Tribal Colleges and Universities: Rebuilding Culture and Education Through Distance Education

Today the phenomenal excitement about education is learning at a distance. Distance education is making revolutionary changes to the pedagogical processes of learning and teaching at a distance. Distance education bridges the instructional gap between teacher and student when various technologies are used for teaching and learning. Historically, education has changed based on new technologies; more than ever it is steadily providing a new direction for many higher institutions such as tribal colleges and universities (TCU).

In 1998, Sanchez, Stuckey, and Morris noted that distance education is a promising phenomenon that is preserving, maintaining, and revitalizing traditional native languages and cultures. In addition, Moore (2007) reminds that distance education has many elemental parts such as distributed learning, tele-learning, e-learning, open learning, blended learning, and flexi-learning. Each of these applications hold true to allowing many tribal colleges and universities to offer distance education programs. These motivated programs create opportunities for those who find it impossible to attend traditional colleges and universities because of family obligations. Tribal colleges and universities and community programs are collectively encouraging sustainable adoption of broadband use and services so that underserved American Indians can learn how to become digital citizens.

Let's take ride on an imaginary time machine that takes us back centuries before colonial settlements, and the beginnings of formal education in America. Here we will find American Indians who relied on the nature, morals, and values of their culture to educate their children. American Indians’ educational methods were historically family based, and learning was not as traditional as we know it today. Legacies of inspiration came from nontraditional class-rooms that were operated by observing and respecting tribal elders (Rifkin, 1992). According to Reyhner and Elder (2004), and Oesch (1996), American Indians used stories, ceremonies, and apprenticeships as educational tools. The accumulating purpose of these tools were to guide the student “to that indescribable moment when information and insight clash, and the proverbial ‘light bulb’ [was] illumined” (Oesch, 1996, p. 3). Through these educational tools, American Indians made self-discoveries that opened doors to understanding.

However, as the government emerged and mandated new policies, their way of life started to diminish. Various tribes sent their children to government-funded Indian boarding schools with the promises that their children would have a new, better vision of the world through education, and their success would echo across America for their cultures’ greater good (Osech, 1996). The way they lived was their educational journey, and as their livelihood changed at the boarding schools their education did also. This was just the beginning of the American Indian culture being ripped away from them, and the powerful weapon the “new” Americans were using against them were their own children. Parental influences ceased when American Indian children attended boarding schools. Overall, the ideology of the American society was to uplift the natives to “civilization from a savage state” (Stokes, 1997, p. 576). Researchers agree that the “blinding confusion” of the American Indians contributed to the genocide of their culture (Oesch, 1996, p. 6). Moreover, the struggles the American Indians endured over the centuries are evident in the history of their education. For years, American Indians have had the highest dropout rates, and are the poorest among other minority groups in America today (Bowker, 1992). However, distance education is starting a chain reaction that is helping American Indians crystallize an identity once lost survive the ages to come.

The American Indian Higher Education Consortium (1999) reminds us that tribal colleges and universities were created to meet the higher educational needs of American Indians. In response, Dine College (originally Navajo Community College) became the foundational start of tribal colleges and universities when it was founded in 1968 by the Navajo Nation (Dine College, 2013). The American Indian College Fund (2013) states that there are 34 fully accredited tribal colleges and universities throughout the United States. Since the beginning of the first TCU, an array of organizations and policies has been established to create conditions of opportunity for American Indians. For instance, the Tribal Controlled Community College Act of 1968 was authorized to federally fund community colleges operated by tribes located on reservations. This created a domino effect, which brought into existence more tribal colleges and universities. Moreover, in 1989 the American Indian College Fund was created to raise money for scholarships (American Indian College Fund, 2013). Tribal colleges and universities are mostly centralized in the middle of the United States. They are nestled in Alaska, Arizona, Kansas, Michigan, Minnesota, Montana, North Dakota, Nebraska, New Mexico, Oklahoma, South Dakota, Washington, and Wisconsin with each ranging from 1-7 TCU respectively. Most Indian Americans attending college are the first generations to enroll, and most of those are single mothers in their early thirties (American Indian Higher Education Consortium, 1999). Tribal colleges and universities are seeing enrollments increase, especially in their distance education programs.

