, the library, registrar, and other college programs also have greatly increased the number of promotional

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items they gives away, such as pens and pencils, folders, key rings, calendars, calculators, dust busters for computers, pencil sharpeners and highlighters. Through the efforts of the Student Government, Fort Belknap College now has an official “collegiate license plate” that displays the college logo and buffalo. Task: Submit articles in state and local newspapers Action Taken: Over the past two years, a number of articles have appeared in the Billings Gazette and Great Falls Tribune concerning people and programs at Fort Belknap College. Topics covered in these pieces include: KGVA radio, the Speaking White Clay language revitalization program, the college president, West Nile Virus research, and several grant awards. Articles, news releases and advertisements concerning Fort Belknap College appear in almost every edition of the Blaine County Journal-News-Opinion and Fort Belknap Newsletter. Among those items published are: class schedules, student awards, job announcements, graduation announcements, advertisements for classes and workshops, news articles, and program profiles. Task: Air daily announcements and feature programs on KGVA radio Action Taken: The past two years have witnessed the largest number of public service announcements, interviews, live broadcasts and local programming involving college staff and faculty since KGVA originated. Monthly program lists maintained by KGVA staff document the number and variety of programs aired on KGVA each month. Task: Provide monthly college updates to the Fort Belknap Indian Community Council Action Taken: President Falcon-Chandler meets with the FBICC during general council sessions held during the first week of each month. At this time, she provides a brief overview of college activities and accomplishments. When President Falcon-Chandler cannot attend these sessions, she sends a representatives in her place. Task: Increase the number of community-oriented events sponsored by the college Action Taken: FBC sponsors a number of events for community members. Examples of these include: Speaking White Clay Language and Culture Encampment (197 participants), RSI Family Math Nights (35 participants), RSI Parent Education Forums (50 participants), library after school reading program (16 participants), Spring Fling, and the KGVA Halloween Party. FBC’s Red Nations Society will host a traditional powwow in Spring 2005. (Note: All participant data are from June 2003 – May 2004.) Evaluation: As part of the 2005 educational needs assessment, community members were asked to answer questions concerning their knowledge and perceptions of the college. The survey is currently being analyzed, and data from these questions will be used to assess the effectiveness of the college’s current public relations efforts.

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Future Plans: Needs assessment data will be used to develop a coordinated public relations plan for the college. The college will continue its efforts to secure funding to establish an Office of Communications and Outreach that will coordinate institutional public relations, outreach and marketing efforts. PART B – FACILITATING GOAL Fort Belknap College will provide high quality (1) institutional management, (2) financial management, (3) information technology resources, and (4) physical facilities needed for the institution to achieve its educational goals. (1) Institutional Management Objective: Improve access to, and use of, relevant data to inform institutional decision-making and planning Task: Upgrade institutional management software Action Taken: In 2003, FBC purchased and installed Empower institutional management software. All current and historical student records have been added to the Empower database, which is used to generate student transcripts, enrollment data, and other student records and reports. Task: Integrate institutional assessment and planning processes Action Taken: Over the past two years, FBC’s Institutional Assessment-Planning Committee has implemented the evaluation plan outlined in the college’s five-year strategic plan. Following this process, the Assessment-Planning Committee produced a Two Year Assessment-Planning Report that evaluates the college’s effectiveness in carrying out its strategic plan and updates the original planning document based upon the institution’s progress to date. Task: Establish an Office of Sponsored Programs Action Taken: For the past two years, FBC has operated a Sponsored Programs Office through its Development Office. The Sponsored Programs Office maintains complete files for all grant-funded programs, sends out monthly notices to all project directors and the comptroller concerning project reporting requirements, offers assistance in the preparation of grant proposals, and provides ongoing grants management assistance to all project directors.

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Task: Maintain administrative stability Action Taken: In summer 2003, the college president and comptroller were awarded two year contracts. Contracts for the academic dean and dean of students have been renewed on an annual basis. Evaluation: The Empower institutional management software has greatly improved the ability of college administrators, department heads and program directors to access current, accurate, and relevant student data needed to inform institutional decision-making. The Two Year Assessment-Planning Report documents numerous instances where college personnel have used assessment data to guide institutional planning and decision-making that have resulted in measurable improvements in college programs and services. A 100% retention rate among college administrators over the past four years demonstrates strong administrative stability. The college’s educational needs assessments contains a number of questions concerning the perceived effectiveness of the college’s institutional management and administration, and results from these questions will be analyzed as part of this evaluation process. Future Plans: FBC will strive to maintain continuity in its administrative leadership and institutional management efforts. The college will continue to refine its institutional assessment and planning efforts within the framework of an iterative assessment-planning process that uses relevant assessment data to guide ongoing decision-making and planning efforts. Decision-makers’ access to relevant data will be increased through: (1) expanded use of customized queries to retrieve student data from the college’s existing Empower and Oracle databases and (2) development of automated data delivery systems for administrators, department heads and program directors. Over the next three years, a key focus of institutional management efforts will be the completion of a comprehensive self-study report in preparation for the college’s full-scale accreditation review in 2008. (2) Financial Management Objective: Increase FBC’s fiscal stability Task: Upgrade financial management and accounting software Action Taken: In 2003, the college purchased and installed Micro Information Products (MIP) financial management software. By 2004, the MIP system was fully operational. Task: Increase the educational attainment and expertise of Business Office staff Action Taken: Under the supervision of the college comptroller, the business manager and accounts payable/payroll manager are pursuing B.S. degrees in Business Management through Rocky Mountain College. Both employees will graduate with their degrees in May 2005. Task: Maintain the college’s debt-free status Action Taken: FBC eliminated its debt load in 2002, developed a strong debt policy and has been debt-free ever since.

