WETCC: Report of a Comprehensive Evaluation Visit by Honor The Earth

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REPORT OF A COMPREHENSIVE EVALUATION VISIT

TO White Earth Tribal & Community College Mahnomen, Minnesota 56557 December 03-05, 2012

FOR The Higher Learning Commission A Commission of the North Central Association of Colleges and Schools

EVALUATION TEAM Dr. Robert G. Martin, President, Institute of American Indian and Alaska Native Culture and Arts Development, Santa Fe, NM 87508-2410 Dr. Donna Powless, Professor, College of Menominee Nation, Keshena, WI 54135 Dr. Roger Stacy, Vice President for Academic Affairs, Murray State College, Tishomingo, OK 73460 Dr. Jo Lynn Autry Digranes (Team Chair), Executive Vice President (retired April 01, 2012), Connors State College, Warner, OK 74469-1000 !

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Contents

I. Context and Nature of Visit................................................................................ 03 II. Commitment to Peer Review .............................................................................. 08 III. Compliance with Federal Requirements ............................................................. 10 (See attachment) IV. Fulfillment of the Criteria.....................................................................................11 a. Criterion One ............................................................................................11 b. Criterion Two ...........................................................................................14 c. Criterion Three..........................................................................................16 d. Criterion Four............................................................................................19 e. Criterion Five ............................................................................................21

V. Affiliation Status .................................................................................................24 VI. Additional Comments and Explanations..............................................................28

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I. CONTEXT AND NATURE OF VISIT A. Purpose of Visit The purpose of the visit was to make a recommendation regarding the continuing accreditation at the associate’s degree level for White Earth Tribal & Community College. B. Organizational Context White Earth Tribal & Community College (WETCC) is a non-profit, Anishinaabe controlled college of the White Earth Tribe. The College’s campus is located in Mahnomen, Minnesota. The White Earth Tribe is located in a three (03) county area of northwestern Minnesota, including Becker, Clearwater, and Mahnomen Counties. According to the White Earth Tribal & Community College Report, the College . . . “was chartered in 1997 by the White Earth Indian Reservation Tribal Council as an outgrowth of the same education and sovereignty movement that has seen over three dozen tribal colleges established over the part thirty-plus years” (p. 4). The Bureau of Indian Affairs also designated White Earth Tribal & Community College as a tribal college and approved funding under P.L. 95-471, the Tribally Controlled Community College Assistance Act of 1978. The College also holds a “Certificate of Good Standing as a Corporation” from the State of Minnesota. The certificate was dated December 10, 2007. In addition, the WETCC was certified as “not for profit” by the Internal Revenue Service on September 19, 2001. A relatively newly accredited college, White Earth Tribal & Community College achieved the North Central Association of Colleges and Schools initial candidate status in October 2004, followed by submission of a progress report and another visit in May, 2006. The 2005 progress reports focused on: • • •

Board and tribal relations Appropriate hiring of designated leadership Business management systems, with submission of the College’s last two (02) audits

After a site visit for initial accreditation in April, 2008, the College was approved for accreditation at the associate degree level in October, 2008. A progress report was submitted in July, 2011, addressing the following areas: •

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Financial growth and stability Assessment of student learning Alignment of mission, goals, vision, and values with outcomes

The report was accepted by the Higher Learning Commission, with the site visit for continued accreditation scheduled for December, 2012. White Earth Tribal & Community College grants Associates Degrees and one-year Certificates. White Earth Tribal & Community College currently offers seven (07) associate degree programs with an enrollment of 84 full-time and 37 part-time students (White Earth Tribal & Community College Organizational Profile, posted 04/12/2012). White Earth Tribal & Community College is an open-door institution. According to the Self-Study, the campus served a headcount of 101 students in Fall 2011 and 113 in Spring 2012 (p. 9). For Fall 2011 there were 72 degree-seeking females and 22 males. The majority of students were Native American and 25 years of age or older (White Earth Tribal & Community College Institutional Snapshot fall 2010, Fall 2011). The White Earth Reservation was created in 1867 with a treaty between the Mississippi Band of Chippewa Indians and the United States and is one (01) of seven (07) Chippewa Reservations in Minnesota (http://www.whiteearth.com). There are 829,440 acres on the reservation with the Tribe owning approximately 10% of the land. White Earth Reservation is the largest reservation in Minnesota. The Tribe’s casino is the largest employer in Mahnomen County with other revenues derived from building supply, forest products, and office supply companies. According to the Minnesota state Indian Affairs website, there is . . . “severe continuous unemployment” on the reservation (http:// www. indianaffairs.state.mn.us/tribes.whiteearth).

C. Unique Aspects of Visit White Earth Tribal & Community College is located on the largest reservation in the state of Minnesota, serving a 98% Native American student population.

D. Sites or Branch Campuses Visited White Earth Tribal & Community College does not have any sites or branch campuses and is not approved by the Higher Learning Commission for any multi campus sites or off-campus activities.

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In the community, there are multiple locations for campus functions: • • • • •

A new campus with a large classroom facility and the Extension Office building A building for administrative, financial, human resources, and Council of Trustees functions A building for the library A building for student services such as the bookstore and advising A building for academic and faculty offices

E. Distance Education Reviewed White Earth Tribal & Community College does not offer any distance education courses or programs.

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F. Interactions with Constituencies 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

White Earth Tribal Council Members – 03 and Chairperson by telephone conversation White Earth Tribal & Community College Council of Trustees-- 03 White Earth Tribal & Community College Community Members -- 07 White Earth Tribal & Community College Interim Presidents -- 02 White Earth Tribal & Community College Academic Dean White Earth Tribal & Community College Dean of Student Services --This position was eliminated. White Earth Tribal & Community College Chief Business Officer White Earth Tribal & Community College Director of Special Projects -- Position is currently open. White Earth Tribal & Community College Leadership Panel – 06 White Earth Tribal & Community College Self Study Steering Committee – 06 White Earth Tribal & Community College Strategic Planning Committee – 06 White Earth Tribal & Community College Finance Committee - 05 White Earth Tribal & Community College Faculty Senate/Curriculum Committee – 06 White Earth Tribal & Community College Academic Standards and Assessment Committee – 06 White Earth Tribal & Community College Director of Financial Aid White Earth Tribal & Community College Director of Extension Services and Staff -- 03 White Earth Tribal & Community College Student Services Personnel – 07 White Earth Tribal & Community College Director of Technology White Earth Tribal & Community College Director of Human Resources White Earth Tribal & Community College Library/Technology/Media Committee – 07 White Earth Tribal & Community College Institutional Research and Development Committee – White Earth Tribal & Community College Non-Administrative Staff -- 06 White Earth Tribal & Community College Director of Library Assistant White Earth Tribal & Community College Faculty – 05 White Earth Tribal & Community College Students – 09

G. Principal Documents, Materials, and Web Pages Reviewed 1.

2. !

Letter from HLC Vice President for Accreditation Relations Dr. John Taylor to President Wannetta Bennett regarding formal notification of the action taken concerning White Earth Tribal & Community College by The Higher Learning Commission on the progress report and the corrected Statement of Affiliation Status, July 26, 2011 Letter from HLC Vice President for Accreditation Relations Dr. John Taylor to President

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4. 5. 6.

7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. !

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Wannetta Bennett regarding formal notification of the action taken concerning White Earth Tribal & Community College by The Higher Learning Commission on the progress report and the new Statement of Affiliation Status, July 21, 2011 Letter from HLC President Dr. Sylvia Manning to WETCC President Dr. Robert Peacock regarding formal notification of the action taken concerning White Earth Tribal & Community College by The Higher Learning Commission on granting accreditation status and the new Statement of Affiliation Status, October 08, 2008 White Earth Tribal & Community College Organization Profile (posted April 17, 2012) White Earth Tribal & Community College Statement of Affiliation Status (last modified April ) Letter from HLC President Dr. Sylvia Manning to WETCC President Dr. Robert Peacock regarding formal notification of the action taken by the Review Committee held September 22, 2008, concerning White Earth Tribal & Community College’s accreditation status, September 24, 2008 White Earth Tribal & Community College Response and Update Since Submission of 2007 Self-Study Report and Higher Learning Commission Visit, November 2007—August 2008 Report of a Comprehensive Visit for Initial Accreditation to White Earth Tribal & Community College, April 21-23, 2008 White Earth Tribal & Community College Self-Study Report October, 2012 White Earth Tribal & Community College Charter White Earth Tribal & Community College Certificate of Good Standing as a Corporation, State of Minnesota, 12/10/07 White Earth Tribal & Community College IRS Not for Profit Standing 09/19/01 White Earth Tribal & Community College Council of Trustees Meeting Minutes White Earth Tribal Council Review of the College Report and Recommendations Regarding White Earth Tribal & Community College October 10, 2012 Articulation Agreements with Minnesota State University Moorhead and Bemidji State University White Earth Tribal & Community College Strategic Plan White Earth Tribal & Community College Conceptual SMAT Plan, 2012 White Earth Tribal & Community College Faculty Handbook White Earth Tribal & Community College Student Handbook White Earth Tribal & Community College Employee Handbook White Earth Tribal & Community College Grievance Procedures White Earth Tribal & Community College Committee List White Earth Tribal & Community College Syllabi White Earth Tribal & Community College General Education Outcomes Files White Earth Tribal & Community College Degree Program Outcomes White Earth Tribal & Community College Organizational Chart White Earth Tribal & Community College Full-time Faculty Files – 05

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28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46.

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White Earth Tribal & Community College Adjunct Faculty Files -- 07 White Earth Tribal & Community College Student Transcript White Earth Tribal & Community College Extension Service History of Presentations and Activities 2007-2011 White Earth Tribal & Community College Extension Service Flyers White Earth Tribal & Community College website: """#wetcc.edu White Earth Tribal & Community College Catalog White Earth Tribal & Community College Financial Statements with Supplemental Financial Information, Years Ended September 30, 2010 and September 30, 2011 White Earth Tribal & Community College Institutional Snapshot Fall 2010, Fall 2011 White Earth Tribe Website: http://www.whiteearth.com IPEDS website: http://nces.ed.gov/ipeds/datacenter/Snapshotx.aspx?unitId=adb1abaeb2ad Title III Comprehensive Development Plan and Grant Application for Academic Instruction Building Minnesota State Indian Affairs Website: http:// www. indianaffairs.state.mn.us/tribes.white earth City of Mahnomen, Minnesota Website: http://www.mahnomen.govoffice.com Mahnomen, Minnesota Wikipedia Website: $%%&'(()*+#,-.("/+/(Mahnomen_Minnesota Minnesota State Colleges and Universities Website Post-Secondary Enrollment Options: http://www.mnscu.edu/admissions/pseo/index.html Bemidji State University website: http://www.bemidjistate.edu/ White Earth Tribal & Community College Campus Crime Report White Earth Tribal & Community College Campus-Based Program Funding – FISAP Certification White Earth Tribal & Community College Assignment of Credit Hours Report

II. COMMITMENT TO PEER REVIEW A. Comprehensiveness of the Self-Study Process From review of the White Earth Tribal & Community College Self-Study and comments at the open meetings and interviews with administrators, faculty, and staff, the Team concludes that all major sectors of the campus participated in the self-study process and that the comprehensiveness of the process appeared to be quite acceptable. It was noted in the SelfStudy that the small number of faculty and staff ensured that all the campus was involved (p. 1). The initial organization of the process was initiated in July 2011, with naming of the steering committee “ . . . with Chairpersons and Committee Members divided into groups to work on Criteria One through Five” (p. 1). !

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Opportunities for participation and for learning about the self-study process were provided, such as giving information during circle meetings. At the time of the visit, the Team met with those involved with the self-study process. It was evident that many staff/administrative changes had occurred since the self-study development and that current staff/administrators were not knowledgeable of Higher Learning Commission policies and procedures. This was a concern of the Team since the College was still in the early stages of accreditation by the Higher Learning Commission. B. Integrity of the Self-Study Report In the White Earth Tribal & Community College Self-Study, the College demonstrated knowledge and insight about strengths and areas that need improvement. The White Earth Tribal & Community College Self-Study did knowledgeably address institutional capacity and actions that had been taken to review and to improve overall capacity. The White Earth Tribal & Community College Self-Study was a candid description of the current status of the College. Additional documents were provided when requested. Meetings with campus constituents also provided additional evidence needed for the Team’s evaluation. The information included in the White Earth Tribal & Community College Self-Study was echoed and expanded throughout conversations with faculty, staff, students, and Council of Trustees members. The Team found the Self-Study Report to be organized, with no evidence to impugn the integrity of the Report.

