Transcript Prepared by April Lindala, Marty Reinhardt and Jamie Kuehnl March 30, 2015

Prepared by April Lindala, Marty Reinhardt and Jamie Kuehnl
March 30, 2015
Criteria #1 – Alignment with NMU Mission
Northern Michigan University challenges its students and employees to think independently and critically,
develop lifelong learning habits, acquire career skills, embrace diversity and become productive citizens in
the regional and global community.
• Intellectual Foundation/Embrace Diversity – The NAS major offers an interdisciplinary curriculum that
will help students think independently and critically by focusing on five primary themes in relation to
tribal communities: 1) identities; 2) culture, history and language 3) education, families and communities
4) governance and sovereignty; and 5) traditional ecological knowledge.
• Acquire Career Skills – Due to the interdisciplinary nature of students are prepared to both pursue
careers and seek advanced degrees. Students who have successfully completed a major or minor in Native
American Studies will have skillset to be employed in varying occupations state and federal agencies are
required to liaison with tribal governments.
• Develop Life-Long Learning Habits- applied learning modalities founded in American Indian knowledge
systems are reflected in many of our courses: NAS 207 (a, b, and c) Seasonal Exploration Anishinaabe
Language, NAS 224 Native American Beadwork Styles, NAS 340 Kinomaage: Earth Shows Us the Way,
and NAS 488 Native American Service Learning Project.
• Productive Community Engagement – students connecting with Indigenous communities locally,
regionally, nationally and globally: NAS 212 Michigan and Wisconsin Tribes, Treaties and Current Issues
students visit local treaty boundaries and conduct a local community scanning project, and NAS 310
Tribal Law and Government students visit the Keweenaw Bay Indian Community.
Criteria #2 - History, development,
and expectations of the program
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Interdisciplinary NAS minor established 1991
First full-time faculty member, Don Chosa, hired to teach Anishinaabemowin 1993
CNAS approved by Board of Control 1996
First CNAS director, Dr. Dennis Tibbetts, hired 1996
Current director, April Lindala, hired 2005
CNAS Faculty Affairs Committee formed 2005
Current Anishinaabemowin instructor, Kenn Pitawanakwat, hired 2007
First tenure-line faculty member, Dr. Martin Reinhardt, hired 2010
Inclusion on Academic Senate in Fall of 2012
2001-Present NAS expanded to over 25 courses
NAS Major approved by Academic Senate on January 27, 2015
Criteria #3 - External
demand for the program
• NMU would be the first public university in Michigan to offer an undergraduate degree in Native American
Studies. We simply need more faculty to do this successfully.
• There are 37 tribal colleges that offer Native American Studies. Most offer only a two year degree. A major would
provide opportunities for articulation agreements in NAS.
• Growth in tribes is significantly impacting other sectors of government at local, state and federal levels. Tribes are
often the largest employer in the rural communities . The Indian Gaming Industry created 204,000 new jobs
within gaming facilities (NIGA 2009). This had a secondary effect of spawning growth in surrounding
communities and industries, and providing revenue for expansion of tribal service related jobs.
• There are currently 1196 Federally Recognized Tribes or First Nations in North America (566 tribes in U.S.
and 630 Canada), and many more awaiting federal recognition.
• There are 69 tribes or First Nations in the Great Lakes Region (12 MI, 11 WIS, 11 MN, 8 NY, 16 Ontario, 11
Quebec).
• Traditional tribal knowledge is central to environmental programming and “green” economy as emphasized at the
annual Bioneers conference in San Rafael, California (October 2012).
Criteria #4 - Internal
demand for the program
• NAS minors in Winter of 2014 = 48 up from 13 in Fall 2006. Winter of 2015 = 35.
• Graduates with NAS minor in May 2014 = 9. December 2014 = 3.
• First ICP with NAS concentration graduated in December 2010. Second ICP in May 2013.
Third ICP in December 2014. One ICP student slated to graduate in May 2015. Rather than
applying for an ICP each time a student wants to pursue a major focused on NAS, the FAC voted to
forego further ICPs and focus on applying for an NAS major instead.
• Increased number of NAS courses from 9 in 2005 to over 25 currently.
• MAE in Educational Administration with a American Indian emphasis created in 2011,
endorsed by Tribal Education Departments National Assembly (TEDNA). Currently 7
students enrolled.
• Undergraduate certification in American Indian Education established recently. Also
endorsed by TEDNA.
Criteria #5 - Quality of the
program inputs and resources
• Equipment – active resource room with hundreds of books and other instructional
materials.
• Facilities – shared space in Whitman Hall. Also caretakers of Whitman Hall Fire site.
• Faculty – active international scholarship and research, productivity in publications,
nearly a quarter of a million dollars in successful grant writing, attend international
conferences and other professional development opportunities, respond to requests for
collaborations and partnership with tribes and inter-tribal organizations. Fulfill requests
for multiple presentations internally and externally throughout the calendar year.
• Students - 35 NAS minors declared presently. Many students engage directly with the
local and regional Native American communities through academic service learning.
Students have published scholarly work and presented at national conferences (e.g.
