Rebuilding the lakota nation thRough education

99397 OLC COVER_catalog.indd 1 7/9/13 11:07 AM

Oglala Lakota College He Sapa College Center Piya Wiconi 127 Knollwood Dr., Rapid City, SD 57709 Box 490, Kyle, SD 57752 342-1513 455-6000 FAX 342-8547 FAX 455-2787 Oglala Lakota College Nursing Program Pejuta Haka College Center Box 861, Pine Ridge, SD 57770 Box 370, Kyle, SD 57752 867-5856 455-2450 FAX 867-5724 FAX 455-2671 Eagle Nest College Center Pine Ridge Village College Center Box 476, Wanblee, SD 57577 Box 1052, Pine Ridge, SD 57770 462-6274 867-5893 FAX 462-6105 FAX 867-1241 East Wakpamni College Center Oglala College Center Box 612, Batesland, SD 57716 Box 19, Oglala, SD 57764 288-1834 867-5780 FAX 288-1828 FAX 867-1243 LaCreek College Center Wounded Knee College Center Box 629, Martin, SD 57551 Box 230, Manderson, SD 57756 685-6407 867-5352 FAX 685-6887 FAX 867-1245 Pahin Sinte College Center Cheyenne River College Center Box 220, Porcupine, SD 57772 P.O. Box 100, Eagle Butte, SD 57625 867-5404 964-8011 FAX 867-1242 FAX 964-8012 Pass Creek College Center Box 630, Allen, SD 57714 455-2757 FAX 455-2428

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Board of Trustees Representatives of the Oglala Sioux Tribe Emma Sam Tribal President's Representative Alice Perkins Tribal Education Committee Representative South Dakota Representatives Elected by Districts Dennis Brewer Pine Ridge Village Pete Red Willow Eagle Nest Bennett Sierra East Wakpamni Newton Cummings LaCreek Anthony Wounded Head Pahin Sinte Pheobe Tallman Pass Creek Denise Red Owl Pejuta Haka Warren Cross White Clay Willene Kills Enemy Wounded Knee Rebecca Lone Elk Student Representative Gerald One Feather Council of Elders

Pine Ridge Indian Reservation

District College Centers

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FALL 2013 CALENDAR Support Staff Return July 22nd Department Chairs Return July 29th Faculty Return August 12th Registration Ends August 16th Graduate Studies Program Orientation August 16th Course Cancellation Meeting August 20th

Adjunct Orientation August 20th ADD or DROP August 26-August 30th Classes Begin August 26th Last Week to Drop 100% September 2-September 6th Labor Day (Office Closed, Classes Meet) September 2nd Native American Day (Office Closed, No Classes) October 14th Application to Graduate Program Due October 25th Registration Begins for Spring semester November 11th Veteran’s Day Holiday (Office Closed, Classes Meet) November 11th Thanksgiving Day Holiday (Office Closed) November 28-November 29th Classes End December 6th Make-up Week December 9-13th Final Grades due December 13th Department Chairs/Faculty Christmas Holiday December 16-January 2nd Support Staff Christmas Vacation December 24-25th

SPRING 2014 CALENDAR

Support Staff Return January 2nd Chairs/Faculty Return January 2nd Registration Ends January 10th

Graduate Studies Program Orientation January 10th General Construction Spring session January 13th Course Cancellation Meeting January 14th ADD or DROP January 13-24th Martin Luther King Day (Offices Closed) January 20th Classes Begin (Sunday classes begin January 26) January 20th Last Week to Drop 100% January 27th to January 31st President’s Day (Offices Closed) February 17th AIHEC 2014 (Billings, MT) March 16-19th Spring Break (No classes) March 17-21st Easter Holiday (Good Friday) April 18th Registration Begins for Fall semester April 21st Application to Graduate Program due April 25th General Construction Spring Session Ends May 2nd Regular Classes End Sunday May 11th Faculty’s Last Day May 16th

Make-up Period May 12-16th Grades Due May 16th Memorial Day (Offices Closed) May 26th Last Day for Chairs May 30th Graduation/Pow-wow June 20-22nd Last Day for Support Staff (24 pay period) June 20th