C. Adequacy of Progress in Addressing Previously Identified Challenges In t h e 2 0 0 8 F inal T eam R eport, the H i g h e r L e a r n i n g C o m m i s s i o n site visit team listed the following challenges that needed organizational attention: • • • • •

Modifying the strategic plan into a more action-oriented plan. Making more improvements based upon data, such as that obtained from the College’s SWOT process Formally implementing the academic program review process Establishing a process for requesting/granting professional development funds Integrating the general education requirements into degree and program sheets

The Higher Learning Commission Review Committee (at the required meeting for initial !

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accreditation in 2008) further recommended that there be Commission follow-up with a progress report to examine the following: • • • •

Development and implementation of White Earth Tribal & Community College’s strategic plan Financial growth and stability Assessment of student learning Alignment of mission, goals, vision, and values with outcomes

These issues continued to be concerns that the Team identified during the visit, with little progress made since the last visit and subsequent reports. D. Notification of Evaluation Visit and Solicitation of Third-Party Comment Requirements were fulfilled. Lists of addresses/agencies to which third party comments were sent were provided in the Resource Room. The list included such agencies as the local public school district, the local health center, and the local banks and churches. The notification was also published in local newspapers, such as the Bemidji Pioneer (09/23/12) and The Mahnomen Pioneer (09/13/12). There was one (01) Third-Party Comment received at the Higher Learning Commission office in Chicago. The Comment (a formal letter) from an area architectural firm was very positive in tone, complimenting White Earth Tribal & Community College on the progress that the College has made. In the College’s Resource Room there were additional comments (not received at the Higher Learning Commission office) presented from the following: • • • • • •

The CEO of the Mahnomen Health Center The University of Minnesota Extension Office The District 4 County Commissioner The White Earth Reservation Tribal Council Northland Community and Technical College City of Mahnomen Administration

All comments were positive, addressing the value of the College for the community. III. COMPLIANCE WITH FEDERAL REQUIREMENTS See attachment. !

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IV. FULFILLMENT OF THE CRITERIA CRITERION ONE: MISSION AND INTEGRITY. The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students. 1. Evidence that Core Components are met •

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In recent years the College has examined and refined its mission, goals and values, with the most current reaffirmation by the White Earth Tribal & Community College Council of Trustees on September 11, 2012 (p. 19, White Earth Tribal & Community College SelfStudy; WETCC Council of Trustees Minutes). The unique nature of the selected mission makes it stand out as more than an institutional guidepost but as a way of life for the students, staff, and faculty of White Earth Tribal & Community College as well as being an integral part of the White Earth Tribe. The mission statement is visible throughout the campus and in all appropriate documents such as the St u d e n t Ha n d b o o k , Fa c u l t y Ha n d b o o k , a n d Co l l e g e Catalog, and is emphasized at meetings and in many decision-making situations. Review of institutional publications, curriculums, the Website, and other institutional materials indicated that the mission was clearly stated and widely publicized. Such dissemination creates more access for current and potential students, as well as the public, to become aware of and knowledgeable of the mission. White Earth Tribal & Community College is an institution of higher learning that exists for the primary purposes of providing post-secondary education programs that serve the academic needs of the White Earth Tribe and its members. While not barring the entry of non-Tribal persons, each student and employee is expected to immerse himself/herself in the Ojibwe Tribal culture as a part of the College’s mission. Through the recognition of the differences in gender, socio-economic status, experiences, and goals of the College, the institution is able to recognize and address diversity within its own context. From meeting with various groups, it is evident that students, faculty, staff, and the Council of Trustees embrace the Tribal culture as interpreted through the mission. This support assists in ensuring that the mission is integrated into college instruction and activities. White Earth Tribal & Community College is authorized through P.L. 95-471, the Tribally Controlled Community College Assistance Act of 1978. That Act provides funding through the federal government; it is a primary source of funding for the College. The mission of the College and the open door policy provide educational opportunities for students who may not have attempted higher education. This was echoed throughout conversations with students, faculty, staff, administrators, alumni, and tribal members. This furthers the mission of serving the Tribe and enhancing the overall

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educational level of tribal members. 2. Evidence that one or more specified Core Components need organizational attention The committee structure at the College is composed of extensive duplication of members on multiple committees. For example, the Leadership panel members also comprise the membership of three (03) other committees. Although this is common at small institutions, the duplication of members can limit delegation of responsibilities and leadership opportunities.

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3. Evidence that one or more specified Core Components require Commission follow up •

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(1d) Governance at the college is of grave concern to the team and requires follow-up from the HLC. The Tribal Council recently contracted with an outside consultant to interview faculty, staff and students to identify problems and make recommendations for improving the operations of college. These reports were commissioned outside the purview of the White Earth Tribal & Community College Council of Trustees even though they are chartered by the Tribal Council as the governing body for the College. In a meeting with the tribal council chair and council members, it was evident that their strong-held belief was that their intervention was required because of the problems at the college and they did not want it to fail. to the Tribal Council, the president, administration, faculty and students at the college. (1d) While the Board of Trustees performs most of the basic roles and responsibilities of governing boards, there is the perception among the college community there are a number that it fails to assume. Due to the aforementioned Tribal Council contracted reports by an outside consultant, a general perception exists among the college community that the Trustees have lost their ability to hire, evaluate and terminate the college president, one of its most important roles as a governing board. A concern among many of the faculty and staff is that this function has been usurped by the Tribal Council. The team interviewed four (04) of the Trustees; it was obvious they did not truly understand their roles and responsibilities relative If the College is to remain autonomous and insulated from tribal politics, it is incumbent of the Trustees to assume their roles and responsibilities in governing the college. A well-planned orientation and professional development program would greatly improve the ability of the Board of Trustees to govern the College. Trustee training should begin immediately. (1d) The College has been without a permanent president for more than a year, impacting on its ability to remain a viable institution of higher learning. This is further revealed by the lack of adherence or development of policies and procedures. The limited personnel add to the perplexity of the college, because the initiators of policies are also the people

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that approve the policies. As a result, there are morale problems among the faculty, staff and students. A viable strategic plan is not in place to guide the decision making at the college. As a result, policies and procedures manuals are also in need of revision. Ultimately, however, it is the responsibility of the Council of Trustees to set the overall strategic direction for the college through its participation in a comprehensive, integrated planning process. A crucial component of this planning process is ensuring that the college has or can raise the necessary resources to support the mission and accomplish its strategic goals. If the Trustees are to be effective, they must assume the basic roles and responsibilities crucial to the governance of the college. (1d) The team also identified a need to strengthen faculty governance at White Earth Tribal & Community College. Rightly or wrongly, the faculty members believe they have been disenfranchised relative to the academic governance of the college. As the college grows and matures, the college is encouraged to facilitate the development of a faculty governance structure that includes their voice in governance of the college’s academic programs and policies. (1d) Review of organizational documents, such as the Catalog and Website, indicate that policies and procedures have been created to ensure the rights of employees and students. The policies and procedures are in line with other institutions of higher education following applicable laws and regulations. However, there was evidence from discussions with administration, faculty, and staff, as well as lack of supporting documents, that the policies and procedures were not being followed by current or recent administration, such as the lack of student complaint logs, the lack of faculty evaluations, the incomplete faculty files (official transcripts not available in both full-time and adjunct files), and assessment of student learning. The lack of a permanent President has contributed to the lack of action. However, in addition, the evidence is unclear that all responsible administrative and staff members have the expertise or experience to develop and implement appropriate policies and procedures. For example, as noted previously, there was evidence from discussions with administration, faculty, and staff that knowledge of the Higher Learning Commission requirements was lacking. The policies and procedures are not useful and do not uphold the College’s integrity if not followed in ensuring that the College follows ethical practices. (1d) The Student Complaint Process for the academic area is described in the College’s Catalog. The formal process is to begin with the Registrar, moving to the Academic Dean, and finally to Human Resources for resolution. The Catalog is available on the College’s website. Discussions with the administrators who deal with these complaints indicated that they were not aware if the logs were being kept on student complaints as required. The changes in the position of the Academic Dean and the removal of the Dean of Students resulted in the lack of a log of student complaints in the academic and student services areas. The logs could not be located by the present staff, and new logs had not been started. (This is also noted in the Federal Compliance Worksheet.)

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4. Evidence that one or more specified Core Components are not met and require Commission follow-up. (Sanction or adverse action may be warranted.) Commission follow-up is recommended. See Section V. Recommendation of the Team Criterion is not met; evidence warrants Commission sanction or adverse action. The team recommends the Commission place the institution on Probation.

CRITERION TWO: PREPARING FOR THE FUTURE. The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities. 1. Evidence that Core Components are met Grant programs and funds are sought and once obtained are maximized to support educational programs for the College and the communities served. Discussions with administrators, faculty, and tribal members verified the value of the grant programs, as well as review of grant program reports and documents. In addition, White Earth Tribal & Community College has focused grant supported capital expenditures on technology for hands-on learning and information management. • Facilities and grounds were well-maintained and clean, evidencing no deferred maintenance visible to the Team during a campus tour. New facilities have been added at a new campus location. The new structures also presented a pleasing, aesthetic appearance, embedding cultural motifs in the design of the buildings both on the exterior and interior of the buildings. • An examination of recent college audits by team members documents the improving financial condition of the College. There were no serious financial problems listed in the audits. • The students were enthusiastic and full of dreams to complete their college education at surrounding colleges. Their issues consisted on student services being a distance from the school, transportation, complaints not being addressed and the lack of additional financial aid. They were a cohesive group who were thankful for the opportunity to attend college. •

2. Evidence that one or more specified Core Components need organizational attention !

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Discussions with stakeholders, including community members, faculty, staff, and Tribal Council members, demonstrated that there is a need for training and education by Tribal organizations including the Casino, the Hotel and the Mahnomen community that the college is not meeting. The college’s planning processes does not include effective environmental scanning practices with economic entities in the immediate area. The College is a relatively newly accredited institution and has worked on developing facilities. The community has been supportive, donating facilities and land for the College’s facilities. The College has separate locations for the faculty, classrooms, student services, library, administration, and classrooms/extension services. The newest campus houses the extension services and a facility for classrooms and some offices; however the student services (admission, registration, financial aid and the library) are located in a 2 mile radius. The team observed during the visit that visiting the different locations for meetings and reviews was inconvenient and could provide a hardship for students, faculty, and staff. The College is encouraged to seek funding to provide all facilities at the new campus.

2. Evidence that one or more specified Core Components require Commission follow-up. •

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(2b) Although a campus facilities planning document was available for the team to review, it was attributed to be the work of the former interim president. Again, a transparent and inclusive process for developing the campus master plan should be in place. Accordingly, a current strategic plan that delineates programs for expansion, square footage requirements, enrollment projections by program and increases in faculty and staff FTE could be used as the basis for developing a campus master plan. (2b) White Earth Tribal & Community College’s student FTE is less than 100 and continues to be a challenge for the college. For each Indian Student Count (12 credit hours) generated by the College the federal Tribal College and Universities Act provides approximately $5500 in revenue. Obviously, student enrollment is related to the financial viability of the College. As a result, Strategic Plan also should include a Strategic Enrollment Management component to solicit input all of the campus stakeholders in developing a comprehensive plan that will increase enrollment. This process should include a review of policies and activities associated with attracting and retaining students including an analyses of admission, recruitment, retention, financial aid, instruction, advising, marketing, academic and student services programs. It also should examine the organizational structure and resource allocation using data for informed decision making. (2c) The process for developing and disseminating the strategic plan should be dynamic and on-going culminating with the dissemination of a document to be shared with faculty, staff and students. At the time of the team visit, this was not occurring. The most recent White

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Earth Tribal & Community College Strategic Plan is dated 2011 and is not current. Strategic Planning lacks the usage of data or evidence-based information and action oriented goals to measure. It is unclear who is responsible for statements of improvement. The rationale provided for an outdated plan was the lack of a permanent president. (2d) As previously stated, it is the responsibility of the Trustees to assure that the planning process continues regardless of continuity within the senior administrative levels of the college. It is imperative that Strategic Planning process be initiated as soon as possible reflecting a transparent and inclusive process that increases understanding, support and ownership among the College community. A comprehensive strategic plan will establish institutional priorities, goals and objectives in support of the college’s mission that should to determine resource allocations for each fiscal year.