Tribal colleges and universities are significantly regenerating tribal culture and education through the use distance learning services. Culture and education are two priorities for American Indians. Through the prodigious efforts of tribal leaders grew the tribal college movement, and from there tribal colleges and universities are adhering to strengthening tribal culture and education without assimilation, but through the importance of regaining a cultural identity (American Indian Higher Education Consortium, 1999).

Culture is defined as the integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations. With that in mind, only through education can culture be preserved for future generations, but historically the mentoring system of tribal communities have dissolved. So, how is distance education rebooting American Indian culture and education?

Culture allows individuals to feel a connection with those who are familiar; hence, social awareness is recognized. Gentry and Fugate (2012) outline the importance of cultural elements that need to be embedded in American Indian education so that cultural integration is experienced in classrooms. The methodology of this approach signifies the survival of American Indian culture and language, which is essential to rejuvenating the feeling of belonging for American Indians. Opportunities are put in place so that cultural perspectives and experiences are catalysts to increasing American Indian graduation rates. Ambler (1999) of the Tribal College Journal states that Haskell Indian Nations University is offering telecourses through the American

Indian Higher Education Consortium telecommunications project. One course allows students to communicate with native elders who are relics of American Indian history. Providing ideal avenues such as this emphasizes the critical connection between culture and distance education. Sanchez et al. (1998) insists that through distance education

Many tribal colleges and universities educational philosophies are grounded in their cultural traditions. The importance of culture is echoed throughout tribal colleges and universities distance education courses.

Distance education brings with it opportunity. There are at least 29 tribal colleges and universities that offer some form of distance education (Ambler, 2004). Gerald “Carty” Monette, Lori Lambert, and Mark Trebian are noted as being pioneers of distance education for tribal colleges (Ambler, 2004). Each of them has brought inspiration to thousands who have entered and graduated from tribal colleges and universities. There are many challenges that come with learning at a distance such as cultural sensitivities, but tribal colleges and universities and tribal leaders are taking the challenge head-on so that precautions are taken to protect precious tribal information (Sanchez et al., 1998). Tribal colleges and universities recognize authentic identities of the American Indian, which allows students to define themselves in a positive manner.

United Tribes Technical College (UTTC) is just one of many tribal colleges that is participating in the forthcomings of what distance education has to offer by partaking in the North Dakota interactive video network system. In 1990, the North Dakota interactive videoconferencing system was established to provide higher education opportunities for those who are underserved (Williston State College, 2010). Today tribally controlled colleges and universities located in North Dakota are using the interactive video network. Through this system United Tribes Technical College was the first tribal college to offer full online degree programs. Today, United Tribes Technical College offers eight associate of applied science degrees through their distance education division (United Tribes Technical College, 2013). Although 6% of the American Indian population has completed four or more years of college, distance education is reaching more American Indians than ever.

Northwest Indian College is located in Washington, but has eight campuses that serve not only Washington but also tribes from Idaho and Oregon. As of 2011, 75% of Northwest Indian College's students were served via distance education (Northwest Indian College, 2011). Salish Kooten College (SKC) is another TCU that is has had a successful run with distance education by designing and implementing its own distance learning program. Today, SKC offers over 125 courses and is continuing to design more courses. Stein and Jetty (2002) mention that the success of the SKC distance education program lies in the constant training of faculty members; in addition, the interaction the faculty is building with students. With the help of the Native American Higher Education Initiative, SKC has “built a strong, high quality” distance education program (Stein & Jetty, 2002, para. 28). SKC is also connecting with communities by being the first to offer a degree in Tribal Historic Preservation.

Mobile technologies like tablets and smartphones are offline technological tools that distance education students can take advantage of when Internet access is not available. Bates (2012) explains these “smart” gadgets can extend distance learning beyond Internet access by allowing students to preserve their native languages through recording applications originally placed or downloaded on the device. In other words, “previously limited access to language and the cultural stories and related contexts that contribute to the unique learning styles of many tribal communities is being captured and shared throughout a variety of communities and learning environments” (Bates, 2012, para. 26).

