Click here to download AIMS Fact Book 2007

Sustaining Tribal Colleges and Universities
the Tribal College Movement: Highlights and Profiles

With the enactment of the federal Educational Equity in Land-grant Status Act of 1994, Tribal Colleges officially became land-grant institutions. Ironically, Tribal Colleges and Universities possibly more than any other institutions of higher education in the country have embodied the essence of land-grant institution since their inception. This report provides a vivid account of Tribal Colleges and their commitment to realizing their land-grant mission, as well as their collective efforts to achieve their missions to their respective tribal nations and communities. It is an inspiring story of service to community, culture, tradition, and environment, to land and to people of a place.

 

Click here to download Sustaining Tribal Colleges and Universities (.pdf file)

Quality STEM Education Leads to Success

The National Science Foundation (NSF) initiated the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) in 1999 to enhance the quality of science, technology, engineering, and mathematics (STEM) education and research at HBCUs. The overarching goal of HBCU-UP is to increase the number of underrepresented minorities who are well prepared to participate in and lead the STEM workforce.

 

Click here to download Quality STEM Education Leads to Success (.pdf file)

Weaving Native Knowledge into STEM Teaching

 and Learning at Tribal Colleges and Universities

The Tribal Colleges and Universities Program (TCUP) was initiated to address the challenges and opportunities of undergraduate STEM education at Alaska Native, American Indian, and Native Hawaiian serving institutions. TCUP promotes increased participation and achievement among Native students through quality STEM teaching and learning. Each institution's project approaches STEM education improvement based on their unique needs. Typical strategies include course and degree program development, curriculum enhancement, undergraduate research opportunities, student support, use of information technologies, and faculty professional development. Tribal Colleges integrate native culture into their curricula, including STEM disciplines, to provide their students with a holistic education based on Native and Western knowledge. This report highlights achievements and progress of 26 TCUP projects that were active in AY 2005-06.

 

Click below to download Weaving Native Knowledge into STEM Teaching and Learning at Tribal Colleges and Universitities (.pdf files)

Part 1

 

Part 2

MIE Fact Book 2005

The Model Institutions for Excellence Program, funded by the National Science Foundation and the National Aeronautics and Space Administration, was designed in the early 1990s as a long-term initiative to empower institutions of higher education to serve as models to improve the quantity and quality of America's science, technology, engineering, and mathematics graduates at minority-serving institutions (MSIs). MSIs include Hispanic-Serving Institutions, Historically Black Colleges and Universities, and Tribal Colleges and Universities. The ultimate goal was to create a higher quality, more diverse national STEM workforce.

 

Click below  to download MIE Fact Book 2005 (.pdf files)

 

Part 1

 

Part 2 (1)

 

Part 2 (2)

 

Part 3 (3)

Bringing Science and Mathematics Excellence to Rural Classrooms

In 1994, the National Science Foundation (NSF) initiated the Rural Systemic Initiative (RSI) program to improve K-12 science, mathematics, and technology (SMT) education in rural, economically disadvantaged regions of the United States. The overarching goal of RSI was to significantly improve SMT education by implementing system-wide reform focused on improving student achievement and developing a sustainable educational infrastructure.

 

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Academic Excellence For All Urban Students

Since 1993, the National Science Foundation's Urban Systemic Initiative (USI) program has been a catalyst for large-scale systemic change directed towards improving the science and mathematics achievement of all urban students. This report presents preliminary findings from an evaluative study of NSF's USI program among 22 large urban school districts. NSF's Six Drivers of Systemic Reform provided a framework for USI implementation, focusing on standards-based curriculum and instruction, aligned assessment, policies, professional development, convergence of resources, leadership,and partnerships.

This report presents evidence of noteworthy gains in student achievement, with the greatest gains seen in school districts that have participated in the USI program for the longest period of time. Urban students in USI school districts have substantially increased their enrollment rates in mathematics and science gate-keeping and higher-level courses. Underrepresented minority students made even greater enrollment gains than their peers during the same period, resulting in reduced enrollment disparities. Assessment test results show that USI students have made gains in science and mathematics achievement, while reducing acracial/ethnic groups.hievement gaps among racial/ethnic groups.

 

Click here to download Academic Excellence for All Urban Students (.pdf file)