Tribal College Contributions to Local Economic Development

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24involved in a series of court and legislative battles to protectthe land from coal development (Wilson, 1993).In reaction to such problems, Tribal Colleges increasingly havebecome involved in promoting the sustainable developmentof natural resources on their reservations. For instance, theMenominee Sustainable Development Institute at College ofthe Menominee Nation in Keshena, Wisconsin works to helppreserve the tribe’s substantial forest resources while still producingenough income from forest products to enable a strongeconomy. Toward this end, the Institute has two goals: to researchand describe the Menominee model of a sustainablecommunity; and to provide education about sustainable developmentto a broad audience (Davis, 1996). In addition,Bay Mills Community College of Brimley, Michigan is developinga new curriculum in Sustainable Development, focusingon six primary areas: Environmental Science, Economics,History, Political Systems and Institutions, Community,and Culture and Spirituality. 15Meanwhile, Tribal Colleges also can help with instructionand technical assistance, in order to allow tribal membersto be a part of agricultural and natural resource development.For example, the Navajo reservation has relativelyundeveloped sources of coal, natural gas, and uranium, aswell as underutilized land and water resources. In order todevelop these resources, “the Navajo Nation needs moreNavajo individuals who are formally educated in such fieldsas engineering, range conservation, hydrology, businessmanagement, natural resource development, and rural socialand economic development” (Lewis, 1993, p. 24).Tribal Colleges also can prepare students in fields that are relatedto the land, such as nutrition, family health, and tourism.For example, Little Big Horn College is helping the Crow IndianReservation in Montana to take advantage of its proximityto Little Big Horn Battlefield, site of Custer’s last stand. Therecently established Institute for Microbusiness and Tourismnow offers Indian-designed and led tours of the site, in additionto fly-fishing trips and historic tours of various reservationsites (Boyer, 1997). Tribal Colleges can provide targetedcoursework and research that addresses these issues, especiallywith their recent designation as land-grant colleges.Land-grant status of the collegesIn 1994, 30 Tribal Colleges obtained land-grant statusthrough the Equity in Educational Land-Grant Status Act.The report accompanying the legislation concluded thatthe Tribal Colleges have similar missions to those of existingland-grant institutions, and that their designationas land-grant colleges could assist them in accomplishingtheir missions (U.S. Congress, 1993). The Act gives30 Tribal Colleges (the “1994 land-grant institutions”)land-grant status 16 and makes available several types offunding (Bigart, 1997; U.S. Congress, 1993; AIHEC,1999a): 17 Instead of receiving land for endowments, the 1994institutions are authorized to receive interest incomefrom an endowment fund, to be built from $4.6 millionappropriations for each year between 1996 and2002 (for a total endowment of $32.2 million, if thefunds are appropriated). Each 1994 institution is authorized to receive $50,000per year to fund instruction in food and agriculturalsciences, as a replacement for Second Morrill Act appropriations.In FY1999, $1,552,000 was appropriatedfor these equity grants.Between Fiscal Years 1996 and 2002, $1.7 million peryear has been authorized for competitive grants forbuildings, laboratories, and other capital facilities, althoughthe funds have not been appropriated.An annual $5 million was authorized for agriculturalextension work by the 1994 institutions in cooperationwith any 1862 or 1890 land-grant institution. Thesefunds are awarded on a competitive basis. In Fiscal Year1999, approximately $2 million was appropriated forthe extension program.Beginning in Fiscal Year 1999 and authorized through2002, the colleges can compete for applied researchgrants in agriculture through a research program targetedtoward the 1994 institutions.The 1994 institutions do not receive as much funding asother land-grant institutions. AIHEC estimates that together,15See the college’s website (www.bmcc.org).16Initially, 29 of the colleges were designated as land-grant institutions through the Equity in Educational Land-Grant Status Act; in 1998, LittlePriest Tribal College was added after it split from Nebraska Indian Community College, which already had been a land-grant institution.17However, the legislation excludes them from certain types of funding: agricultural experiment stations under the 1887 Hatch Act; agriculturalextension work under the 1914 Smith-Lever Act; and college aid appropriations under the Second Morrill Act (Bigart, 1997).Tribal Colleges’ Contributions to Local Economic Development