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Task: Pursue grant funding that facilitates the achievement of the college’s educational goals Action Taken: During the past two fiscal years, FBC has submitted an average of 16.5 grant applications/year, and 67% of those applications have been approved for funding. Over the two-year period, the college received approximately $ 7.3 million in grant funds. Task: Develop a reserve fund Action Taken: FBC allocated approximately $200,000 for reserve funds in fiscal year 2003, and that amount increased to $280,000 in FY 2004. Task: Increase endowment Action Taken: As of December 2004, FBC’s endowment has grown to $969,275. Evaluation: FBC continues to improve its financial management processes, as indicated by the fact that the college received unqualified opinions on independent audit reports during the past four years. Successful grant writing efforts and judicious budget management have contributed to the college’s increasing fiscal stability. As a result, the college has remained debt-free, established a growing reserve fund, and increased the principal of its endowment fund by 65%, from $588,357 to $969,275. Future Plans: FBC will continue manage its financial resources wisely. The college will continue to actively pursue grant funding, maintain sound budgetary practices, avoid debt, and increase its reserve and endowment funds. In addition, the college will work to increase its unrestricted fund revenues to support the institution’s general operating budget and prepare for possible reductions in the availability of grant funds. Plans for increasing unrestricted fund revenues include: (1) establishing an alumni association and (2) increasing private sector fundraising efforts. (3) Information Technology Objective: Upgrade FBC’s information technology (IT) infrastructure Task: Prepare an Information Technology (IT) Strategic Plan Action Taken: FBC’s Committee on Information Technology developed the Fort Belknap College Policy Standards for Information Technology: A Handbook for Employees and Students, which was approved by the FBC Board of Directors in August 2003. The document includes: IT policies and procedures, information related to the use and administration of computing and networking facilities at the college, and two chapters outlining FBC’s IT strategic plan. Task: Upgrade FBC’s computer network Action Taken: In 2004, FBC improved its IT infrastructure by installing a fiber optic backbone

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for the college’s computer network which now extends across the entire campus. Task: Upgrade the campus telephone system Action Taken: During December 2004 – January 2005, FBC installed a new campus phone system, which includes features such as voice messaging and conference call capability. Evaluation: Improvements in the college’s IT infrastructure will be evaluated in terms of end-user satisfaction. Student, alumni and faculty/staff surveys included as part of the 2005 educational needs assessment contain several questions concerning the adequacy of FBC’s information technology resources. Results from these questions will be reviewed and analyzed to evaluate the effectiveness of the college’s IT resources in meeting the needs of students and staff/faculty. Future Plans: FBC will continue to develop its IT resources and management information systems in keeping with the recommendations outlined in the institution’s IT strategic plan. One key element of this plan is the construction of a new campus technology center in summer 2005. When completed, the facility will provide additional space for two classrooms, two computer laboratories, faculty/staff offices, and an expanded management information systems (MIS) center. Other planned improvements in the college’s IT resources and management information systems include: (1) expanded software purchases and licensing agreements for network security and computer-aided instruction; (2) upgraded hardware for student computer laboratories; (3) increased staff development training in computer operations and applications; and (4) increased MIS staffing, including a computer programmer and additional technical support personnel. (4) Facilities Objective: Expand current campus facilities Task: Develop a long-term campus plan Action Taken: In September 2004, the college contracted the services of a local engineering firm to survey the college campus in order to insure the accuracy of previous tribal resolutions concerning the college’s land leases. Along with the survey work, the college administration solicited faculty and staff input regarding the location of future campus buildings during the September 2004 staff retreat. Staff and faculty were asked to identify potential sites for buildings that address the college’s short-term construction priorities and offer ideas concerning long-range campus growth. College personnel have drawn up a preliminary land use plan based upon these suggestions, and a more detailed draft of this document will be completed by the end of 2005. Task: Construct new science laboratories and cultural learning center Action Taken: In 2003, Fort Belknap College completed the addition of two new science laboratories to the Little River Learning Lodge. Currently, the college is finishing construction

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of a cultural learning center that, when completed in March 2005, will contain two classrooms, one immersion classroom/language lab, and three offices for American Indian Studies Department faculty and staff. Task: Acquire the use of additional tribal lands for future campus expansion Action Taken: FBC has received tentative approval from the FBICC for a 25-year, renewable business lease for 5+ acres of land adjacent to the northwest border of the college campus. The site will be used to establish an Agricultural Research, Education and Extension Center. The FBICC will hold an official vote on a formal resolution approving the lease agreement in spring 2005. Evaluation: New building projects have addressed the college’s highest capital construction priorities and resulted in significant increases in science laboratory facilities, classrooms, faculty/staff offices, and archive space. A pending lease agreement with the FBICC will almost double the size of the existing college campus and allow FBC to develop its agricultural science programs. Student and faculty/staff surveys included as part of the college’s educational needs assessment ask several questions concerning the adequacy of FBC’s physical facilities, and results from these questions will be analyzed to evaluate their satisfaction. Future Plans: In the short-term, FBC will finalize its campus plan and carry out several construction projects that address building needs identified in the college’s current capital construction priority list. These short-term plans include: (1) Construct a campus technology center; (2) Construct a maintenance shop/storage facility; (3) Construct a new greenhouse; and (4) Pave the campus parking lot. FBC has secured approval and funding for all of these projects, which are scheduled to be carried out in 2005. In addition, the college will continue its efforts to secure additional funding for the remaining projects on its capital construction priority list, including: (1) Construct a new library; (2) Renovate the Red Whip Community Center; (3) Renovate White Clay People Hall; and (4) Construct an agricultural science education center. In addition, FBC will update its capital construction priority list to identify additional long-term building plans based upon the completed campus plan and needs assessment data.

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