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Table of Contents Page Board of Trustees 1 Reservation Maps 1 Calendar 2 Table of Contents 3 Mission and Purposes 4 President's Message 5 College History/Accreditation 6-7 Facilities 7 Governance 8 Policies and Procedures 9-10 Assessment Philosophy 10 Registrar 11-17 Financial Aid 18-24 Business Office 25-26 Instructional Division 27-37 General Education 32-33 Assessment Philosophy and Process 34 Learning Resource Center/Archives 35-36 Agriculture & Natural Resource Department 37 Foundational Studies Department 38--39 Community/Continuing Education Department 40 Student Support Services 41 Vocational Education Department 42-61 Business Department 62-71 Education/Early Childhood Department 72-97 Humanities & Social Science Department 98-115 Lakota Studies Department 116-131 Department of Math and Science 132-161 Nursing Department 162-169 Department of Social Work 170-178 Graduate Programs 179-196 District Staff/Faculty List 197-202

THE CATALOG

The catalog is designed as a guide to the programs, policies, and procedures of Oglala Lakota College. The student or community member has the responsibility of becoming knowledgeable about the requirements and behavior expected of people who utilize the college. The Oglala Lakota College catalog opens with an introduction which includes the Board of Trustees, maps of South Dakota, the Pine Ridge Reservation and the locations of the district college centers, Mission and Philosophy of the college, a note from the President, and general information about the history of Oglala Lakota College. Subsequent sections of the catalog cover instructional programs, policies and procedures, community and student services, district centers, and course descriptions. While providing information to students about the curricula and policies of Oglala Lakota College, the provisions of this catalog are not intended to be a contract between the college and the student. Oglala Lakota College reserves the right to withdraw or change any provision or requirement at any time.

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VISION, MISSION AND PURPOSES

VISION Rebuilding the Lakota Nation through Education

MISSION

The mission which emanates from the charter of the Oglala Sioux Tribe is to educate students for professional and vocational employment opportunities in Lakota country. The College will graduate well-rounded students grounded in Wolakolkiciyapi-learning Lakota ways of life in the community–by teaching Lakota culture and language as part of preparing students to participate in a multicultural world. Purposes: In achieving the Mission, OLC has the following purposes:

-Tribal- Provides the Lakota with outstanding graduates. Promotes the study and practice of tribal sovereignty. Works with tribal entities toward building our nation. Helps students to gain meaningful employment and live healthy lifestyles.

-Cultural-

Utilizes Lakota cultural values in all learning frameworks. Celebrates Lakota culture including sacred songs and ceremonies. Research, study, facilitate, and disseminate Lakota language, culture and philosophy. Provides leadership to maintain and revitalize Lakota culture and philosophy

-Academic-

Encourages high student learning expectations through active and collaborative learning, which will be measured through assessment standards.

Maintains a supportive campus environment through advising, counseling, tutoring, scheduling, and providing financial assistance.

Practices open enrollment and students will acquire relevant knowledge, skills, and values to make a living in a diverse world, and to be a self-fulfilled person who is a contributing member of their family, community and tribe.

Pursues the creation of Oglala Lakota University

-Community- Supports local communities in educational and other development. Engages people as active, productive members of their tiospaye and communities. Offers frameworks for leadership development in the context of communities and organizations. Provides lifelong learning through continuing education and community activities.

OGLALA LAKOTA COLLEGE

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PRESIDENT'S MESSAGE From its inception in 1971, our college's mission has been to provide the educational credentials to our students so that they could compete for employment opportunities on the Pine Ridge Indian Reservation. As a result of having a college on the reservation, Lakota people are now employed in teaching, nursing, human services, business, computer, and vocational educational positions on the Pine Ridge Reservation.

Oglala Lakota College was one of the first tribally controlled colleges in the United States. The concept of a tribally controlled college is that it be sanctioned by an Indian tribe; it’s governing body be made up of tribal members; and meet the needs of reservation people in their pursuit of higher education.

From its initial status as a community college, Oglala Lakota College has grown to now offer Baccalaureate degrees and a Master's degree in Lakota Leadership with an emphasis in Educational Administration along with certificates and A.A. degrees. This last semester saw a large increase in enrollment from 1,400-1,800 students to 1,800 students with a full-time equivalency of 1,000 students per semester.

