CTC is looking for an organized, detail-oriented person, who is an excellent communicator, and a highly proficient in professional office software. This job requires a ‘team first’ attitude, exceptional time management skills, and the ability to use good judgment. This position requires a professional attitude and appearance as well as the ability to travel. Applicants should also be knowledgeable about higher education and Indian Tribes in California. Applicants must have experience working for/with tribes, tribal communities, tribal organizations, and/or tribal programs.
California Tribal College is requesting proposals for Public Relations and Communications Services.
The RFP deadline is Friday, April 6, 2018.
The California Tribal College Board of Regents and the Yuba Community College District Board of Trustees announce a partnership focused upon providing quality higher education opportunities and resources to Native American students across the State. Beginning in January 2018, the California Tribal College (CTC) will be located at Woodland Community College (WCC) and will provide educational opportunities for Native and non-Native students to attain Tribal cultural and language enrichment through rigorous curricula. Courses and programs, grounded in the CTC’s mission of “creating educational, research, and economic development opportunities by honoring Native ways of knowing” will prepare future Native business and Tribal leaders to succeed, strengthening sovereign Tribal governments. With support from more than 70 California Tribal governments and national and statewide tribal organizations, the California Tribal College has been working strategically with education experts and Tribal leaders for more than five years to lay the foundation for an enduring educational institution to serve the needs of Native students for generations to come.
Incorporated as a 501(c)(3), and overseen by a 13-member Board of Regents consisting of academic, tribal, and business leaders, the CTC began offering educational programs in 2015. To date, the CTC has offered five Certificate Programs in Tribal Leadership & Governance, and has provided over 250 certificates to community members, leaders, and professionals across the State. The CTC intends to develop a campus in the greater Sacramento region and will offer online learning programs to ensure access for students in remote areas. The CTC plans to offer two Associate Degree programs in Tribal Management and Tribal & Public Administration as early as Fall 2018.
“The California Tribal College is quintessential to providing access to tribal higher education to over 110 tribes in California. The CTC and WCC partnership is unique in beginning the process for accreditation for CTC; our values and mission are shared with WCC, this is a significant time of growth for the California Tribal College in addressing the educational and workforce landscape of the Native Nations.” WCC President, Dr. Michael White adds, “Woodland Community College has long enjoyed a wonderful relationship with Yocha Dehe Wintun Nation through the Tribe’s Community Fund, primarily in support of our Foster and Kinship Care Education program. It is an honor to now host and support our new California Tribal College colleagues. Woodland Community College, too, will benefit greatly by further developing all staff cultural competencies and enhancing a campus culture that embraces diversity.”
To learn more information about the California Tribal College’s progress and opportunities or for additional inquiries about the CTC, please visit, www.californiatribalcollege.com, or email firstname.lastname@example.org.
About Woodland Community College: Woodland Community College (WCC), located at 2300 East Gibson Rd., Woodland, CA was accredited in 2008 as the 110th California Community College. The main campus in Yolo County as well as campuses in Lake and Colusa Counties provide educational opportunities for residents in Yolo, Colusa, Lake, and other nearby counties. In addition to transfer programs, WCC offers developmental courses, career–education (CE) and other life-long learning opportunities. For more information about Woodland Community College, please visit the website at wcc.yccd.edu
The Board of Regents has appointed Cammeron Hodson as its new Executive Director of the California Tribal College. Mr. Hodson is the Vice Chairman of Wilton Rancheria and, until this appointment, served as an At-Large Member of the College’s Board of Regents.
He holds an MBA from the University of Utah and is in the final stages of doctoral studies in organizational leadership at USC. He has more than a decade of experience in education, from elementary through community college.
“I am excited to be a part of this project because I understand how critical education is and I know how much the California Tribal College can achieve,” said Mr. Hodson. “This institution can be an incredible catalyst for individual Native Americans as both tribal leaders and professionals and for entire tribal communities as they work to build futures for their people.”
Mr. Hodson succeeds Marilyn Delgado, who has served as Executive Director since 2012. She guided the project through its critical feasibility studies and analyses and helped build ongoing support from more than 60 California tribes and tribal organizations. Ms. Delgado is Tribal Chair of the Nor Rel Muk Wintu Nation. She has now become an At-Large Member of the Board of Regents.
“It has been a privilege to work on the CTC project as Executive Director and now as a Regent,” said Ms. Delgado. “We have made great strides moving the CTC from concept to initiative and now into its developmental stages. This is a work of passion and an amazing team effort with incredible, important opportunities ahead of us.”
California Governor Jerry Brown voiced his support for the California Tribal College in remarks at a charity auction for the new college held on October 30th at the Rotunda Building in Oakland, California.