Native American Indigenous Studies Association)
Criteria #6 - Quality of program outcomes
• 4 NMU alumni were hired by Great Lakes Indian Fish and Wildlife Commission (GLIFWC) due to successful
completion of NAS minor.
• 3 alumni are currently teaching/working in Anishinaabemowin-related positions at Watersmeet Township Schools,
GLIFWC, and NMU.
• 1 alumnus working for Gun Lake Band Environmental Department.
• NMU NAS minor alumni are faculty in higher education (e.g. Bemidji State University, KBOCC and NMU).
• GLIFWC sought out two NMU NAS minor students to be part of Anishinaabemowin revitalization efforts.
Students contributed to successful publication of Dibaajimowinan: Anishinaabe Stories of Culture and Respect.
• Many K-12 teachers and other educational workers complete courses in American Indian education which has been
reported to play a key role in their promotion and retention.
• Employment outlook - The Indigenous population is the youngest and fastest growing population in the U.S. and
abroad.
• Indigenous communities are growing rapidly in all areas of the economy especially in the area of natural resources.
• Federal, state, and local governments must interact with tribal governments and individuals in order to provide
industry with a competitive advantage.
Criteria #7 - Size, scope, and
productivity of program
• 60 % of students enrolled in the NAS minor are non-Native students with diverse academic
interests: Environmental Studies and Sustainability, Art and Design, Outdoor Recreation
Management, Political Science, Criminal Justice and Social Work
• 65% of students enrolled in UW Green Bay’s First Nations major are non-Native students
• There are 173 Native American students currently enrolled at NMU with 8% of those
students enrolled in the NAS minor. The proposed NAS major will continue to attract Native
students (historically underrepresented in higher education) to NMU.
• One major factor impacting Native enrollment at NMU is the Michigan Indian Tuition Waiver
(MITW). If NMU maximizes the MITW to our advantage, it will increase Native student
enrollment. NMU’s current policy regarding Degree Granting Status (DGS) prohibits
potential Native students from utilizing the MITW unless they have been accepted into a
degree granting program.
• There are three tribally-controlled community colleges in Michigan with two-year Native
American Studies programs. As it stands, students in these programs must go out of state to
pursue a higher degree in NAS.
Criteria #7 - Size, scope, and
productivity of program
60
50
2007
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2008
2009
2010
30
2011
2012
2013
20
2014
2015
10
0
NAS Minor
ICP - NAS Concentration
Criteria #8 - Revenue and other resources
generated by the program
• Enrollment/tuition – enrollment spread over all level of courses.
• NAS Demonstration of Service- Fall 2014 92% non-NAS minor; Winter 2015 89% non-NAS minor
• Grants – approximately $230,000.00 in grant monies secured between 2009-2015
• King*Chavez*Parks Visiting Professor Initiative
• Faculty Grant award
• Academic Service Learning grants
• Michigan Humanities Council
• National Endowment for the Arts
• Tribal 2% Funding Requests
• Wildcat Innovation Fund
• Fund-raising – approximately $10,000.00
• Decolonizing Diet Project
• Elder-in-Residence program
Criteria #9 - Costs and other
expenses associated with the program
Instructional costs –Anticipated new tenure-line faculty member will cost
approximately $78,500 to $86,000 (salary and benefits) per year
• Use of existing facilities
New support needed
• Estimated $3,000 support/year
• AAUP funded travel and professional development will be used to cover travel
and development expenses. For all other requirements we anticipate use of
existing facilities.
• Ability to travel to regional tribes for purposes of introduction and
familiarization
Criteria #10 - Impact, justification, and
overall essentiality of the program
• NMU would be the first public university in Michigan to offer an undergraduate degree in
Native American Studies
• Native American Studies (NAS) firmly aligns with the President’s desire to be distinct and several of
his proposed core values specifically: making community connections and diversity and inclusion
• Ten peer institutions who offer American Indian/Native American/Indigenous Studies programs (with
a range of 4,000-11,000 students) have on average 5.1 FTE faculty
• NAS at NMU provides valuable academic service learning opportunities
• NAS at NMU provides students with upper level courses endorsed by a national organization: TEDNA
• NAS at NMU contributes to valuable liberal studies and world culture course offerings as well as
General Education course offerings
• NAS at NMU successfully collaborates with tribes and various agencies, municipalities, as well as other
NMU departments, offices and academic programs
Criteria #11 - Opportunity analysis of the program –
what new possibilities will this program present?
• Opens up distinctive opportunity to introduce new NMU brand to Native
American communities for purposes of student recruitment and job placement.
• NMU will be better poised to develop strategic partnerships with tribes, federal,
state agencies and organizations for advancing research and scholarship
opportunities.
• Gives NMU the opportunity to be a leader among regional institutional peers to
distinctly address tribal revitalization and capacity building.
Comparison of NMU Catchment Area with Great Lakes Region Tribal Reservations
Additional Considerations
Pane-Ngii-Bi-Yaami means “we were always here first” in Anishinaabe. We want to respect and honor the
deep relationship between people and place, especially in our unique natural environment in what is now
Michigan’s Upper Peninsula. Students deserve a major that wholly reflects that perspective.