Oglala Lakota College is a North Central Accredited college and was approved by the Higher Learning Commission, and its credits transfer to any college depending on each institution's particular method of how it accepts transfer credit. The Board of Trustees, local boards, administration, and instructors offer their support in your efforts to advance yourself through higher education.

Thomas Shortbull, President Diane Clifford, Assistant to the President

Faith Richards, Personnel Director Leslie Heathershaw, EAP/Coordinator of Support Services

Marilyn Pourier, Development Director Cathy Ferguson, Gifts Coordinator Wanda Reddy, Data Entry Clerk Mary Tobacco, Athletic Director

Leonard Ferguson, Maintenance Director

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COLLEGE HISTORY/ACCREDITATION Since the creation of the Pine Ridge Indian Reservation, Oglala leaders have pressed the federal government to meet the educational obligations it promised in treaties and agreements. With the advent of efforts to extend tribal sovereignty by American Indians throughout the United States came a recognition by Lakotas that control of education is also the control of its destiny. On March 4, 1971, the Oglala Sioux Tribal Council exercised its sovereignty by chartering the Lakota Higher Education Center. This marked the commencement of a vision's realization which continues to evolve in the history of the Oglala Lakota. During its non-accredited years, the college entered into agreements with Black Hills State College, University of South Dakota, and University of Colorado to "borrow" their accreditation for various associate degree programs. Students were taught on the reservation by faculty chosen by the college, but approved by the state institutions, who taught the same courses as offered in South Dakota's colleges. It was a complicated system but it met the needs of students. The college awarded its first associate degrees in 1974. In 1978, the name of the college was changed to Oglala Sioux Community College to reflect its status as community college. In 1979, Oglala Sioux Community College became a candidate for North Central Association accreditation. The college settled into its dispersed, decentralized campus system which features college centers in each of the nine reservation districts. In 1980, the Oglala Sioux Tribal Council allowed the college to occupy its present administrative center. Piya Wiconi is the most visible symbol of the college but the district centers are where the mission is being fulfilled. When accreditation was granted in 1983, the degree offerings were a Bachelor's degree in Elementary Education and Associate Degrees in Education, Human Services, General Studies, Nursing, Lakota Studies, Business and Vocation fields. In subsequent accreditations by North Central in 1987, 1992, and 1994, the college has expanded its Bachelor Degrees in Lakota Studies, Human Services, and Applied Sciences, and a Master's Degree in Tribal Leadership. At the 1983 annual retreat, OSCC underwent another name change to Oglala Lakota College to reflect its status as a four year degree granting institution and to replace the word Sioux with Lakota. Since Sioux is not a word in our language, the proper word to describe our people is Lakota. Oglala Lakota College is governed by a 13 member Board of Trustees with membership coming from nine reservation districts, one designee from the Oglala Tribal Council, one designee from the OST President, one Council of Elders, and a student representative. The comprehensive accreditation review in March of 1998, resulted in HLC granted continuing accreditation for all existing degrees, the Master’s degree in Lakota Leadership /Management, and an added Master’s Degree emphasis in Educational Administration. HLC also removed distance and site limitations. Oglala Lakota College stands ready to meet the education challenges of the 21st Century and will continue to assume a vital role in the development of the reservation's resources, its people, and the land.

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In March 2013, the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 230 South LaSalle Street, suite 7-500, Chicago, Il 60604-1411, telephone number 800-621-7440 or 312-263-0456, email: www.ncahlc.org, FAX 312-263-7462. The college offers accredited degree programs and certificates. The programs in Elementary Education and in Nursing are approved by the State of South Dakota. Graduates of the elementary education program are certified by the South Dakota Division of Education, and graduates of the nursing program are permitted to sit for the National Council Licensing Examination (NCLEX) to become Registered Nurses. The Bachelor of Social Work degree was accredited by the council of Social Work Education in Spring of 2010.