4. Evidence that one or more specified Core Components are not met and require Commission follow-up. (Sanction or adverse action may be warranted.) Commission follow-up is recommended. See Section V. Recommendation of the Team Criterion is not met; Commission follow-up is recommended. Criterion is not met; evident warrants Commission sanction or adverse action. The team recommends the Commission place the institution on Probation.

CRITERION THREE: STUDENT LEARNING AND EFFECTIVE TEACHING. The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

1. Evidence that Core Components are met •

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According to interviews with administration and faculty, the faculty possesses Masters Degrees in appropriate disciplines and works cohesively to provide quality Ojibwa integrated curriculum. In consideration of the small size of five (05) permanent faculty, the group demonstrates professionalism in their committee obligations as indicated in both the Faculty Senate and Curriculum Committee meetings. Faculty shares their innovative methodologies to increase student engagement. According to their Course Syllabi, topics of interest often involve relevant local issues and emphasize Native American tendencies for oral tradition and hands-on learning activities. The Personnel Policies and Procedures indicate that Faculty Staff and Council members are granted a tuition waiver to take Anishinaabe Language, Culture, History and Art Courses.

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The initiation of the Stepping Stones developmental programs in Math, Reading and Writing demonstrates innovative relevant practices that certainly enhance learning for students. Faculty in this area point out that they are able to individualize work assignments as needed to promote successful completion of the class to be better prepared for college classes. Students further indicate the usefulness of the strategies utilized in these classes. They state that they gain confidence in their abilities. The technology infrastructure of the College is current and comprehensive. Classrooms have access to multimedia equipment for classroom presentations. There are also computers available to students outside the classrooms, in a computer lab. Such technology ensures that students are acquiring technology skills that are viable for the job market. The Director of Technology is professional, and willing to support academic and administrative needs. He is confident and keeps current with new technology. Discussion with faculty and t h e review of materials provided in the Library confirmed that the collections are not only adequate but are constantly updated to ensure access to current learning resources. The Library has books and audiovisual titles and access to online databases (Self- Study, p.). The library assistant was fully certified and knowledgeable about the daily workings of the library. The Assistant Librarian was very knowledgeable about the breadth of the library volumes and how it meets the needs of the student population. The library committee composition was solid and innovative. Faculty stated that tutoring services are more often provided to students by faculty members due to the small size of classes. Staff members also indicate that they give assistance as needed for a variety of courses. The presence of the feeling of “family” was stressed by staff, faculty and students alike at White Earth Tribal & Community College.

2. Evidence that one or more specified Core Components need organizational attention •

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Although there were full-time faculty evaluation processes identified in the past, no recent activity is noted in faculty personnel records. Adjunct instructors were not evaluated. With the many changes in academic administration there has been limited focus upon faculty evaluation. To determine faculty effectiveness in teaching and the impact on student learning, it is important to evaluate both full-time and adjunct faculty on a regular schedule. Because White Earth Tribal & Community College is a transfer institution, its degree programs were developed initially by modeling them after four-year institutions, such as Minnesota State University, Moorhead. Although, there is evidence that not all of White Earth Tribal & Community College degree programs have differentiated outcomes. Developing and implementing a plan to address the lack of differentiated outcomes for these remaining degree programs would be advantageous. Due to the fact that the Business Program, as the college is aware, is void of a full-time faculty member in the discipline of Business, employment of a full-time leader for the

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program is advantageous/critical. Information technology should assist faculty, students, and staff in training students. White Earth Tribal & Community College needs to be at the forefront of Information Technology so that hardware and software are not only compatible, but also powerful enough to support one another. The college needs processors and an operating system which enables faculty, students, and staff to devote the maximum amount of time in learning the benefits of technology rather than troubleshooting it

3. Evidence that one or more specified Core Components require Commission follow-up. •

•

(3a) The development of the assessment of student learning plan is neither inclusive nor integrated into the infrastructure of the College to ensure coherent assessment of student learning throughout the institution. Examples include: o Because of the vital nature and validity needed to provide all degree programs with identified Program Learner Outcomes, it is critical to complete the Program Learner Outcomes and Assessment Plans for the programs where they are not currently realized. The process of differentiating learner outcomes across course, program, general education, and institutional levels has not been completed. o Assessment has not been conducted routinely at multiple levels, such as course, program, and institutional. Thus limited evidence of student learning has been collected and analyzed. o With limited data generated, there has been difficulty in reporting for accountability and in making changes in instruction or curriculum that may be advantageous. (3b) Full-time and adjunct faculty files did not contain evidence that required credentials were provided. Review of the files indicated that two (02) of the five (05) full-time faculty members’ files did not contain all required official transcripts. None of the adjunct faculty files contained official transcripts. Without such documentation, it is difficult to determine that faculty members are qualified to teach in their respective areas.

4. Evidence that one or more specified Core Components are not met and require Commission follow-up. (Sanction or adverse action may be warranted.) None noted.

Recommendation of the Team Criterion is met; Commission follow-up is recommended.

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CRITERION FOUR: ACQUISITION, DISCOVERY, AND APPLICATION OF KNOWLEDGE. The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

1. Evidence that Core Components are met • It is stated in the White Earth Tribal & Community College HLC Financial Management Progress Report in July of 2011 that a grant was secured to provide professional development for staff. According to this report, 16 persons took advantage and began taking coursework to further their education. One person completed a certificate degree and 3 others completed their master degrees. • The College values a life of learning and understands the role of General Education across the curriculum. The College Catalog explains the College’s General Education requirements, and all programs contain a substantial number of General Education credits. Conversations with students and College faculty confirm the requirements are being implemented and are being met by the students. The College has established a common foundation based upon the Minnesota College and University System (MNSCU) Transfer Curriculum for educational outcomes that are met by the General Education courses taught at the College. The development and implementation of the General Education program demonstrated use of best practices through the MNSCU base and the integration of cultural components focusing upon the Anishinaabe culture. • In the Self-Study and through student, faculty and staff responses, it is clear the College frames programs in a cultural context that provides a connection between the Anishinaabe Tribes and the educational process. The faculty has imbedded the education philosophy across the curriculum, including it in a variety of courses, connecting students to their heritage while preparing them to serve their community in the future. This is clearly an integral part of the College’s culture and educational goals. • The Personnel Policies and Procedures indicate that Faculty Staff and Council members are granted a tuition waiver to take Anishinaabe Language, Culture, History and Art Courses, thus supporting the their value of a Life of Learning. • Faculty, staff and students participate in a variety of activities that clearly demonstrate social responsibility. Activities that the college has initiated include student fund raising for local needs, pow wows, and ceremonies honoring local Veterans. • The mission is highlighted in the process of the use of artistic and scholarship endeavors at the college emphasizing Anishinaabe culture. The opportunity to create is afforded to students through innovative credit or non-credit classes. • As indicated on the Bemidji State University website (http://www.bemidjistate.edu/), the White Earth Tribal & Community College is part of a NSF grant that created the North Star !

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STEM Alliance to promote the increase of underrepresented students in the STEM fields. White Earth Tribal & Community College also receives a grant from NASA-TCUP for field research focusing on Nibi (water) and Manoomin (wild rice). Student participation has been publicized in national and local news media. • Service learning opportunities and internships are used throughout the White Earth Tribal & Community College programs to give students direct learning experiences. These are enumerated in program descriptions. In consideration of the isolated community in which the college is located this also gives students work experience to increase the chance for employment. • The Council of Trustees has approved and disseminated statements supporting freedom of inquiry for the organization’s students, faculty, and staff, and honors those statements in its practices, such as the Academic Freedom policies stated in the Faculty Handbook, the White Earth Tribal & Community College Catalog, and Student Handbooks. • The Student Handbook, Academic Year Catalog, and the Personnel Policy Manual with the Faculty Handbook section state the college’s expectations regarding student and employee behavior as well as the manner in which inappropriate behavior is dealt. 4. Evidence that one or more specified Core Components need organizational attention •

• •

•

Review of course syllabi indicated that Learning Outcomes are not consistent across course syllabi. This further indicates the lack of review and the attention to graduates achieving intended knowledge. It is unclear if the Cultural Advisory Council has been implemented and if it is yielding the type of input needed for inclusion of the culture into the curriculum and student services. The Faculty Manual outlines the expectation of scholarship; however it does not state any policies and procedures that explicitly ensure ethical conduct in research or the practices of intellectual property rights. The Student Services staff is a unified group but is not located close to students and has no common administrator. To provide effective oversight and adequate student services, the College may consider reinstating the Dean of Student position. It is important to establish clear policies and procedures in regard to the practice of research at the White Earth Tribal & Community College to assure the integrity of knowledge and protect the intellectual property that the Tribal community may or may not want to be released or left to others’ interpretation.

3. Evidence that one or more specified Core Components require Commission follow-up. • !

(4b) It is unclear the degree to which the newly designed Assessment Plan addressing student learning outcomes has been implemented and results reflect appropriate evidences. This was

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explained more fully under Criterion Three. (4c) White Earth Tribal & Community College has had difficulty in establishing a routine program review process. Effort in this area will assist in the continuous process of identifying the viability of courses and/or programs offered at the College in addition to limiting or eliminating those programs that have had excessively low enrollments. Ensuring that the review process continues, perhaps in a shortened time frame for low enrollment programs, the findings could assist in evaluation of academic programs and institutional effectiveness, and will also provide information for planning and budgeting. Concerning the formal evaluation of each degree program being set at a five year interval, consideration to shorten this process to possibly a three year duration in time might be appropriate due to the evidence that exists regarding numerous challenges in most all of these programs which reveals a need to address measures to enhance the efficiency of the student learning and teaching effectiveness. Consideration could be given to establish relevant Program Advisory Committees made up of local applicable business/industry As noted in the Self-Study, some programs were identified as potentially not meeting the needs of students and the community

â&#x20AC;˘

4. Evidence that one or more specified Core Components are not met and require Commission follow-up. (Sanction or adverse action may be warranted.) None noted. Recommendation of the Team Criterion is met; Commission follow-up is recommended.

CRITERION FIVE: ENGAGEMENT AND SERVICE. As called for by its mission, the organization identifies its constituencies and serves them in ways both value. 1. Evidence that Core Components are met â&#x20AC;˘

The College is a Land Grant Institution. Therefore, funding for outreach is provided through Extension and Equity funding. Review of publications and programs, in addition to discussion with administrators, faculty, and community representatives, confirmed that the College has focused upon responding to community needs for training and education. Through Extension programming, students and community members have the unique ability to participate in educational activities framed within a traditional learning environment that addresses the Ojibwe values, such as sponsoring the Wild Food Summit.

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•

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This approach strongly upholds the White Earth Tribal & Community College Mission and philosophy. Review of publications, public relations documents, and programs, in addition to discussion with administrators, faculty, and community representatives, confirmed that White Earth Tribal & Community College has focused upon responding to community needs for training and education offering community education on sustainable farming and gardening, nutrition, animal tracking, harvesting of wild rice and maple sugar, and identification and use of local plants (Self-Study, p. 81). The director of the program is well qualified with a Ph.D. in Meteorology, and his enthusiasm for these services are evident, as well as the experience and dedication of the staff. The College has developed numerous collaborative ventures to respond to constituency needs with continuing education and workforce development programs to improve the overall educational and economic environment for the area. The College’s educational programs connect students with external communities. Credit transfer agreements exist with public and private colleges and universities. These were developed to facilitate transfer of White Earth Tribal & Community College students to baccalaureate programs including: o Minnesota State University Moorhead o Bemidji State University o Rasmussen College, Inc., Bloomington, MN and/or St. Cloud, MN and/or Oak Park, IL o Minnesota State Community and Technical College o University of North Dakota o Northwest Technical College, Bemidji, MN Many of the co-curricular activities on the campus, such as the cultural presentations, including an Extension Services art project funded through the State of Minnesota, that was on display during the visit, are designed to be open both to the community and to White Earth Tribal & Community College faculty, staff, and students, thus deliberately engaging the College with the community. The College sponsors research that benefits the Tribe and local area. One example is a project NASA-Tribal College and University Program Nibi Mannoomin Preservation Project which provides field research to maintain the bountiful harvest of wild rice to the reservation and peak interest in STEM fields for future advanced college students. Facilities for community utilization are also provided by the College. Examples cited in the Self-Study (p. 92) included: o EMT classroom training o City of Mahnomen meetings o United States Department of Agriculture (USDA) – University of Minnesota Extension o White Earth Land Recovery meetings White Earth Tribal & Community College also engages its constituencies throughout northwestern Minnesota by working with a number of established organizations (White Earth Tribal & Community College Self-Study, pp. 87 and 92). Examples of partnerships

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were also provided in the Resource Room. This work provides service and connections for the College. Some organizations have included: o Mahnomen County Sheriff o White Earth Diabetes Program o White Earth FAS/FAE and Chemical Dependency Coordinator o St. Mary’s Hospital Advisory Board o Headwaters Regional Development Commission Economic Development Administration Collaboration • The community, both Tribal and area towns, have demonstrated support for the College. The City of Mahnomen donated 20 acres for a campus site. The White Earth Tribal Council has provided rent-free space for a classroom, the primary library space, and for a science lab (Self-Study, p. 89). The City of Mahnomen also includes information about the College on the City’s website (City of Mahnomen, Minnesota Website: http://www.mahnomen.govoffice.com) indicating the importance of the College to the City. 2. Evidence that one or more specified Core Components need organizational attention •

•

Although there was a great deal of evidence (as listed above) that the College is responsive to community and other external constituents’ needs through planning, budgeting, and implementing programs and services, it is not clear how the external constituents’ evaluation of services is formalized. There is no formal plan describing the methods of evaluation and the processes for compiling and analyzing data. Developing such a plan could assist in ensuring continuity of services. The College is encouraged to seek other articulation agreements with both public and private colleges/universities in the surrounding region. This can provide additional opportunities for students as they plan to complete other degrees.