Between fall of 2006 and winter of 2013 there was an increase of 137% in the number of NAS minors (from
13-48 respectively). The number of course offerings increase from 9 to 24. The richness and diversity of NAS
courses have been recognized by those outside of the institution.
Over the past three years, the NAS faculty and staff have generated a significant amount of publications,
submitted a healthy number of grants, provided expert testimony and delivered a substantial amount of
presentations. We expect to see a similar trajectory of scholarly activities in the future.
Publications = 16
Presentations = 125
Expert Testimony = 45
Grants = 31
With its proven record of success and growth, NAS cannot meet its expanding needs with only one tenureline faculty member. The addition of another tenure-track NAS faculty will allow NAS to successful
implement a NAS major.
Responsibilities
Title:
Native American Generalist
Tenure-line faculty position. Ideal candidate must have a terminal degree from an accredited institution and have
the skills to teach a myriad of courses within the discipline of Native American Studies (NAS) at both lower and
upper division courses. This is a sample list below.
NAS 204 Native American Experience
NAS 240 Sacred Ground: Native Peoples and Mother Earth
NAS 330 Native Cultures/Dynamics of the Religious Experience
NAS 342 Indigenous Environmental Movements
NAS 404 Critical Theory, Resistance and Community Engagement in NAS
NAS 424 American Indian Activism and Cultural Expression
The ideal candidates would be willing to employ active learning techniques in the classroom, explore academic service learning
methodologies and be willing to create on-line courses and/or work with new media and varied technologies. The preferred
candidates much be actively engaged with scholarship that is reflective of the NAS mission statement and must demonstrate
proven experience working with tribes and/or inter-tribal organizations. Additional qualities would be experience linking
individuals from varied governmental agencies (particularly tribal) with students as part o the classroom experience.
Additional responsibilities:
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Serve on the CNAS Faculty Affairs Committee and sub-committees
Curriculum/program building and enhancements
Outcomes assessment reporting
Serve on university-wide committees
Proposed Bulletin Copy
(highlights core classes)
Total Credits Required for Degree
General Education Courses
Health Promotion Requirements
Required Courses in Major
NAS 100 Native American Studies FYE Seminar (NEW course)
NAS 204 Native American Experience
NAS 212 Mich/Wis: Tribes, Treaties and Current Issues
NAS 310 Tribal Law and Government
NAS 315 History of Indian Boarding School Education
Four credits of Anishinaabemowin (Anishinaabe Language)
 NAS 101 Anishinaabe Language, Culture and Community or
 NAS 207a Fall Seasonal Exp: Anishinaabe Language or
 NAS 207b Winter Seasonal Exp: Anishinaabe Language or
 NAS 207c Spring/Summer Seasonal Exp: Anishinaabe Language
124
30-40
2
30
2
4
4
4
4
4
8
Eight credits of capstone (both theoretical and applied)
 NAS 404 Critical Theory, Resistance and Community Engagement in Native American Studies (NEW Course)
 NAS 488 Native American Service Learning Project
Proposed Bulletin Copy
(Electives)
Other Required Courses
Twelve credits of one of the below tracks with at least eight credits at 300 or above or with the Interdisciplinary track requiring at least eight
credits from other departments (as well as eight credits at 300 level or above).
 Native American Studies Interdisciplinary Electives
o AD 200 Native American Art and Architecture
o AN 320 Native Peoples of North America
o AN 330 Indians of the Western Great Lakes
o CJ 460 Native American Justice
o *EN 311Z World Literature in English
o EN 314 Traditional Oral Literatures: Selected NA Cultures
o EN 316 Native American Novels and Poetry
o EN 317 Native American Drama, Nonfiction and Short Stories
o *EN 430 Major Authors
o HS 233 History of the American Indian
o HS 234 Indigenous Peoples of Latin American
o *MU 325 World Music
o All courses with NAS prefix not already included in required courses.
*Credit only applies when there is primarily Native American subject matter.
Special topics courses and course substitutions may be added with NAS Faculty Affairs Committee and Department Head approval.
NAS majors must achieve a GPA of 2.25 or higher in all major required courses.
GEC courses may not be double counted for the NAS major.
Minor
Choose any minor except Native American Studies.
12
Credits
20-24
Recap
• The NAS minor curriculum has critically engaged students since 1991.
• The tenure-track NAS Generalist enhancement will provide NMU with:
• An opportunity to successfully offer a major in NAS
• New introductory and capstone courses as part of the NAS curriculum
• A NAS major will provide NMU with:
• Further recruitment opportunities within a new market of students interested in NAS
• Further retention of existing students seeking a major in NAS
• Ability to enhance existing relationships with tribal communities.
• Due to the interdisciplinary nature of NAS:
• Increased opportunities for scholarship, grant funding, student internships and academic service
learning.
• Internal/external professional development.
• Increased opportunities for campus/community collaboration, specifically with tribes
and inter-tribal agencies, government municipalities and agencies