FACILITIES

PIYA WICONI (located 6 miles southwest of Kyle) Administration Building: President, Vice Presidents, Business Office, Faculty, Financial Aid, Registrar, Community/Continuing Education, Maintenance Offices Woksape Tipi: Learning Resource Center/Archives, Faculty Offices, Studio. Applied Science Building: Agriculture Ed. Office, Vocational Education Dept., Headstart Office. Math & Science Building: Math & Science Faculty, GIS labs, Dirt & Water Labs, Chemistry Lab, Native Science Field Center, SEMAA-AEL Classroom, Meeting rooms Historial Center: Historical photographs and artwork displays that chronicles the history of the Oglala Lakota from the early 1800's through the Wounded Knee Massacre in 1890. Graduates Studies and Lakota Studies Departments Multi-Purpose Building: Athletics Department, Lakota Woglaka Wounspe School District Centers: (located in the nine major reservation towns-see map) Offices for Center Directors, Tutors, Counselors, Classrooms Most classes are held at these centers. He Sapa College Center: (located in Rapid City) Offices of Center Director and Counselor, Classrooms Most classes are held at this center. Nursing Building: (located in Pine Ridge Village) Offices of Nursing Program faculty and staff, classrooms Classes also held at Pine Ridge Hospital and off reservation hospitals. Cheyenne River College Center: (located in Eagle Butte) Extension college center with offices for Center Director, staff, and classrooms. Community Facilities: Because of the size of the District Centers, classes are also held in local schools, churches, and other buildings. The cooperation and support of the entire reservation community has been a major factor in OLC's success.

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GOVERNANCE An Overview of the Structure: The Piya Wiconi Okolakiciye as the all College Senate is one element in the governance of Oglala Lakota College. Governance consists of the Board of Trustees, the President, the Piya Wiconi Okolakiciye, the local District College Center Boards and the Student Government Organizations. The Board of Trustees is the only governing body which can make policy for the College. Nine board members are elected from the districts; two members represent the Oglala Sioux Tribe which are designees of the President, and OST Council, also one Student Representative from the Student Senate. The Board does receive many recommendations from many sources, and the above process provides an orderly means for all college inquiries and constituents to channel policy recommendations to the Board of Trustees. Although only the BOT can make policy decisions, they have shared responsibilities with constituent organizations in its desire to assure influence and participation by students, staff, the president and local communities. The District College Center Boards have delegated authority from the BOT as their actions pertain to the district college centers. There are nine (9) District College Center Boards: Eagle Nest, East Wakpamni, LaCreek, Pahin Sinte, Pass Creek, Pejuta Haka, Pine Ridge Village, Oglala, and Wounded Knee. Each of these centers make programmatic and personnel recommendations to the Board of Trustees. District Boards can approve community and other activities for their respective districts. The President of Oglala Lakota College is the chief administrator for the college. The line and supervisory staff of the college implement BOT policy, make policy recommendations and develop procedures for implementing Board policy. The administrative structure follows a delineated table of organization for providing governance and operational decisions to the President who is responsible to the BOT. The organization of the college includes the Division of Instructional Affairs, the Division of Student and Community Services, the Institutional Development and Research Office and the Office of Fiscal Management. The student governments are elected at the district level and represent the students from each district. Student input into the governance of the college flows through the District College Center Boards. Student representation is included in the Piya Wiconi Okolakiciye.

PIYA WICONI OKOLAKICIYE A Rationale: The Piya Wiconi Okolakiciye provides the internal means by which all staff and students are assured that their ideas and efforts will be considered. Individuals are elected to PWO as representatives of their constituency, not because of their position in the table of organization or their relationship to the district boards and district student governments. Institutions of higher education are unique organizations in that they are made up of several distinctive constituencies. Each of these constituencies is served by the college and they have important knowledge to contribute to the service provided by the college. Oglala Lakota College recognizes the need for input from each constituency in the determination of policy and procedures for the entire college. The college constituencies are: The Board of Trustees, Administration, Districts, Students, and the Faculty and Staff. The Oglala Sioux Tribe is represented through their constituencies. Prior to the creation of PWO, input from each of the college constituencies worked its way up through the levels of the college structure. The PWO was created to assure participation in the governance of the college by members who did not have direct access. This organization within the college is specifically for students, instructors, and staff. It provides a forum for addressing college-wide concerns and making consensus policy and procedure recommendations to the President and on to the Board of Trustees.