3. Evidence that one or more specified Core Components require Commission follow-up. None noted 4. Evidence that one or more specified Core Components are not met and require Commission follow-up. (Sanction or adverse action may be warranted.) None noted Recommendation of the Team Criterion is met; no Commission follow-up recommended.

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V. STATEMENT OF AFFILIATION STATUS A. Affiliation Status Probation B. Nature of Organization 1. Legal status No Change 2. Degrees awarded A C. Conditions of Affiliation 1. Stipulation on affiliation status No Change 2. Approval of degree sites No Change 3. Approval of distance education degree Prior Commission approval required. 4. Reports required Progress Report Report on Faculty Credentials and Student Logs (federal compliance issue) – September 01, 2013 Full-time and adjunct faculty files did not contain evidence that required credentials were provided. Review of the files indicated that two (02) of the five (05) full-time faculty members’ files did not contain all required official transcripts. None of the seven (07) adjunct faculty files contained official transcripts. The Student Complaint Process for the academic area is described in the College’s Catalog. The formal process is to begin with the Registrar, moving to the Academic Dean, and finally to Human Resources for resolution. The Catalog is available on the College’s website. Discussions with the administrators who deal with these complaints indicated that they were not aware if the logs were being kept on student complaints as required. The changes in the position of the Academic Dean and the removal of the Dean of Students resulted in the lack of a log of student complaints in the academic and student services areas. The logs could not be located by the present staff, and new logs had not been started. The report would include:

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1. 2. 3. 4. 5.

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The process utilized to obtain missing credentials and future credentials The date that all credentials were obtained Evidence that all full-time and adjunct faculty files were complete The process utilized to create and to maintain student logs Evidence that the logs are being utilized

Monitoring Report None

5. Other visits scheduled Rationale Most of these issues continued to be concerns that the Team identified during the initial accreditation visit, with little progress made since the last visit and subsequent reports. If the institution has not provided an adequate plan or the issue has not been resolved for either of the two (02) recommended focus visits, an evaluation team or Commission staff will recommend appropriate action. Focus Visit – Two (02) scheduled; • December 2013 – Focus Visit on Governance, Campus Planning, and Resources • May 2014 – Focus Visit on Assessment of Student Learning and Academic Program Review The first focus visit is recommended within a year due to the issues regarding the governing board, the Tribal relationship, and the lack of a permanent President. The second is scheduled for 2015 so that the College has time to make necessary changes and to implement the Assessment of Student Learning and Academic Program Review. The team identified the following areas for the two (02) focus visits: Expectations Focus Visit, December 2013 Goverance – Addressing the following: 1. Relationship between the Tribal Council and the College, including any changes made to the charter for the College 2. Continuity and filling of Council of Trustees membership 3. Professional development for the Council of Trustees !

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4. Evidence of regular Council of Trustees meetings with sufficient attendance for making a quorum 5. The status of hiring a full-time president and other executive administrators 6. The status of the review and revision of College policies 7. The implementation of College policies and procedures 8. Steps taken to strengthen faculty governance Campus Planning – Addressing the following: 1. Development of a campus facilities plan 2. Development of a new strategic plan 3. Explanation of the process utilized to develop the strategic plan 4. Explanation of linkage to budgeting 5. Dissemination of the strategic plan to stakeholders Resources – Addressing the following: 1. Steps taken to increase enrollment, such as initiating concurrent high school student enrollment 2. Development of an enrollment plan 3. Current status of enrollment, retention, and graduation rates Focus Visit, May 2014 Assessment of Student Learning – Addressing the following: 1. The process of differentiating learner outcomes across course, program, general education, and institutional levels and the resulting outcomes. 2. Evidence of conducting assessment at multiple levels including course, program, and institutional 3. Evidence of utilizing both direct and indirect measures of assessment 4. Description of the data collected, how it is analyzed, how it is reported, and how it is integrated into learning enhancements and tied to the strategic plan and budgeting Academic Program Review 1. To provide examples of routine academic program review 2. To provide examples of how academic program review was integrated into assessment of student learning, strategic planning, and budgeting 3. To indicate how any of the following have been integrated into the revised academic program review process. • Centrality of the program to the institution’s mission • Program FTE and headcount over a three-to five year span • Graduation and placement rates • Success of students placed in employment !

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• • • • • • • •

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Assessments of student learning for the program objectives Cost per student per program Student to faculty ratio Retention rates Average section size by program Number of cancelled courses per term per program Revenue generated by the program Future demand for the program

D. Commission Sanction or Adverse Action The Team recommends the Commission place the College on Probation. Rationale for Recommendation White Earth Tribal & Community College has made l i t t l e progress i n m a n y areas since the last visit, including g o v e r n a n c e , c a m p u s p l a n n i n g , a n d a s s e s s m e n t o f s t u d e n t l e a r n i n g . T h e s e h a v e continued to be issues from the i n i t i a l accreditation visit to the last focused visit to this Comprehensive Evaluation visit. White Earth Tribal & Community College does not meet Criterion One and Criterion Two, with additional work needed on Criterion Three and Criterion Four. There are serious concerns with governance, which impacts all other criteria. E. Summary of Commission Review Timing for next comprehensive visit: 2014-2015 Rationale for Recommendation White Earth Tribal & Community College does not meet Criterion One and Criterion Two, with additional work needed on Criterion Three and Criterion Four. This work includes governance, implementation of policies and procedures, campus planning, resources/enrollment, assessment of student learning at all levels, academic program review, obtaining faculty credentials, and maintaining student logs of complaints. Because the College is a young college, many of these issues can be attributed to a need for additional time to better develop an infrastructure that ensures these areas are addressed, but it can also be attributed to a lack of continuous leadership from the Council and from College administration. The Team believes that it is appropriate to recommend a Comprehensive V isit scheduled for 2014-2015, with two (02) focus visits and a progress report on faculty credentials and student logs. White Earth Tribal & Community College has made l i t t l e progress i n m a n y areas since the last visit, including g o v e r n a n c e , c a m p u s p l a n n i n g , a n d a s s e s s m e n t o f s t u d e n t !

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l e a r n i n g . T h e s e h a v e continued to be issues from the i n i t i a l accreditation visit to the last focused visit to this Comprehensive Evaluation visit.

VI. ADDITIONAL COMMENTS AND EXPLANATIONS None

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ADVANCEMENT SECTION

REPORT OF A COMPREHENSIVE EVALUATION VISIT

TO White Earth Tribal & Community College Mahnomen, Minnesota 56557 December 03-05, 2012 FOR The Higher Learning Commission A Commission of the North Central Association of Colleges and Schools

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Contents

I. Overall Observations ...........................................................................................31 II. Consultations of the Team ...................................................................................31 III. Recognition of Significant Accomplishments, Progress, and/or Practices â&#x20AC;Śâ&#x20AC;Ś.38

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Overall Observations A commitment to student achievement and learning is at the core of White Earth Tribal & Community College. This commitment is evidenced in the faculty and staff members who recognize the importance of providing students with the opportunity to develop both personally and professionally. White Earth Tribal & Community College is located in a Tribal area of the country that suffers from many economic issues, including high unemployment, lack of businesses located in the area, and low educational levels. The College uses its resources to enrich life in multiple ways, including significant educational, cultural, and economic contributions. It is the only institution of higher education in Mahnomen, thus providing educational opportunities for not only the Tribe but also the community. The City of Mahnomen website (http://mahnomen.govoffice.com) does include the College on its website. The College is located in Mahnomen, Minnesota, country seat of Mahnomen County. According to the Wikipedia site for Mahnomen, there were 1214 residents counted in the 2010 census. Of the population Caucasians totaled 74.29%, with 16.06% Native American, 0.08% African American, 1.08% Latino, and 9.57% of two (02) or more races. The household income for the City was $ 26,000.00 and $ 37,500.00 for a family. Incomes below the poverty line constituted 9.8% of families and 14.0% of the total population (http://www.ask.com/wiki/Mahnomen_Minnesota). Consultations of the Team Consultation is provided for the following areas: • • • • • • •

Governance Increasing Student Enrollment Assessment of Student Learning Academic Program Review General Education Incorporating Technology Into the College’s Processes and Procedures General Suggestions

Governance The Team recommends that the Council of Trustees consider additional resources for training. The Trustees may benefit by associating with organizations that could assist in informing them of job roles, responsibilities, and effective ways of governing itself. The Association of Governing Boards (AGB) is an excellent resource for on-going Board development and training. AGB provides publications, conferences and workshops for new and experienced board members.

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White Earth Tribal & Comm2821C2012

Board Source is another rich resource governing boards. For example, they have identified twelve principles of governance that power exceptional boards, two (02) of which are especially pertinent to the White Earth Tribal & Community College Trustees. First, exceptional boards embrace continuous learning by evaluating their own performance and assessing the value they add to the college. They participate in annual professional developmental activities that strengthen the Board. Second, exceptional boards are characterized by revitalization. They energize themselves through inclusiveness and planned turnover and recruitment. They value fresh perspectives and understand the risks of closed groups. They revitalize themselves through diversity of experience and on-going Board recruitment activities. Increasing training opportunities on a regular basis could assist both present members and new members in their roles. Increasing Enrollment One suggestion to increase enrollment is establishing satellite campuses to extend the boundaries of the college. For most tribal colleges located in remote areas, transportation and inclement weather is an obstacle to accessing and completing college courses and programs. Utilizing technology, such as site-to-site televised classes, could be incorporated to expand curriculum at the off-campus sites. Offering classes in closer proximity to their residences would remove these obstacles for a significant number of students. The Team also encourages White Earth Tribal & Community College to enter into collaborative agreements with Local School Districts to offer dual credit courses to high school students. Both the college and the school district strive for academic excellence and creating a future for the current and the future generations of Native students. This agreement would join both institutions together to support one another in furthering the education, goals and dreams of their students, respectively. A Memorandum of Understanding for a dual credit agreement would allow high school students to take a White Earth Tribal & Community College course each semester which is also counted as “high school” credit. The Minnesota State College and University System has policies for enrollment of secondary students in the MnSCU higher education institutions. These policies could provide guidelines for White Earth Tribal & Community College in the enrollment of secondary students. According to the MnSCU website (http://www.mnscu.edu/admissions/pseo/index.htm) that addresses admissions “Post Secondary Enrollment Options” of secondary students: In 2011, nearly 25,000 high school students earned college credits from the system's 31 colleges and universities. System leaders believe PSEO is a valuable and effective way to enhance student learning, and they are working with P-12 and higher education partners to support and enhance the quality of PSEO teaching and learning. PSEO and similar programs benefit students in Minnesota and nationally, research shows. Compared to peers who did not participate in dual !

