Board of Directors
Ted Wright, Interim President
The November 11, 2002 Southeast Native Education Forum was hosted by the Southeast Alaska Native Educators Association in collaboration with the Southeast Alaska Tribal College. Participants in the forum were to identify strategies to meet the needs of four identified strands - K-12, Higher Education, Adult Education and Family/Partnerships. Following is the goals identified by the Higher education strand.
Other topics discussed
Higher Education Resource Directory
Native Rural Student Center - UAS
Yak'éi tsu haat yeey.aadí
There are quite a few changes happening in the Native and Rural Center this year. Pattie Adkisson has moved to Fairbanks in May, so we said goodbye to her during the spring semester. In June UAS hired a new advisor/coordinator of the Native and Rural Center, Janice Jackson, who recently graduated from UAS with a Bachelor of Liberal Arts degree.
Along with her degree, Janice brings years of experience in working with students and coordinating programs at the museum department in Ketchikan. Her experience also includes positions at SEARHC, Tlingit & Haida, and the Office of the Governor. Some of her goals for her new position are to strengthen our ties with the community and help retain our students. She has been busy recently advising new and returning students at UAS and looks forward to continuing that relationship.
Janice is also the Wooch Een advisor. Wooch Een is a student club on campus that students may join to host gatherings so that they may have a sense of community and family on campus, as well as host events and programs to educate people about the Native Alaskan culture. We have many new students added to the club this year! Wooch Een encourages interested students to join the club and any activities we offer this year.
With new management come changes as well. UAS Facilities Services renovated the center with a fresh coat of paint and new carpet installed by Scott Hodgson. These changes along with the new furniture make the room nicer and more professional as well. Stay tuned for more changes this semester. Thank you, Facilities Services!
The purpose for the NRSC is to be a resource not only for the Native and Rural students, but for professors and all students to learn about the Native Alaska cultures. Changes are being made to make the room look mores studious than in years past. We hope to schedule an open house soon so that everyone can see the center's new look. The NRSC would like to welcome everyone to stop in the office. We usually have a pot of coffee on, and we want to hear your ideas for this school year.
PITAS (Preparing Indigenous Teachers for Alaska
Schools) - UAS
PITAS is a grant funded by the U.S. Department of Education with the following goals to address these needs:
There are two phases to the program. A pre-college phase that involves the following: recruiting mentor teachers in participating school districts to work with and recruit potential students, conducting a two week summer bridge program, and professional development support for mentor teachers. A college phase that involves the following: on-campus support for PITAS students, becoming a culturally responsive institution, collaboration with the Southeast Alaska Native Educators Association, development of a Tlingit Language and Culture Program, and working towards sustainability.
Tlingit Language and Culture Minor - UAS
Nora Marks Dauenhauer: BA in Anthropology (Alaska Methodist University), Honorary Doctorate (University of Alaska Southeast). She is widely published and anthologized as Native American writer and active in Tlingit language research, teaching, and materials development.
Richard Dauenhauer: BA in Slavic languages; MA in German; Ph.D. in Comparative Literature; former poet laureate of Alaska. He is the Co-editor of many Tlingit resource and instructional materials.
We have been working individually and as a team for over 30 years in the areas of teacher training and applied folklore and linguistics for Alaska Native Languages, especially Tlingit. We can work in the areas listed below as independent contractors, or in collaborative efforts with teachers and staff of various programs and organizations.
Curriculum and materials development
Some of our published work includes: Beginning Tlingit Grammar, Tlingit Spelling Book, Tlingit Phrase Book; and three-volume, bilingual "Classics of Tlingit Oral Literature" series. Work in progress (available on request) includes one semester of TPR lessons, Intermediate Tlingit, and various components of the "I am Salmon" curriculum.
Center for Teacher Education - UAS
The University of Alaska Southeast offers programs leading to certification in early childhood, elementary, and secondary education.
UAS's scenic location along the shores of Alaska's Inside Passage offers an inspirational place to study and quick access to outdoor adventures. The forested campus lies within sight of the Juneau Icefield and is surrounded by the Tongass National Forest. Successful students tend to be self-motivated and lovers of outdoor adventures.
Courses leading to a C.D.A., Early Childhood Education certificate, or associate degree are available on site or via distance delivery through several UA system campuses. Early childhood credentials and MAT degrees are available to those who want initial licensure and wish to teach pre-kindergarten through 3rd grade. Applicants for the Credential and MAT programs must have an undergraduate degree in some relevant field. These programs are delivered by distance only.
Options available to students who wish to prepare to be elementary school teachers include the Bachelor of Arts in Elementary Education, a four year undergraduate degree. Or students may develop a strong content background through completion of a bachelor degree in an appropriate subject area before entering the Master of Arts in Teaching (MAT) or the Certification Program. The Elementary MAT is delivered in two ways. One is an intensive, one-year program on the Juneau campus. The second delivery method is a distance delivered model. Elementary certification can be done only by a distance delivered program.