Guests at the event bid in both silent and live auctions on a broad range of items, services and experiences including Native art, vacation home rentals, a private air travel package, and much, much more.
Attendees also had the opportunity to learn more about the California Tribal College, interact with College Officers and members of the Board of Regents, and meet representatives from many of the more than 50 tribes and tribal organizations who are behind its development.
The beautiful event was sponsored by the Yocha Dehe Wintun Nation and Dentons, pro bono legal counsel for the California Tribal College.
Certificate Program Focuses on Leadership and Governance
(Brooks, CA) July 16, 2015 – The California Tribal College has completed its first education program, issuing certificates to 47 students from 22 tribes. The Certificate Program in Tribal Leadership and Governance was held at the offices of the Yocha Dehe Wintun Nation in Brooks, CA from July 6 through July 10.
“The many tribes from across California represented among the students at this program validate the real interest and need for a tribal college in California,” said Dennis Hendricks, Council Member of the Tuolumne Band of Me-Wuk Indians. “There is so much we can learn through programs like these and from each other.”
The weeklong course featured instruction by professionals in tribal law, governance and native culture and preservation and was tailored for current and aspiring tribal leaders as well as tribal employees. Subjects included Tribal Council Responsibilities, Federal Indian Law and Tribal Sovereignty, and Sovereign Immunity.
“We need our tribal members and employees to be well-prepared in this very competitive world where tribes are now doing so much,” said Susan Masten, Vice Chair of the Yurok Tribe. “This is just the beginning of what is possible.”
The Certificate Program was the first offering of the new California Tribal College (CTC), a cooperative effort of more than 50 leading California tribes and native organizations.
“This was an important starting point,” said Charles Martin, Tribal Council Member of the Morongo Band of Mission Indians and a member of the CTC’s Interim Board of Regents. “Achieving our big vision for a tribal college will require incremental steps, tightly focused on a program and infrastructure to truly serve tribal communities.”
Shyanne Kintano, a certificate student and member of the Torres Martinez Desert Cahuilla Indians, also focused on benefits for coming generations saying, “this is all about my children and all children.”
By Ronald Roach
The message that earning a college degree provides a proven path to middle-class employment and stability has been pushed heavily toward young Americans in recent years, particularly as the Obama administration has established national goals for college degree attainment and challenged Americans to ensure that students are college- and career-ready when they finish high school.
In a study released last week, the ACT testing organization found that American Indians overwhelmingly say they want to pursue college and other forms of postsecondary education. Eighty-six percent of American Indian students indicate that they intend to further their education following high school. However, the findings showed that most American Indian students are poorly prepared to succeed in college.
The study, “The Condition of College and Career Readiness 2013: American Indian Students,” revealed that a majority, or 52 percent, of the American Indian students who took the ACT college readiness assessment did not meet any of the four ACT College Readiness Benchmarks that point to likely success in credit-bearing first-year college courses. The American Indian rate compares to 31 percent of all ACT-tested 2013 graduates who did not meet any of the benchmarks.
According to the ACT study summary, “only 62 percent of American Indian students completed the ACT-recommended core curriculum, lower than any other racial/ethnic group. On average, 74 percent of students completed a core curriculum.”
In addition, postsecondary education enrollment among American Indian students is the lowest of any racial/ethnic group that took the ACT. While 86 percent of American Indian students indicate that they want to seek some form of postsecondary education, only 54 percent of those students enrolled in a postsecondary institution in fall 2013.
The ACT study is based on data from approximately 14,217 ACT-tested 2013 high school graduates who identified themselves as being of American Indian race and ethnicity, according to the ACT. During ACT registration, students are asked to provide information about race and ethnicity, high school course taking and postsecondary goals.
Scott Montgomery, the ACT vice president of policy, advocacy and government relations, said the disconnect of post-high school aspirations in relation to preparation is particularly pronounced in ACT research on American Indian students. He added that, while the “results paint a stark picture, they can help us all identify appropriate ways to improve success” for American Indian students.
“One of the things we want to do is not just shine the light on the gap, but we also want to help people think about what are the policies, programs, and the solutions we can put in place to [bridge] that disconnect,” Montgomery told Diverse.
“And right now, in this particular population, that disconnect is pretty significant,” he added.
Dr. Dorothy Aguilera-Black Bear, vice president of research and sponsored programs at the American Indian College Fund, said it’s important to understand that the “key feature of K-12 education for American Indian students has historically been remedial education so [American Indians have] been left out of even what is considered at best the kinds of education and learning opportunities that most White students would have available.”