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credit programs, PSEO students: • Have higher rates of enrolling in a college or university after high school graduation, • Have lower rates of required remediation and • Have higher rates of earning postsecondary degrees. This evidence of enrollment and completion success is particularly important for American Indian students because the high school dropout rate for American Indian students is higher than it is for non-Indian students. To assist in making changes to increase enrollment and to enhance White Earth Tribal & Community College’s positive image within the community, consideration could be given to developing an Institutional Enrollment and Marketing Plan. This could also benefit institutional strategic planning by providing actions related to enrollment and marketing. Assessment of Student Learning Traditionally, native people have prided themselves in the achievements of the whole group. Individual achievements separate the person from the group and may be construed as boasting. Faculty and staff members have disclosed that this discussion has occurred at White Earth Tribal & Community College. Assessment of student learning could be perceived as breaking this practice. However, it is an essential component of higher education. The Learning Outcomes for White Earth Tribal & Community College include the cultural values of the Ojibwe Seven Teachings. In order to measure values it would be helpful to create rubrics that represent different levels of achievement for a particular teaching. The levels of achievement represent progress toward a goal. All students have the potential to grow on the levels and feel progress. This progress can be quantified for the purpose of identifying areas of academic need in the curriculum, program or staffing. In order to provide a comparative analysis to similar institutions of higher learning, consideration could be given to implement of a mid-level assessment process to ascertain measurable student learning benchmarks (i.e., CAAP instrument). The Collegiate Assessment of Academic Proficiency, CAAP, is a voluntary testing system for higher education graduates. The results would give the College indication of their student’s achievement in comparison to other college students. Although the number of students to be tested is low, the results can give an indication of areas of concern. Annual assessment of remedial education could provide evidence for validation and establishment of bench mark cut scores for Remedial coursework commensurate with student success. Standardized tests typically provide cut scores for student progression from remedial to college courses. The College may also check with other community colleges in the State of Minnesota and other tribal colleges to set the cut scores.

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Consideration could be given to developing and standardizing an institution-wide Course Syllabus Guidelines Format Template to provide greater consistency among different class sections. It is beneficial for students to see their hard work in academics acknowledged. This can be achieved through publishing Dean’s list and Honor’s lists in tribal and local papers. Ojibwa words may be used to highlight the language and honor the students. Staff and faculty can also be benefit from recognition from their peers and change the institution into one of celebration. The emphasis on positive practices also may be used as a strategy to advertise the new White Earth Tribal & Community College to the Tribal and surrounding community. Since the faculty believes in the anecdotal stories of success from their students, with the student’s permission these stories may be made into articles of success, resiliency and persistence to inspire other potential students. Concerning the assessment of program and course offerings, the development of a living Strategic Plan for Academic Affairs could be established, specifically focusing on a continuous improvement loop to link units of instruction to course objectives, to program objectives, to the institutional mission, and finally to the institutional budget. Additionally, to facilitate the implementation of this initiative, consideration could be given to exploring what the capabilities are in CAMS for storing and managing the Strategic Plans, Curriculum Mapping, Course/Program Assessments, and Budgetary revenues and expenditures, consideration could be given to the acquisition of a software package (TaskStream, WIDS, HughesWeave, TK 20, or Compliance Assist) to facilitate the ability to actually bring this process to fruition. In order to perpetuate a more uniform and focused program to enhance the holistic assessment process within the institution, the College may wish to consider participation in the Higher Learning Commission Assessment for Student Learning Academy. Academic Program Review Program review authority and data gathering responsibility could be established more clearly. In addition, the process would include how resources are awarded as a result of a complete program review and what are the consequences for noncompliance. More standardization of the process is needed and follow-through with the implementation of the process. More specifically defining program review criteria and the review process for all programs will provide a model for reviewing academic programs across disciplines. While all programs have some unique data elements or specific accreditation program review criteria, there are common data elements that cross all programs including, but not limited to: • • • !

Centrality of the program to the institution’s mission Program FTE and headcount over a three-to five year span Graduation and placement rates

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• • • • • • • • •

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Success of students placed in employment Assessments of student learning for the program objectives Cost per student per program Student to faculty ratio Retention rates Average section size by program Number of cancelled courses per term per program Revenue generated by the program Future demand for the program

The program review is typically ended with a summary and recommendations. recommendations may include: • • • • • •

The

Continuing or discontinuing the program Revising the program curriculum Revising instructional techniques Adding or deleting faculty members Request for instructional resources Changes in marketing of the program

A scheduled review period, generally 3 or 5 years, is typically established. For programs having enrollment or other issues, the review period may be reduced to make informed decisions about the program’s continuance. Because it is extremely difficult to process degree audits, consideration should be given to degree program revisions being made on an annual timeframe to promote efficiency related to student degree audits. Concerning the quality and effectiveness of the instructional process, consideration could be given to conducting a “needs assessment” to determine and identify possible new degree programs and certificates. Significantly important to this type of initiative is the investigation and exploration into the development of a Resort/Casino Management articulation/partnership focused on certificate/s and/or degree program options within the Business Degree program and how this type of initiative could lead to a 2+2 articulation with 4-year Baccalaureate programs. In addition, consideration could be given to expanding Business Degree options to include Marketing Management, Security, IT Support, Advertising, Accounting, and Human Resources. Some institutions utilize consultants in the program review process, specifically reviewing the need for the program, the currency of the curriculum and instructional methods, and the elements listed above. Even though faculty members from each degree program conducts an informal program review to ascertain the objectives, competencies, outcomes, and areas of studies needed to ensure the success of the program, consideration could be given to establish relevant Program Advisory Committees !

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made up of local applicable business/industry representatives, as well as representatives from articulated universities regarding the 2+2 Associate to Baccalaureate degree programs. These groups should meet annually to review the relevance and accuracy of the program requirements. Consideration could be given to the better utilization of Program Advisory Committees to validate and provide input into the validation of new and existing degree programs on an annual basis. General Education The General Education objectives are solid and comprehensive, although consideration could be given to expanding the objectives to include the areas of Health and Wellness and Global Awareness. As evidenced by the information gained from the institutional documentation, as well as during the site visit, the commitment and culture pertaining to the implementation and inclusion of General Education objectives/coursework into the technical coursework is being accomplished. Although, consideration could be given to expanding and broadening the current list of General Education courses to include additional courses in: humanities, social sciences, world geography, the sciences, the arts, physical education, nutrition, and others. Making these areas of study available would further perpetuate the understanding and appreciation for humanity and the holistic appreciation of the quality of life. Incorporating Technology into the Collegeâ&#x20AC;&#x2122;s Processes and Procedures Based upon interviews with the student body, realistic suggestions were made for improving the quality of their success and learning experience at White Earth Tribal & Community College. They include: 1. The reimplementation of a basic computer utilization course 2. Provide Instructional Television (ITV) classes to remote village sites when inclement weather or family issues arise preventing or complicating class attendance on the home campus. In order to perpetuate student success, the institution could use of Instructional Technology to video capture lectures and learning activities to stream on their website for absent students and for students that need to review and better understand the lesson taught that day or previous days. In addition, to perpetuate a more effective and efficient environment for student success, consideration could be given to providing video streaming, via the White Earth Tribal & Community College website, of selected or all, course assignments, lectures, and coursework activities.

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Advancement Section

White Earth Tribal & Comm2821C2012

To create a more effective and efficient collaborative environment, consideration could be given to investigating and developing the use of CAMS to provide a “shared document” potential among faculty and all employees. To maximize efficiency and to foster effective academic decision-making, consideration could be given to allowing the Technology Director to participate in the “Leadership Panel” decision-making process for the institution. General Advancement 1. For citing procedures within the academic environment, consideration could be given to the acquisition and use of a plagiarism evaluation system (i.e., Turn It In.Com or others), as well as, to provide faculty an integrated grading rubric for curricular assignments. 2. To create a more secure campus environment, consideration could be given to requiring background checks on all full-time and adjunct faculty associated with the institution. 3. To ensure and perpetuate quality instruction and reduce confusion pertaining to faculty and employee responsibilities, consideration could be given to developing Job Descriptions per each position within Academic Affairs and the Institution. 4. To allow students the opportunity to efficiently complete their degree program requirements, consideration could be given to providing a systematic course delivery sequence. 5. To promote a more consistent and uniformed system of salary and like compensation for faculty members, consideration could be given to the implementation of a revised Faculty Salary Schedule. 6. To ensure and perpetuate quality instruction, consideration could be given to a review and revision of Policies and Procedures applicable to Academic Affairs. 7. Consideration could be given to developing a system to ensure that Faculty Credentials are checked for appropriateness and maintained on a semester by semester schedule. 8. To provide input into institutional effectiveness and continuous improvement, consideration could be given to conducting annual Employee and Student Satisfaction Surveys. 9. To perpetuate quality decision-making, critical thinking, and synthesis relative to institutional excellence, consideration could be given to requiring an Associate degree minimum for all employees institution-wide. 10. To perpetuate a more safe and secure environment concerning student and employee safety, consideration could be given to developing an institution-wide Emergency Management Plan. 11. To create a more seamless efficient environment to monthly faculty/employee compensation, consideration could be given to implementing a system whereby “direct deposit” and “Card Dispersements” can be realized across the institution. 12. In order to become a more informed, proficient, and effective institution of higher learning, it is suggested that an institutional representative be designated to become a Consultant Evaluator – Peer Reviewer within the Higher Learning Commission. !

2/22/13

Advancement Section

White Earth Tribal & Comm2821C2012

Recognition of Significant Accomplishments, Progress, and/or Practices The mission of the College and the open door policy provide educational opportunities for students who may not have attempted higher education. This was echoed throughout conversations with students, faculty, staff, administrators, alumni, and tribal members. This furthers the mission of serving the Tribe and enhancing the overall educational level of Tribal members. In the midst of high poverty, increased high school drop-out rates, historical trauma, majority unemployment statistics, native health disparities and isolation due to the lack of personal transportation, there is a small unique tribal college that offers its consumers hope and personal achievement. It may even be a bridge to the other world to gain their western education at state universities and then come home with a vocation that will further help their people, the people of White Earth.

2/22/13

Appendix to the Team Report

WORKSHEET FOR THE EVALUATION TEAM ON FEDERAL COMPLIANCE REQUIREMENTS White Earth Tribal & Community College

INSTITUTIONAL MATERIALS RELATED TO FEDERAL COMPLIANCE REVIEWED BY THE TEAM: 1.

White Earth Tribal & Community College Organization Profile (posted April 17, 2012) 2. White Earth Tribal & Community College Statement of Affiliation Status (last modified April ) 3. White Earth Tribal & Community College Self-Study Report October, 2012 4. White Earth Tribal & Community College Campus Crime Report 5. White Earth Tribal & Community College Campus-Based Program Funding â&#x20AC;&#x201C; FISAP Certification 6. White Earth Tribal & Community College Assignment of Credit Hours Report 7. White Earth Tribal & Community College Faculty Handbook 8. White Earth Tribal & Community College Student Handbook 9. White Earth Tribal & Community College Employee Handbook 10. White Earth Tribal & Community College Grievance Procedures 11. White Earth Tribal & Community College Student Transcript 12. Articulation Agreements: a. Minnesota State University Moorhead b. Bemidji State University 13. White Earth Tribal & Community College website: !!!"wetcc.edu 14. White Earth Tribal & Community College College Catalog 15. White Earth Tribal & Community College Financial Statements with Supplemental Financial Information, Year Ended 16. White Earth Tribal & Community College Institutional Snapshot Fall 2010, Fall 2011 17. White Earth Tribe Website: http://www.whiteearth.com 18. IPEDS website for White Earth Tribal & Community College: http://nces.ed.gov/ipeds/datacenter/Snapshotx.aspx?unitId=adb1abaeb2ad

EVALUATION OF FEDERAL COMPLIANCE PROGRAM COMPONENTS 1. Credits, Program Length, and Tuition: The institution has documented that it has credit hour assignments and degree program lengths within the range of good practice in higher education and that tuition is consistent across degree programs (or that there is a rational basis for any program-specific tuition). New for 2012: The Commission has a new policy on the Credit Hour. Complete the Worksheet in Appendix A and then complete the following responses. Attach the Worksheet to this form.