Broadband refers to high-speed Internet access that is faster than dial-up. There are many advantages to having broadband access, for broadband can help promote economic develop, facilitate medical care to those who are underserved, help promote pubic safety, and break geographical barriers so that individuals can have access to educational and cultural opportunities (Broadband, n.d.). The government is working hard to bring the nation up to date. Broadband is unlocking new possibilities for many, but for tribal colleges and universities it is redefining the tribal nation. Broadband “accelerates online learning by enabling the creation of digital content and learning systems, and removes regulatory barriers and promotes digital literacy” (Broadband, para. 12). The government's National Broadband Plan, in conjunction with the Broadband Technologies Opportunities Program, is maximizing all efforts to set standards to optimize the innovative richness broadband has to offer.

It is true that American Indians are among those who are engulfed by the digital divide. The ambiguous and influential parameters of the digital divide revolve around the aspects of access, skills, economic opportunity, and democratic avenues (Choemprayong, 2006). Therefore, not only are tribal colleges and universities stepping up to loosen the constraints of the great divide, tribal community programs are being governmentally funded to bring American Indians closer to digital citizenship. The Department of Commerce's National Telecommunications and Information Administration heads BTOP (National Telecommunications and Information Administration, n.d.). BTOP's overall objective is to provide and support the development of broadband infrastructure, provide public computer centers, and encourage sustainable adoption of broadband service and use (National Telecommunications and Information Administration, n.d.). Through these measures the program has awarded millions of dollars to projects so that they can expand and extend broadband access to individuals and organizations. The College of Menominee Nation and ZeroDivide Tribal are just two examples of programs using BTOP funds to further tribal communities broadband access and connection.

The CMN has two campus locations in Wisconsin: the Keshena campus and the Green Bay/Oneida campus each offering numerous educational opportunities through distance education. The college is going beyond campus grounds, and is expanding its computer services to the public, especially for the Menominee Indian Tribe. The comprehensive computer center will provide high speed Internet access so that the disadvantaged and rural area receive public Internet use, technology based community education, and job training (BTOP, 2010a). CMN documents that 15% of enrolled CMN participants have Internet access. Consequently, many of them have never used social networks to communicate with family and friends, done online banking, or ever used the Internet at all. Barriers such as these put restrictions on individuals who live in limited and underserved niches. The CMN computer center provides various training programs ranging from video game design to Menominee language. General equivalency degree preparation programs are also set in place to help boost graduation rates. The ongoing efforts of the program will rejuvenate the Menominee Indian Tribe.

ZeroDivide Tribal represents the Tribal Digital Village (TDV) Broadband Adoption Program, which is another BTOP participant that is leapfrogging the digital divide in 19 tribal communities across Southeastern California by providing digital literacy training (BTOP, 2010b). The purpose of TDV is to raise the current 17% baseline of tribal residents that have access to broadband, training, and awareness up to 70% of the 8,900 tribal community members living in the southern California area (BTOP, 2010b). Based on a 2007 survey by the United States census, TDV reports that American Indians and Native Alaskans had the lowest broadband adoption rate. Consequently, TDV is working hard to bring broadband access to the Southern California Tribal Chairman's Association tribal communities. TDV has also established a platform called the Tribal Digital Shadow Project called the Young Native Story Tellers to mentor and train the local youth in the TDV infrastructure and technology; 15 of the participants will be graduating from the program this year. Since their start TDV has calculated that 1,236 individuals has accessed broadband through subscriptions to the TDV services with Southern California Tribal Chairman's Association (BTOP, 2010b). TDV is a representation of a program that is developing skills and knowledge by recognizing individuals of minority groups need to learn how to function successfully in a digitized global society.

From the early efforts to eradicate tribal culture and education, tribal leaders and the government have had an unstable relationship that has suppressed American Indians over the years. The 21st century brings about change and new innovations; therefore, distance education is illuminating the readiness and motivation of American Indians as they embrace cultural traditions in a modernized and evolving society. The ideology of tribal education involves both societal and tribal colleges and universities’ goals that comprise of cultural pluralism and equal opportunity. According to Sleeter and Grant (2007) cultural pluralism “includes the maintenance of diversity, a respect for difference, and the right to participate actively in all aspects of society without having to give up ones unique identity” (p. 152). American Indians are modifying stereotypes and misconceptions about their culture and education by embracing cultural identities. The government is building new relationships with tribal leaders by not only improving educational opportunities, but also promoting sustainable economic development and touching issues of healthcare and public safety within tribal communities. The bruises are slowly healing, but these monumental steps that tribal colleges, distance education, and community programs are revitalizing American Indian education and culture.