Both the MAT and Certification Program provide high quality, current knowledge of teaching methods along with opportunities for practical applications. Both employ hands-on, active learning with small sized classes and close student/teacher contact.
Students who wish to prepare to be secondary teachers complete a bachelor degree in an appropriate subject area before entering the Master of Arts in Teaching (MAT) program. The Secondary MAT is an intensive one-year program
Student Recruitment and Retention - UAS
The new student web page is up, please check www.uas.alaska.edu/students. Please note the What's Up Calendar. This calendar is a service of the UAS Student Services Department. If you are an official UAS department or group, you can submit your event or announcement for inclusion in the What's Up calendar.
Please direct students in your courses to read the letters to the Current Students and to Graduates from the Vice Provost. The student letter encourages students to do three things before they leave for summer: register for fall classes, forward their UAS e-mail account to their preferred service so we can stay in contact with them, and has a link to a majors and careers worksheet.
The graduating senior letter encourages students to complete a form to contact them in the future regarding their career path.
Southeast Alaska Tribal College
Southeast Alaska Tribal College
Since at least the mid 1980's various organizations and individuals have talked about the possibility of establishing a tribally controlled college in Southeast Alaska. These discussions were inspired by the success of tribes and tribal consortia in taking-over federal institutions and providing Native people with health care, housing, and other basic services. In the fall of 1991, public forums were organized in Sitka and Juneau to spur interest in the tribal college movement and to recruit individuals and organizations willing to help lay the ground work for a Southeast tribal college. In 1998 Central Council Tlingit & Haida received funds from the National Science Foundation and the Kellogg Foundation, through the Alaska Federation of Natives, to begin planning for the development of a tribal college.
In October 1999 a group of thirty tribal college leaders met in Juneau and outlined a five-year plan for long-term, as well as a 90-day plan for short-term, college development. During the latter part of 1999 and the first half of 2000, the tribal college coordinator and the interim board of trustees' attention was focused on soliciting tribal support, chartering the college, and outlining the process for electing permanent representatives to the tribal college board of trustees.
Finally, in winter 2001-2002 a permanent Board of Trustees was named and officers and interim management selected. With the support of other regional tribal college developers and institutional partners, the leadership of the Southeast Alaska Tribal College is prepared to move forward to identify resources, design curriculum, hire staff, enter into specific, formal agreements with Sheldon Jackson College and the University of Alaska Southeast, and begin to offer college classes.
The mission of the SEATC is to open our ancestors box of wisdom, knowledge, respect, patience and understanding. The box of knowledge is a Tlingit metaphor that reinforces the need to pass on to our children the wisdom and strength of our culture through education. Therefore, the Southeast Alaska Tribal College is seen as instrumental in ensuring the survival of Native people and in creating a future where past and present come together for the common good. Students who attend the college will better understand and appreciate their place in traditional Tlingit, Haida, and Tsimshian society as well as prepare to compete and participate in modern American society.
The SEATC is a tribally controlled institution that provides educational services to Alaska Native as well as non-Native students throughout the region and state. The college may also serve students from other states and nations via distance delivered classes.
The Need for a Southeast Alaska Tribal College
There is more than a little irony in the notion that proponents of a tribal college in Southeast Alaska must base some of the justification for development of such a college on the extent to which it meets needs that are not being met by other institutions. The irony lies in the assimilative history of education in the region and the differences between Southeast and some other regions that have experienced a lesser degree of assimilation. It is ironic that the children of Native people schooled at Sheldon Jackson School, Wrangell institute, Chemawa Indian School, and Mt. Edgecumbe High School believe that a tribally controlled college is the best means to halt and reverse the decline of Alaska Native culture that began with those institutions. Having been assimilated through education, we have come full circle to understand that only full control of educational institutions will prevent the further decline of our cultures.
The need for a tribally controlled college in Southeast Alaska can not be equated with the need for tribally owned or operated institutions that provide health care, housing, employment or other basic services. These can be justified in terms of the exercise of self-determination, and in the context of the long legal and political history that enables American Indian and Alaska Native tribes to organize themselves and provide services that would otherwise still be delivered to them through federal agencies. When it comes to education, however, American Indians and Alaska Natives have a moral obligation to develop schools and colleges fully invested in the proposition that tribal history, culture, tradition and worldview are as important as those of other cultures and nations. Further, the pursuit of higher education through a tribal college allows students to obtain a credential that reflects a more realistic and useful accounting of local and state economy and society. In particular, the Southeast Alaska Tribal College will identify and recruit Native faculty and students who appreciate the benefits of a higher education system designed to take advantage of and more seriously address both their cultural and academic needs.
Others who contributed
Annie Calkins - PITAS evaluator