Worksheet on Federal Compliance

Name of Institution/Visit Number

CHECK THE APPROPRIATE RESPONSE THAT REFLECTS THE TEAM’S CONCLUSIONS: ___X__ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. _____ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends follow-up. _____ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends follow-up. _____ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments:

The Team has reviewed this component of federal compliance and the College meets this area of federal compliance. Comments: • White Earth Tribal & Community College has a traditional semester calendar with 16 week fall, 16 week spring, and summer terms. The Self Study (p. 94) states that “. . . one credit is awarded for each fifty minutes a class meets per week.” Most classes offered are three (03) credit hour classes. According to the review of documents, such as the Catalog and schedules, credit hours and credit requirements for the certificate and degree programs are aligned with national standards. • The College offers only on-site classes that meet the credit hour requirements. There are no distance education classes offered in any format. • The Council of Trustees approves tuition rates. Tuition is charged by the credit hour, with cost of attendance based upon the average costs a full-time student is charged for the fall and spring semesters for a total of 24 credit hours (Self-Study, p. 94). Tuition rates and fees are listed in the Catalog and on the College’s Website. Additional Monitoring, if any: None 2. Student Complaints: The institution has documented a process in place for addressing student complaints and appears to be systematically processing such complaints as evidenced by the data on student complaints for the three years prior to the visit. CHECK THE APPROPRIATE RESPONSE THAT REFLECTS THE TEAM’S CONCLUSIONS: _____ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements.

(date)

Worksheet on Federal Compliance

Name of Institution/Visit Number

_____ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends follow-up. __X___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends follow-up. __X___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion I. Comments:

•

The Student Complaint Process for the academic area is described in the College’s Catalog. The formal process is to begin with the Registrar, moving to the Academic Dean, and finally to Human Resources for resolution. The Catalog is available on the College’s website. Discussions with the administrators who deal with these complaints indicated that they were not aware if the logs were being kept on student complaints as required. The changes in the position of the Academic Dean and the removal of the Dean of Students resulted in the lack of a log of student complaints in the academic and student services areas. The logs could not be located by the present staff, and new logs had not been started. Additional Monitoring, if any:

Changes in the Academic Dean and the deletion of a Dean of Student Services has appeared to result in the lack of a logs of student complaints in the academic and student services area. The responsibility, according to discussions with administrators, is with the Human Resources office. The logs could not be located by the present staff member who is new to the job. One (01) file of a student complaint was located, but there was no log and no record of resolution since the student left the College. New logs had not been started. The Team recommends that the College start new logs and also research if there were any records of academic student complaints that could be recorded for the last three (03) years. A Monitoring Report on the research for past academic student complaints, any information found, and the new logs should be submitted to the Higher Learning Commission by September 01, 2013. Additional Monitoring, if any: None 3. Transfer Policies: The institution has demonstrated it is appropriately disclosing its transfer policies to students and to the public. Policies contain information about the criteria the institution uses to make transfer decisions. CHECK THE APPROPRIATE RESPONSE THAT REFLECTS THE TEAM’S CONCLUSIONS:

(date)

Worksheet on Federal Compliance

Name of Institution/Visit Number

__X___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. _____ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends follow-up. _____ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends follow-up. _____ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments:

The team has reviewed this component of federal compliance and the College meets this area of federal compliance. The criteria for acceptance of transfer credit from other institutions has been established by the College and is published in the catalog. White Earth Tribal & Community College has established articulation and transfer agreements with other colleges and universities, including: o Minnesota State University Moorhead o Bemidji State University Additional Monitoring, if any: None 4. Verification of Student Identity: The institution has demonstrated that it verifies the identity of students who participate in courses or programs provided to the student through distance or correspondence education and has appropriate protocols to disclose additional fees related to verification to students and to protect their privacy. CHECK THE APPROPRIATE RESPONSE THAT REFLECTS THE TEAM’S CONCLUSIONS: __X___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. _____ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends follow-up. _____ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends follow-up. _____ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments:

(date)

Worksheet on Federal Compliance

Name of Institution/Visit Number

The Team has reviewed this component of federal compliance and the College meets this area of federal compliance. For student identification and access to College e-mail, the College provides a login and password. The e-mail and password are created by the College’s IT staff. This was verified through discussions with IT staff, the Registrar, and students and review of documents. Additional Monitoring, if any: None 5. Title IV Program and Related Responsibilities: The institution has presented evidence on the required components of the Title IV Program. !

General Program Requirements: The institution has provided the Commission with information about the fulfillment of its Title IV program responsibilities, particularly findings from any review activities by the Department of Education. It has, as necessary, addressed any issues the Department raised regarding the institution’s fulfillment of its responsibilities in this area.

Financial Responsibility Requirements: The institution has provided the Commission with information about the Department’s review of composite ratios and financial audits. It has, as necessary, addressed any issues the Department raised regarding the institution’s fulfillment of its responsibilities in this area. (Note that the team should also be commenting under Criterion Two if an institution has significant issues with financial responsibility as demonstrated through ratios that are below acceptable levels or other financial responsibility findings by its auditor.)

Default Rates. The institution has provided the Commission with information about three years of default rates. It has a responsible program to work with students to minimize default rates. It has, as necessary, addressed any issues the Department raised regarding the institution’s fulfillment of its responsibilities in this area.

Campus Crime Information, Athletic Participation and Financial Aid, and Related Disclosures: The institution has provided the Commission with information about its disclosures. It has demonstrated, and the team has reviewed, the institution’s policies and practices for ensuring compliance with these regulations.

Student Right to Know. The institution has provided the Commission with information about its disclosures. It has demonstrated, and the team has reviewed, the institution’s policies and practices for ensuring compliance with these regulations. The disclosures are accurate and provide appropriate information to students. (Note that the team should also be commenting under Criterion One if the team determines that disclosures are not accurate or appropriate.)

Satisfactory Academic Progress and Attendance. The institution has provided the Commission with information about policies and practices for ensuring compliance with these regulations. The institution has demonstrated that the policies and practices meet state or federal requirements and that the institution is appropriately applying these policies and practices to students.

(date)

Worksheet on Federal Compliance

Name of Institution/Visit Number

Contractual Relationships: The institution has presented a list of its contractual relationships related to its academic program and evidence of its compliance with Commission policies requiring notification or approval for contractual relationships (The institution should review the Contractual Change Application on the Commission’s Web site for more information. If the team learns that the institution has a contractual relationship that may require Commission approval and has not completed the appropriate Commission Contractual Change Application the team must require that the institution complete and file the form as soon as possible.)

Consortial Relationships: The institution has presented a list of its consortial relationships related to its academic program and evidence of its compliance with Commission policies requiring notification or approval for consortial relationships (The institution should review the Consortial Change Application on the Commission’s Web site for more information. If the team learns that the institution has such a consortial relationship that may require Commission approval and has not completed the appropriate Commission Consortial Change Application the team must require that the institution complete and file the form as soon as possible.)

CHECK THE APPROPRIATE RESPONSE THAT REFLECTS THE TEAM’S CONCLUSIONS: __X___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. _____ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends follow-up. _____ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends follow-up. _____ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments:

•

• •

•

The College had one (01) finding on the most recent audit required by Government Auditing Standards, OMB Circular A-133, Audits of States, Local Governments, and Non-Profit Organizations. There was one (01) student in a sample of 15 Pell Grant award recipients who had not maintained good academic standing and satisfactory progress but received financial assistance. According to the Self-Study (p. 98) and review of documents, there was an incorrect setting in the student database system that was fixed. The finding was resolved with the United States Department of education in March, 2012. The College does not offer loans. Information for students transferring with loans in default is provided in the College Catalog. In regard to campus crime information and related disclosure of consumer information, the College complies with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. They are also posted on the College’s website and the US Department of Education Website. The College sponsors no competitive team sports. Student Right to Know information is provided on the website and in the College Student Handbook and Catalog. The information is also distributed to all faculty, staff, and current students. 6

(date)

Worksheet on Federal Compliance

•

Name of Institution/Visit Number

The College includes information on satisfactory attendance and academic progress in the Catalog under the Financial Aid Policy and Programs section. Review of documents and discussions with administrators also indicated that the College also tracks attendance in the CAMS Student Management System to assist in compiling the information. Contractual and Consortial Relationships -- This does not apply to White Earth Tribal & Community College. There are no existing relationships.

Additional Monitoring, if any: None 6. Institutional Disclosures and Advertising and Recruitment Materials: The institution has documented that it provides accurate, timely and appropriately detailed information to current and prospective students and the public about its accreditation status with the Commission and other agencies as well as about its programs, locations and policies. CHECK THE APPROPRIATE RESPONSE THAT REFLECTS THE TEAM’S CONCLUSIONS: __X___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. _____ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends follow-up. _____ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends follow-up. _____ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments:

The Team has reviewed this component of federal compliance and the College meets this area of federal compliance. Review of documents indicated that information is provided on the website, in the current Student Handbook, and in the current Catalog. Additional Monitoring, if any: None 7. Relationship with Other Accrediting Agencies and with State Regulatory Boards: The institution has documented that it discloses accurately to the public and the Commission its relationship with any other specialized, professional or institutional accreditor and with all governing or coordinating bodies in states in which the institution may have a presence. Note that if the team is recommending initial or continued status, and the institution is currently under sanction or show-cause with, or has received an adverse action from, any other federally recognized specialized or institutional accreditor in the past

(date)

Worksheet on Federal Compliance

Name of Institution/Visit Number

five years, the team must explain the action in the body of the Assurance Section of the Team Report and provide its rationale for recommending Commission status in light of this action. In addition, the team must contact the staff liaison immediately if it learns that the institution is at risk of losing its degree authorization or lacks such authorization in any state in which the institution meets state presence requirements. CHECK THE APPROPRIATE RESPONSE THAT REFLECTS THE TEAM’S CONCLUSIONS: __X___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. _____ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends follow-up. _____ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends follow-up. _____ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments:

The Team has reviewed this component of federal compliance and the College meets this area of federal compliance. The College has not pending or final state actions or with any accrediting agencies. This was verified through a review of documents and discussions with administration. Additional Monitoring, if any: None 8. Public Notification of an Evaluation Visit and Third Party Comment: The institution has made an appropriate and timely effort to solicit third party comments. The team has evaluated any comments received and completed any necessary follow-up on issues raised in these comments. Note that if the team has determined that any issues raised by third-party comment relate to the team’s review of the institution’s compliance with the Criteria for Accreditation, it must discuss this information and its analysis in the body of the Assurance Section of the Team Report. CHECK THE APPROPRIATE RESPONSE THAT REFLECTS THE TEAM’S CONCLUSIONS: __X___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. _____ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends follow-up. _____ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends follow-up.

(date)

Worksheet on Federal Compliance

Name of Institution/Visit Number

_____ The team also has comments that relate to the institutionâ&#x20AC;&#x2122;s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments:

Requirements were fulfilled. Lists of addresses/agencies to which third party comments were sent were provided in the Resource Room. The list included such agencies as the local public school district, the local health center, and the local banks and churches. The notification was also published in local newspapers, such as the The Bemidji Pioneer (09/23/12) and The Mahnomen Pioneer (09/13/12). There was one (01) Third-Party Comment received at the Higher Learning Commission office in Chicago. The Comment (a formal letter) from an area architectural firm was very positive in tone, complimenting White Earth Tribal & Community College on the progress that the College has made. Additional Monitoring, if any: None

(date)

WORKSHEET A Minimum Expectations within the Criteria for Accreditation White Earth Community & Tribal College The Minimum Expectations are organized by six areas: Fiduciary Responsibility, Public Information, Programs and Instruction, Faculty, Student Support Services, and Resources. For each specific item, the chart identifies the Criteria and Core Component(s) to which it refers. Please note that some of the specific items are in fact derived from, and often identical to, statements that are already present in the Criteria in the form of the “examples of evidence” which are offered for each component. Institutions seeking initial candidacy will be required to meet all of the Minimum Expectations prior to admission to candidacy. Institutions in candidacy that do not maintain these Minimum Expectations during the candidacy period may have that status withdrawn. Institutions seeking initial accreditation will be granted that status only when all Minimum Expectations and all Criteria for Accreditation are in place at the level expected of accredited institutions.

Part 1. Fiduciary Responsibility

Met

1.1 –

The institution has the legal documents required to confirm its status as an institution of higher education (public, non-profit, for-profit).

1.2 –

The institution has legal authority to grant degrees and meets the legal requirements to operate as an institution of higher education wherever it conducts its activities.

The institution understands and abides by local, state, and federal laws and regulations applicable to it (or bylaws and regulations established by federally sovereign entities).

1.3 –

1.4 –

The institution has a governing board that possesses and exercises the necessary legal power to establish and review the basic policies that govern the institution.