While tribal K-12 schools have often lacked the funding they need to be effective, Aguilera-Black Bear said the public schools in rural and poor districts that American Indians attend have poorly-served that population. “Our students always end up in those high-stakes testing type [public] schools and the pedagogy used is not how they best learn,” she noted.
Nonetheless, many American Indian students who have experienced success in higher education have done so at tribal colleges and universities where the SAT or ACT is not required for admission. Aguilera-Black Bear said the tribal institutions succeed because they are “providing innovative developmental education programming to offset the college readiness challenges for first-generation and first-time entering students.”
With a feasibility study and needs assessment nearly completed, the California Tribal College could begin operating by the end of 2014, though exactly what form the institution will take remains to be seen. A new brick and mortar facility, an online school, a collaborative endeavor with another college or some combination all remain options, according to CTC Director Marilyn Delgado.
The nation’s 38th tribal college would serve California’s 130 American Indian tribes and the large urban American Indian/Alaskan Native populations in the state. More than 40 tribes have already signed on to the project, and investment firm Goldman Sachs has made a donation to pay for the feasibility study being headed up by Joely Proudfit, Pechanga Band of Luiseño Indians, of the California Indian Culture and Sovereignty Center at California State University, San Marcos.
The Yocha Dehe Wintun Nation, owner of the Cache Creek Casino Resort, has been spearheading the effort since discussions began in 2009. Chairman Marshall McKay said in his keynote address at the 28th Annual California Indian Conference and Gathering that although the California tribes have made impressive gains in the past century, “we still have a lot of work to do. The policies of self-determination are under constant pressure. There are discouraging disparities in numerous socio-economic indicators across Indian Country. The death rate from preventable diabetes is four times greater than for the overall U.S. population, the Indian teen rate for illicit drug use is twice that of the national teen, personal income is less than half the U.S. level, and Indian family poverty is three times the national rate.”
The key, he said, is education, including the establishment of a tribal college in the state “where we have the largest populations of Native Americans and not one functioning tribal college.” McKay explained, “Our strength depends upon educating our next generations in the history, language and government of our tribes. They hold the future of our families and of tribal sovereignty in their hands.”
Much of the decision-making during the strategic planning and fundraising stages of the project will rely on the findings of the needs assessment, which may or may not be made public in the interests of getting the best data possible, says Delgado. The college may end up offering 2-year or 4-year degrees, or both, but one thing that is certain is that it will offer certificate programs in fields crucial to defending tribal sovereignty, among them California Indian Policies, Roberts Rules of Order, Federal Indian Law, Cultural Competency and Cultural Monitoring. The nascent facility is already developing these certificates in partnership with California State University, San Marcos.
In addition to being an institute of higher education that focuses on sovereignty, American Indian languages and cultures and the development of a culturally appropriate curriculum, the CTC will help compensate relatively low percentage of Native students at California state universities and the poor rate of retention of Native students in most colleges across the nation.
In an earlier report, “The State of American Indian and Alaskan Native (AIAN) Education in California,” Proudfit found that AI/AN high school graduates filled between 0.4 percent and 0.7 percent of the seats in California’s state colleges and universities, although they make up 1.9 percent of the state’s population, counting the roughly 54,000 from around the country who live in Los Angeles and the nearly 18,000 who live in San Diego, according to the 2000 U.S. Census.
So far, the project has garnered $800,000 in support, including the $290,000 donation from Goldman Sachs, $150,000 from Seven Post Investment and more than a quarter million dollars from fundraisers. There is still a long way to go. Delgado says how much money will be needed depends on what site is chosen and whether the college will need to purchase land and what kind of facility is built, with possibilities ranging from a collaboration with an existing college that would require little construction to a full-fledged independent campus with dormitories. “We’re reviewing a whole gamut of options, with nothing ruled out,” says Delgado.
Some of the other forty-plus tribes backing the college with formal council resolutions are the Karuk Tribe, Morongo Band of Mission Indians, Rincon Band of Luiseño Indians and Shingle Springs Band of Miwok Indians.
Originally posted by Indian Country Today.
With the endorsement of more than 40 California Indian nations and organizations, a new nonprofit tribal college will open in northern California in 2014 with the aim of serving American Indian students from the state.
Last week, Marshall McKay, chairman of the Yocha Dehe Wintun Nation, announced plans for what is known as the California Tribal College during a statewide Indian nations conference at the California State University, Sacramento campus. While planning for the new school has been under way since 2009, McKay confirmed that tribal college development efforts are “well on [their] way to making this dream become a reality” during a keynote speech for more than 200 representatives from California Indian nations, higher education institutions, local organizations and news organizations. (more…)