Publications

AIMS Fact Book 2007

The first Tribal College was established in 1968 in response to unmet higher education needs of American Indians. Barriers to post-secondary education for American Indian students include geographic isolation of reservations, inadequate precollege preparation, socioeconomic challenges, and family responsibilities. Tribal Colleges and Universities (TCUs) are essential in providing educational opportunities for American Indian students. They offer higher education that is uniquely tribal with culturally relevant curricula, extended family support, and community educational services. Most TCUs are located on federal trust territories and therefore receive little or no funding from state or local governments unlike other public colleges and universities. Instead, the colleges' special relationship with the federal government and the financial support it provides continue to be essential for their survival.

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

In 1994, Tribal Colleges and Universities received an historic and long overdue designation.  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.

HBCU-UP Academic Indicator Report 2005

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 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.

AIMS Fact Book 2005

Through capacity building in data collection and analysis at this nation's American Indian Tribal Colleges and Universities (TCUs), this project will be the foundation for systemic reform that significantly increases, and, for the first time, accurately measures, American Indian success in higher education.

Learning to Lead, Leading to Learn

Institutional Research Capacity Building at Tribal Colleges and Universities

Systemic Research conducted a TCU Data Capacity and Needs Assessment (DCNA) Survey. The purpose of the DCNA survey was to assess institutional data capacity and needs based on current tribal college resources - technical, physical, financial, and human.

Strengthening the Foundation for Future Black Scientists and Engineers

The National Science Foundation (NSF) launched the Historically Black Colleges and Universities Program (HBCU-UP) in 1999 to increase significantly the numbers of students enrolling in, and successfully completing, quality [STEM] baccalaureate programs which will prepare them to pursue doctoral degrees in the [science, technology, engineering, and mathematics (STEM)] disciplines, with a focus on support for faculty, research experiences for undergraduates, and scientific instrumentation. The program emphasizes the implementation of comprehensive institutional approaches to strengthen STEM teaching and learning primarily focusing on improvement of access, retention, and graduation.

Five institutions were selected from Cohorts 2 and 3 for an in-depth case story of their HBCU-UP project. The selections were made to provide a cross section of sites based on size, geographic location, control (private or public), length of time implementing the project, and project focus.

Overcoming Challenges in Urban Education

This publication presents the National Science Foundation's Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) overall program achievement highlights and case stories of five selected sites: Omaha, NE; Jackson, MI; Laredo, TX; Oakland, CA; and Montgomery, AL.

The five sites highlighted in this report are representative of the hard work and accomplishments of all of the CPMSA sites. Each site was unique in its goals and implementation strategies but they all shared a common goal of providing a high quality education to all our children.

MIE Fact Book 2002

The Model Institutions for Excellence (MIE) program is a long-term groundbreaking initiative, launched in 1995, designed to empower universities to serve as models to improve the quantity and quality of our nation's science, technology, engineering, and mathematics (STEM) graduates. Funded by the National Science Foundation (NSF) and the National Aeronautics and Space Administration (NASA), MIE's goal is to strengthen the infrastructure of higher education institutions in STEM education and undergraduate research, and to increase the number of underrepresented minority students who pursue advanced STEM degrees.

Raising Standards and Achievement in Urban Schools

The Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) is a National Science Foundation (NSF) Program designed to improve the mathematics and science education of urban students in medium sized cities. Initially, the major focus of the program was on the enrollment of underrepresented minority students in gate-keeping and higher-level mathematics and science courses. This was to be accomplished by partnerships with colleges and universities and community organizations to design and implement both student and teacher enrichment activities. The goals of the program, in addition to increased enrollments in mathematics and science courses, were to improve student achievement, teacher knowledge and skills, and enhance student interest in pursuing mathematics, science, and technology post-secondary education and careers. This report highlights the achievements of the first two cohorts of CPMSA sites, and two selected sites within these cohorts: Hamilton County/Chattanooga, TN and Newport News, VA.

MIE Fact Book 2000

The Model Institutions for Excellence (MIE) program is a long term ground breaking initiative designed to empower universities to serve as models to improve the quantity and quality of our nation's science, engineering and mathematics (SEM) graduates. Funded by the National Science Foundation (NSF) and the National Aeronautics and Space Administration (NASA), MIE's goal is to strengthen the infrastructure of higher education institutions in SEM education and undergraduate research, and to increase the number of students who pursue advanced SEM degrees.

Volume I presents aggregated key indicator data in numerical and graphical format to illustrate progress made in the MIE program from the baseline through AR 1999-00.  Volume II presents the individual MIE institutions' data: Bowie State University, Oyate Consortium (Oglala Lakota College, Si Tanka College, Sinte Gleska University, Sisseton-Whapeton Community College, and Sitting Bull College) Spelman College, Universidad Metropolitana, the University of Texas at El Paso, and Xavier University of Louisiana.