Not Met*

.1 The board provides oversight of the institution’s finances as well as its academic and business operations. .2 The board is sufficiently autonomous from the administration, ownership, and other related entities to assure the integrity of the institution and to allow the board to make decisions in the best interest of the institution. .3 The board authorizes the institution’s affiliation with the Commission. 1.5 –

The institution has a qualified Chief Executive Officer, Chief Financial Officer and Chief Academic Officer (titles may vary).

V2 2/22/13

Demonstrating Rigor: Defining Minimum Levels of Quality 1.6 –

The institution has a published conflict of interest policy for the governing board and the senior administrative leadership.

1.7 –

The institution defines and applies minimum qualifications for administrators.

1.8 –

The institution follows established administrative policies and procedures.

1.9 –

The institution evaluates its governance and administrative structures and processes regularly.

1.10 – The institution presents to the Commission a clear and complete description of its relationship to any corporate parent or other related legal entity to which the institution is subject.

1.11 – The institution documents outsourcing of services in written agreements, including agreements with parent or affiliated organizations.

1.12 – The institution addresses diversity of students and staff within the values and purposes of its mission.

1.13 – The institution responds to complaints and grievances, particularly those of students, in a timely manner.

Rationale for Minimum Expectations indicated as unmet:

•

Governance at the college is of grave concern to the team and requires follow-up from the HLC. The Tribal Council recently contracted with an outside consultant to interview faculty, staff and students to identify problems and make recommendations for improving the operations of college. These reports were commissioned outside the purview of the White Earth Tribal & Community College Council of Trustees even though they are chartered by the Tribal Council as the governing body for the College. In a meeting with the tribal council chair and council members, it was evident that their strong-held belief was that their intervention was required because of the problems at the college and they did not want it to fail. to the Tribal Council, the president, administration, faculty and students at the college. While the Board of Trustees performs most of the basic roles and responsibilities of governing boards, there is the perception among the college community there are a number that it fails to assume. Due to the aforementioned Tribal Council contracted reports by an outside consultant, a general perception exists among the college community that the Trustees have lost their ability to hire, evaluate and terminate the college president, one of its most important roles as a governing board. A concern among many of the faculty and staff is that this function has been usurped by the Tribal Council. The team interviewed four (04) of the Trustees; it was obvious they did not

July 30, 2010

Demonstrating Rigor: Defining Minimum Levels of Quality

•

truly understand their roles and responsibilities relative If the College is to remain autonomous and insulated from tribal politics, it is incumbent of the Trustees to assume their roles and responsibilities in governing the college. A well-planned orientation and professional development program would greatly improve the ability of the Board of Trustees to govern the College. Trustee training should begin immediately. The College has been without a permanent president for more than a year, impacting on its ability to remain a viable institution of higher learning. This is further revealed by the lack of adherence or development of policies and procedures. The limited personnel add to the perplexity of the college, because the initiators of policies are also the people that approve the policies. As a result, there are morale problems among the faculty, staff and students. A viable strategic plan is not in place to guide the decision making at the college. As a result, policies and procedures manuals are also in need of revision. Ultimately, however, it is the responsibility of the Council of Trustees to set the overall strategic direction for the college through its participation in a comprehensive, integrated planning process. A crucial component of this planning process is ensuring that the college has or can raise the necessary resources to support the mission and accomplish its strategic goals. If the Trustees are to be effective, they must assume the basic roles and responsibilities crucial to the governance of the college. Review of organizational documents, such as the Catalog and Website, indicate that policies and procedures have been created to ensure the rights of employees and students. The policies and procedures are in line with other institutions of higher education following applicable laws and regulations. However, there was evidence from discussions with administration, faculty, and staff, as well as lack of supporting documents, that the policies and procedures were not being followed by current or recent administration, such as the lack of student complaint logs, the lack of faculty evaluations, the incomplete faculty files (official transcripts not available in both fulltime and adjunct files), and assessment of student learning. The lack of a permanent President has contributed to the lack of action. However, in addition, the evidence is unclear that all responsible administrative and staff members have the expertise or experience to develop and implement appropriate policies and procedures. For example, as noted previously, there was evidence from discussions with administration, faculty, and staff that knowledge of the Higher Learning Commission requirements was lacking. The policies and procedures are not useful and do not uphold the College’s integrity if not followed in ensuring that the College follows ethical practices. The Student Complaint Process for the academic area is described in the College’s Catalog. The formal process is to begin with the Registrar, moving to the Academic Dean, and finally to Human Resources for resolution. The Catalog is available on the College’s website. Discussions with the administrators who deal with these complaints indicated that they were not aware if the logs were being kept on student complaints as

July 30, 2010

Demonstrating Rigor: Defining Minimum Levels of Quality

required. The changes in the position of the Academic Dean and the removal of the Dean of Students resulted in the lack of a log of student complaints in the academic and student services areas. The logs could not be located by the present staff, and new logs had not been started.

Part 2. Public Information 2.1 –

2.2 –

Met

The Board has adopted and published statements of mission, vision, values, goals and organizational priorities that together clearly and broadly define the organization’s mission.

The institution presents itself accurately and honestly to the public:

Not Met*

.1 The institution advertises only programs it actually provides. .2 The institution’s catalog, with full descriptions of programs and admission requirements, is accessible to the public. .3 The institution portrays its accreditation status clearly to the public, including the status of its branch campuses and related entities and its specialized and professional accreditations. .4 The institution communicates to its constituencies and applicants any Public Disclosure Notice it receives from the Higher Learning Commission. 2.3 –

The institution presents itself clearly and honestly to students and applicants:

.1 The institution provides students clear, timely, and accurate disclosure of all costs: tuition, fees, training, and incidentals. .2 The institution provides students timely and accurate information on its refund policy. .3 The institution explains clearly to applicants its requirements for admission to particular programs or majors as well as to the institution. .4 The institution explains clearly to applicants in advance of enrollment its policies on acceptance of transfer credit. .5 The institution clearly indicates to students what services it provides and how to access them. 2.4 –

The institution includes on its Web site a telephone number that includes an option to speak with a representative of the institution.

July 30, 2010

Demonstrating Rigor: Defining Minimum Levels of Quality Rationale for Minimum Expectations indicated as unmet: NA

Part 3. Programs and Instruction 3.1 –

Met

The institution follows established academic policies and procedures that reflect commonly accepted practice in higher education:

Not Met*

.1 Faculty have primary authority for the assignment of grades. .2 The institution has clear published policies on student academic load. .3 Syllabi are provided for all courses offered. .4 Residency requirements for each program are stated. .5 The institution has formal, written agreements for managing internships and clinical placements. 3.2 –

The institution maintains a practice of regular academic program reviews that include attention to currency and relevance of courses and programs.

3.3 –

Assessment provides evidence of student learning:

.1 Programs, majors, degrees and general education have stated learning outcomes. .2 Processes for assessment of student learning are in effect. 3.4 –

The institution follows appropriate policies for academic level and program requirements:

.1 The institution clearly differentiates its learning goals for undergraduate, graduate, and post-baccalaureate programs by identifying the expected learning outcomes for each. .2 No graduate program is composed primarily of courses that are available for both graduate and undergraduate credit. .3 Credits earned in remedial courses do not receive degree credit. .4 The institution conforms to commonly accepted minimum program length: 60 semester credits for associate’s degrees, 120 semester credits for bachelor’s degrees, 30 semester credits beyond the bachelor’s for master’s degrees, 30 semester credits beyond the master’s degree for doctorates. Any exception to these minima must be explained and justified. .5 The institution maintains a minimum requirement for general education for all of its undergraduate programs whether through the traditional distributed curricula (15 semester credits for technical associate’s degrees, 24 for transfer associate’s degrees, and 30 for bachelor’s degrees) or through integrated, embedded,

July 30, 2010

Demonstrating Rigor: Defining Minimum Levels of Quality interdisciplinary, or other accepted models that demonstrate a minimum requirement equivalent to the distributed model. Any exceptions are explained and justified. .6 The institution assigns credit values to courses based on commonly accepted ascriptions for traditional classroom learning, distance learning, hybrid programs, and compressed schedules. (Note: This item will incorporate whatever definition of a credit hour results from the federal regulatory process in progress during 2010.) 3.5 –

Students have access to the resources necessary to support learning and teaching (e.g., research laboratories, libraries, performance spaces, clinical practice sites) and those resources are appropriate for the institution’s mission and programs.

3.6 –

Students have access to guidance in the use of research and information resources.

3.7 –

Faculty members at the institution are available for student inquiry and mentoring.

3.8 –

The rigor of programs is consistent wherever and however curricula are delivered (on the main campus, at additional locations, by distance delivery, as dual credit, etc.).

Rationale for Minimum Expectations indicated as unmet:

•

White Earth Tribal & Community College has had difficulty in establishing a routine program review process. Effort in this area will assist in the continuous process of identifying the viability of courses and/or programs offered at the College in addition to limiting or eliminating those programs that have had excessively low enrollments. Ensuring that the review process continues, perhaps in a shortened time frame for low enrollment programs, the findings could assist in evaluation of academic programs and institutional effectiveness, and will also provide information for planning and budgeting. Concerning the formal evaluation of each degree program being set at a five year interval, consideration to shorten this process to possibly a three year duration in time might be appropriate due to the evidence that exists regarding numerous challenges in most all of these programs which reveals a need to address measures to enhance the efficiency of the student learning and teaching effectiveness. Consideration could be given to establish relevant Program Advisory Committees made up of local applicable business/industry As noted in the Self-Study, some programs were identified as potentially not meeting the needs of students and the community The development of the assessment of student learning plan is neither inclusive nor integrated into the infrastructure of the College to ensure coherent assessment of student learning throughout the institution. Examples include:

July 30, 2010

Demonstrating Rigor: Defining Minimum Levels of Quality

o Because of the vital nature and validity needed to provide all degree programs with identified Program Learner Outcomes, it is critical to complete the Program Learner Outcomes and Assessment Plans for the programs where they are not currently realized. The process of differentiating learner outcomes across course, program, general education, and institutional levels has not been completed. o Assessment has not been conducted routinely at multiple levels, such as course, program, and institutional. Thus limited evidence of student learning has been collected and analyzed. o With limited data generated, there has been difficulty in reporting for accountability and in making changes in instruction or curriculum that may be advantageous.

Part 4. Faculty

Met

Not Met* X

4.1 –

Faculty members possess an academic degree one level above the level at which they teach, except in programs for terminal degrees or when equivalent experience is established. In terminal degree programs, faculty members possess the same level of degree. When faculty members are employed based on equivalent experience, the institution defines a minimum threshold of experience and an evaluation process.

4.2 –

Faculty members teaching at the doctoral level have a record of recognized scholarship, creative endeavor, or achievement in practice commensurate to doctoral expectations.

4.3 –

The institution has a process for assuring that faculty members are current in their disciplines.

4.4 –

All faculty members are evaluated regularly in accordance with established procedures.

4.5 –

The institution has a sufficient number of faculty members to carry out the administrative roles of faculty, in particular oversight of the curriculum and assurance that students meet program requirements.

X X

Rationale for Minimum Expectations indicated as unmet:

•

Full-time and adjunct faculty files did not contain evidence that required credentials were provided. Review of the files indicated that two (02) of the five (05) full-time

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Demonstrating Rigor: Defining Minimum Levels of Quality

•

faculty members’ files did not contain all required official transcripts. None of the adjunct faculty files contained official transcripts. Without such documentation, it is difficult to determine that faculty members are qualified to teach in their respective areas. Although there were full-time faculty evaluation processes identified in the past, no recent activity is noted in faculty personnel records. Adjunct instructors were not evaluated. With the many changes in academic administration there has been limited focus upon faculty evaluation. To determine faculty effectiveness in teaching and the impact on student learning, it is important to evaluate both full-time and adjunct faculty on a regular schedule.

Part 5. Student Support Services 5.1 –

The institution provides student support services consistent with the type of students admitted:

Met

Not Met*

Met

Not Met*

.1 Qualified staffing is provided for the student services offered. .2 Appropriate academic advising is provided. .3 Financial aid advising clearly and comprehensively reviews the student’s eligibility for federal assistance and scholarships and the student’s debt capacity. .4 Timely and accurate transcript and records services are maintained. 5.2 –

The institution assures the quality and integrity of its admissions function.

5.3 –

The institution maintains contact information for student support services on its Web site for its main campus, off-campus locations, branch campuses, and online delivery. Contact information is also provided for students to use should a service not be readily available.