25Profile of Development Activities atTurtle Mountain Community CollegeLike other Tribal Colleges, the original rationale for the creation of Turtle Mountain Community College of Belcourt,North Dakota included increasing the number of tribal members who are capable of contributing to activities thatpositively impact local community and economic development (TMCC, 1999). Since 1976, the college has providedcustomized training for the tribe and surrounding community through its Vocational and Technical EducationDepartment. The department was established to train tribal members for employment and offers 10 instructionaldegree and/or certificate programs, in such fields as Early Childhood/Day Care, Construction Technology, Welding,Medical Lab Technician, Fish/Wildlife Management, Business Office Technology, and Entrepreneurship/Marketing.In 1997-98, 473 students were enrolled in any one of the 10 degree/certificate programs. Of those students, 77percent have completed their programs, and 88 percent of program completers are currently employed. Organizationssuch as Uniband Corporation, Turtle Mountain Manufacturing Corporation, and the Belcourt School Districthave taken advantage of the college’s customized training.In addition, the Center for New Growth and Economic Development was created within the college to play anintegral role in the development activities of the surrounding communities. The center has five major goals:Compilation of community data and informationCollaboration with tribal and community leadersStructured training opportunities for the next generation of tribal leadersConducting research relevant to tribal and community needsMaintenance of a centralized repository of demographic data and resource materialsThe center’s work strengthens Turtle Mountain Community College’s capacity to address local needs. For example, thecenter recently brought together tribal and county leaders to discuss long-range planning, resulting in an application forEmpowerment Zone and Enterprise Community (EZ/EC) status. The center obtained funding from the Administrationfor Native Americans to develop a data collection and management unit that will be available to all community members.The center also manages and administers a scholarship program designed to help future tribal entrepreneurs create businesseson or near the reservation; provides access to the Internet for students; and sponsors a series of workshops presentedby local professionals on business start-up issues.The Agriculture/Natural Resource Initiative also exists within the college to develop an environmental program forthe Turtle Mountain Chippewa Reservation by focusing on the effective use of agricultural, forest, and residentiallands. Toward this end, the initiative will involve research into various reservation species, efforts to bring all relevantprograms of the U.S. Department of Agriculture to the reservation, and the development of agriculturalprograms of study. Agricultural-related training in such areas as nutrition education, diabetes information, andGlobal Positioning System/Geographic Information System (GIS/GPS) training is already being provided, and thecollege will eventually offer certificates and degrees through the Initiative.the 30 land-grant Tribal Colleges receive approximately thesame funding through land-grant-related appropriationsthat one state land-grant university does (AIHEC, 1999). Inaddition, several of the land-grant provisions have not beenfunded at their authorized levels, or at all.Under the land-grant legislation, two broad programs arefundamental to the work of the Tribal Colleges: equity grantsand extension work. The purpose of the equity grants programis to strengthen instructional programs in the foodand agricultural sciences at the 1994 land-grant institutions.Tribal Colleges’ Contributions to Local Economic Development
Page 1 and 2: Tribal College Contributionsto Loca
Page 3 and 4: ACKNOWLEDGMENTSThis report is the s
Page 5 and 6: I. INTRODUCTION“With determinatio
Page 7: 3Economic Development: A New Defini
Page 10 and 11: 6portation, more doctors, more reti
Page 12 and 13: 8Despite the increased need for Ind
Page 14 and 15: 10Figure Four: Average Educational
Page 17 and 18: III. TRIBAL COLLEGES AND LOCALECONO
Page 19 and 20: 15Reservation CasinosThe publicity
Page 21 and 22: Increased skills/productivityof loc
Page 23 and 24: 19percent of the labor force on the
Page 25 and 26: 21Tribal Business Information Cente
Page 27: 23A Brief History of the Land-Grant
Page 31: 27developing and implementing a Fam
Page 34 and 35: 30numbers of students from disadvan
Page 36 and 37: 32Cavan, John. 1995. “The Compreh
Page 38 and 39: 34Slater, Lois R. 1997. “Patterns
Page 41: AddendumFigure Seven on page 16 of

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