Rationale for Minimum Expectations indicated as unmet: NA

Part 6. Resources 6.1 –

The institution is fiscally viable.

6.2 –

The accredited entity has an external financial audit by a certified

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Demonstrating Rigor: Defining Minimum Levels of Quality public accountant or a public audit agency. For private institutions the audit is annual; for public institutions it conforms with state practice. X

6.3 –

The institution’s resources are adequate to ensure the quality of the academic programs and services it claims to provide.

6.4 –

The institution maintains an annual statement of revenue and expense.

6.5 –

The institution has a prepared budget for the current year and the capacity to compare it with budgets of previous years.

6.6 –

The institution has a system of ongoing planning and a current operational plan.

6.7 –

The institution’s planning processes are linked with its budgeting process.

6.8 –

The institution maintains systems for collecting, analyzing, and using institutional information.

6.9 –

The institution has a process for regular review of its physical infrastructure at all locations.

6.10 – The institution’s facilities are compliant with the Americans with Disabilities Act.

6.11 – The institution’s facilities are compliant with state and local regulations to ensure health and safety.

Rationale for Minimum Expectations indicated as unmet:

•

Although a campus facilities planning document was available for the team to review, it was attributed to be the work of the former interim president. Again, a transparent and inclusive process for developing the campus master plan should be in place. Accordingly, a current strategic plan that delineates programs for expansion, square footage requirements, enrollment projections by program and increases in faculty and staff FTE could be used as the basis for developing a campus master plan. White Earth Tribal & Community College’s student FTE is less than 100 and continues to be a challenge for the college. For each Indian Student Count (12 credit hours) generated by the College the federal Tribal College and Universities Act provides approximately $5500 in revenue. Obviously, student enrollment is related to the financial viability of the College. As a result, Strategic Plan also should include a Strategic Enrollment Management component to solicit input all of the campus stakeholders in developing a comprehensive plan that will increase enrollment. This process should include a review of policies and activities associated with attracting and retaining students including an analyses of admission, recruitment, retention, financial

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Demonstrating Rigor: Defining Minimum Levels of Quality

•

aid, instruction, advising, marketing, academic and student services programs. It also should examine the organizational structure and resource allocation using data for informed decision making. The process for developing and disseminating the strategic plan should be dynamic and on-going culminating with the dissemination of a document to be shared with faculty, staff and students. At the time of the team visit, this was not occurring. The most recent White Earth Tribal & Community College Strategic Plan is dated 2011 and is not current. Strategic Planning lacks the usage of data or evidence-based information and action oriented goals to measure. It is unclear who is responsible for statements of improvement.

*Documenting the Unmet Minimum Expectations In addition to documenting the specific reason the minimum is not met on this form, the team should also reference any unmet Minimum Expectations in the appropriate area of the main team report; i.e., the related eligibility requirement, Federal Compliance requirement, or Core Component(s).

Team Determination: (Insert one of the following statements.) The team has reviewed all Minimum Expectations within the Criteria for Accreditation and the institution meets all expectations. The team has reviewed all minimum expectations with the Criteria for Accreditation and has determined that the institution does not meet the Minimum Expectations (listed below): 1.4 –

The institution has a governing board that possesses and exercises the necessary legal power to establish and review the basic policies that govern the institution. .1 The board provides oversight of the institution’s finances as well as its academic and business operations. .2 The board is sufficiently autonomous from the administration, ownership, and other related entities to assure the integrity of the institution and to allow the board to make decisions in the best interest of the institution. .3 The board authorizes the institution’s affiliation with the Commission.

1.5 –

The institution has a qualified Chief Executive Officer, Chief Financial Officer and Chief Academic Officer (titles may vary).

1.8 –

The institution follows established administrative policies and procedures.

1.9 –

The institution evaluates its governance and administrative structures and processes regularly.

1.13 – The institution responds to complaints and grievances, particularly those of students, in a timely manner.

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Demonstrating Rigor: Defining Minimum Levels of Quality

3.2 –

The institution maintains a practice of regular academic program reviews that include attention to currency and relevance of courses and programs.

3.3 –

Assessment provides evidence of student learning: .1 Programs, majors, degrees and general education have stated learning outcomes. .2 Processes for assessment of student learning are in effect.

4.1 – Faculty members possess an academic degree one level above the level at which they teach, except in programs for terminal degrees or when equivalent experience is established. In terminal degree programs, faculty members possess the same level of degree. When faculty members are employed based on equivalent experience, the institution defines a minimum threshold of experience and an evaluation process. 4.4 –

All faculty members are evaluated regularly in accordance with established procedures.

6.3 – The institution’s resources are adequate to ensure the quality of the academic programs and services it claims to provide. 6.6 –

The institution has a system of ongoing planning and a current operational plan.

6.7 –

The institution’s planning processes are linked with its budgeting process.

6.8 –

The institution maintains systems for collecting, analyzing, and using institutional information.

6.9 –

The institution has a process for regular review of its physical infrastructure at all locations.

Team Recommendation Related to the Minimum Expectations: The team recommended a progress report, two (02) focus visits, and that the White Earth Tribal & Community College be placed on probation with the next comprehensive visit scheduled for 2014-2015. Information on the recommendations is described below. Reports Recommended Progress Report Report on Faculty Credentials and Student Logs (federal compliance issue) – September 01, 2013 Full-time and adjunct faculty files did not contain evidence that required credentials were provided. Review of the files indicated that two (02) of the five (05) full-time faculty members’ files did not contain all required official transcripts. None of the seven (07) adjunct faculty files contained official transcripts. The Student Complaint Process for the academic area is described in the College’s Catalog. The formal process is to begin with the Registrar, moving to the Academic Dean, and finally to Human Resources for resolution. The Catalog is available on the College’s website.

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Demonstrating Rigor: Defining Minimum Levels of Quality

Discussions with the administrators who deal with these complaints indicated that they were not aware if the logs were being kept on student complaints as required. The changes in the position of the Academic Dean and the removal of the Dean of Students resulted in the lack of a log of student complaints in the academic and student services areas. The logs could not be located by the present staff, and new logs had not been started. The report would include: 1. 2. 3. 4. 5.

Focus Visits Recommended Focus Visit – Two (02) scheduled; • December 2013 – Focus Visit on Governance, Campus Planning, and Resources • May 2014 – Focus Visit on Assessment of Student Learning and Academic Program Review The first focus visit is recommended within a year due to the issues regarding the governing board, the Tribal relationship, and the lack of a permanent President. The second is scheduled for 2015 so that the College has time to make necessary changes and to implement the Assessment of Student Learning and Academic Program Review. The team identified the following areas for the two (02) focus visits: Expectations Focus Visit, December 2013 Governance – Addressing the following: 1. Relationship between the Tribal Council and the College, including any changes made to the charter for the College 2. Continuity and filling of Council of Trustees membership 3. Professional development for the Council of Trustees 4. Evidence of regular Council of Trustees meetings with sufficient attendance for making a quorum 5. The status of hiring a full-time president and other executive administrators 6. The status of the review and revision of College policies 7. The implementation of College policies and procedures 8. Steps taken to strengthen faculty governance

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Demonstrating Rigor: Defining Minimum Levels of Quality

Campus Planning – Addressing the following: 1. Development of a campus facilities plan 2. Development of a new strategic plan 3. Explanation of the process utilized to develop the strategic plan 4. Explanation of linkage to budgeting 5. Dissemination of the strategic plan to stakeholders Resources – Addressing the following: 1. Steps taken to increase enrollment, such as initiating concurrent high school student enrollment 2. Development of an enrollment plan 3. Current status of enrollment, retention, and graduation rates Focus Visit, May 2014 Assessment of Student Learning – Addressing the following: 1. The process of differentiating learner outcomes across course, program, general education, and institutional levels and the resulting outcomes. 2. Evidence of conducting assessment at multiple levels including course, program, and institutional 3. Evidence of utilizing both direct and indirect measures of assessment 4. Description of the data collected, how it is analyzed, how it is reported, and how it is integrated into learning enhancements and tied to the strategic plan and budgeting Academic Program Review 1. To provide examples of routine academic program review 2. To provide examples of how academic program review was integrated into assessment of student learning, strategic planning, and budgeting 3. To indicate how any of the following have been integrated into the revised academic program review process. • Centrality of the program to the institution’s mission • Program FTE and headcount over a three-to five year span • Graduation and placement rates • Success of students placed in employment • Assessments of student learning for the program objectives • Cost per student per program • Student to faculty ratio • Retention rates • Average section size by program © Higher Learning Commission

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Demonstrating Rigor: Defining Minimum Levels of Quality

• • •

Number of cancelled courses per term per program Revenue generated by the program Future demand for the program

Accreditation Status Recommended The Team recommends the Commission place the College on Probation.

Rationale for Team Recommendation Related to the Minimum Expectations: Most of these issues continued to be concerns that the Team identified during the initial accreditation visit, with little progress made since the last visit and subsequent reports. If the institution has not provided an adequate plan or the issue has not been resolved for either of the two (02) recommended focus visits, an evaluation team or Commission staff will recommend appropriate action. White Earth Tribal & Community College has made l i t t l e progress i n m a n y areas since the last visit, including g o v e r n a n c e , c a m p u s p l a n n i n g , a n d a s s e s s m e n t o f s t u d e n t l e a r n i n g . T h e s e h a v e continued to be issues from the i n i t i a l accreditation visit to the last focused visit to this Comprehensive Evaluation visit. White Earth Tribal & Community College does not meet Criterion One and Criterion Two, with additional work needed on Criterion Three and Criterion Four. There are serious concerns with governance, which impacts all other criteria.

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Team Recommendations for the STATEMENT OF AFFILIATION STATUS INSTITUTION and STATE: White Earth Tribal & Community College, MN TYPE OF REVIEW (from ESS): Continued Accreditation DESCRIPTION OF REVIEW (from ESS): The team will also review the indicator conditions identified for futher review based on the data reported in the 2012 Institutional Update to the Commission. DATES OF REVIEW: 12/3/12 - 12/5/12 Nature of Organization LEGAL STATUS: Tribal TEAM RECOMMENDATION: Probation DEGREES AWARDED: A TEAM RECOMMENDATION: No change Conditions of Affiliation STIPULATIONS ON AFFILIATION STATUS: Accreditation is limited to the Associate degree level. TEAM RECOMMENDATION: No Change APPROVAL OF NEW ADDITIONAL LOCATIONS: Prior Commission approval required. TEAM RECOMMENDATION: No Change APPROVAL OF DISTANCE EDUCATION DEGREES: The institution has not been approved to offer its degree programs or more than four of its certificate programs through distance education or correspondence education as defined in Commission policy. Commission policy does permit the institution to offer up to four certificate programs as well as a limited number of courses leading to degree programs through distance education or correspondence education without seeking prior approval. TEAM RECOMMENDATION: No Change REPORTS REQUIRED: None TEAM RECOMMENDATION: Focus Visit – Two (02) scheduled; • December 2013 – Focus Visit on Governance, Campus Planning, and Resources • May 2014 – Focus Visit on Assessment of Student Learning and Academic Program Review OTHER VISITS SCHEDULED: None TEAM RECOMMENDATION: Visit at end of Probation Period, TBD Summary of Commission Review

Team Recommendations for the STATEMENT OF AFFILIATION STATUS YEAR OF LAST COMPREHENSIVE EVALUATION: 2007 - 2008 YEAR FOR NEXT COMPREHENSIVE EVALUATION: 2012 - 2013 TEAM RECOMMENDATION: TBD

ORGANIZATIONAL PROFILE INSTITUTION and STATE: White Earth Tribal & Community College, MN TYPE OF REVIEW (from ESS): Continued Accreditation _x__ No change to Organization Profile Educational Programs Program Distribution

Recommended Change (+ or -)

Programs leading to Undergraduate Associate Bachelors

7 0

Masters Specialist First Professional Doctoral

0 0

Programs leading to Graduate

Off-Campus Activities In-State: Campuses: Additional Locations:

Recommended Change: (+ or -)

Present Wording:

Recommended Change: (+ or -)

None

None None None

Distance Education Programs: Present Offerings: None Recommended Change:

(+ or -)

Present Wording: None None

Out-of-USA: Campuses: Additional Locations: Course Locations:

Recommended Change: (+ or -)

None None

Out-of-State: Campuses: Additional Locations: Course Locations:

Present Activity:

Correspondence Education Programs:

Present Offerings: None