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Standing Committees: Standing committees are the primary working subdivision of PWO and transact business assigned by either PWO or the President of the college. Committees of the college include: Instructional Affairs, Institutional Development, Student Services, Activities Committee, and Assessment Committee.

POLICIES & PROCEDURES Oglala Lakota College is unique. The college is planned and operated to meet the specific needs of the people on the reservation. This means an emphasis on Lakota culture and content as much as possible and it means a variety of programs to meet students’ needs from the very basic of beginning reading to study skills and high school equivalency, tutoring and testing, to college programs transferable to most colleges and college programs designed to put people to work upon completion of certificates. There are also workshops on specialized subjects ranging from horseshoeing to women's rights to Indian law. Finally, there are cultural events such as movies, film festivals, nationally known guest speakers on Indian literature, art and history and our own arts and crafts shows. We feel OLC is an exciting and stimulating environment in which to teach and learn and we hope you will pick up this enthusiasm yourself, examine it critically, and then pitch in to make the college even better for your having been there.

STUDENT INFORMATION

Students at Oglala Lakota College have the right to the highest quality education possible and to fair and just treatment by all departments of the college. The college is obligated to provide students with the best possible environment, instruction, curriculum and resources to attain a college education. However, the responsibility for the quality of learning is that of the student. A quality education happens when learning interaction is balanced by students and staff. In the event of a perceived unfair ruling made against a student the college has established grievance policy and procedures for fair and equitable resolution of the problem. The grievance policy and procedures are detailed in the OLC Student Handbook.

DRUG-FREE ENVIRONMENT Oglala Lakota College requires a drug-free work environment. All employees and students are required to comply with this policy. This policy is published in the Student and Faculty Handbooks. Discipline measures may be necessary for violations of this policy. Individuals found in violation will be referred to the appropriate professionals and officials. The College will maintain an employee support program and student assistance program to assist individuals who may be experiencing problems.

GUN-FREE/WEAPON-FREE CAMPUS

Oglala Lakota College will adhere to a Gun-Free/Weapon-Free campus policy. All dangerous weapons, (dangerous weapons are defined as any firearm, knife, or device, instruments, materials, or substances, whether animate or inanimate which is calculated to inflict death or serious bodily harm) are banned from the Oglala Lakota College campus and properties. Weapons brought onto or carried on Oglala Lakota College property must have prior approval and conform to the safety regulations identified in the procedures below. Weapons carried by authorized law enforcement agents or used in military activities are exempt.

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ACADEMIC DISHONESTY

Academic dishonesty is the taking of an examination or the preparation of papers for credit wherein the student knowingly represents the work of another as his/her own; and/or knowingly breaks stated examination rules. A student may be expelled and barred from further classes upon proof in a hearing of academic dishonestly.

STUDENT MISCONDUCT

1. Misconduct refers to any actual or threatened physical violence, gross disorderly conduct, interruption

of classes or college business, repeated verbal abuse or harassment, vandalism to OLC college premises, coming to college classes or college premises under the influence of alcohol or drugs, failure to properly supervise the student's children at the college premises, and any other student conduct that cause a disruption in college classes or the transaction of college business.

2. A student may be barred or expelled from further classes as well as dropped from classes either for

misconduct toward a College staff member, community member, another student, or a board member when this misconduct stems from College business or on college premises.

3. A student may also be barred or expelled for student misconduct occurring on the college premises or when occurring with college classes or events.

CONTINUOUS IMPROVEMENT AND INSTITUTIONAL EFFECTIVENESS

AT OGLALA LAKOTA COLLEGE

Oglala Lakota College is committed to a comprehensive, deliberative, and continuous process of self-reflections and examination, and using the results to enhance and improve all aspects of life at the college. Institutional effectiveness at Oglala Lakota College is defined as a process in which all members of the college-community examine the extent to which an institution achieves its mission and goals . The college's institutional effectiveness process is an on-going, college-wide process of planning and outcomes assessment for the purpose of documenting that the college is achieving its mission and goals and continuously improving its programs and services.

The institutional effectiveness process starts with the College’s Mission Statement, Vision Statement and Strategic Goals. The process devolves down to individual administrative and academic units and includes (a) developing a unit purpose statement and annual objectives and/or student learning outcomes to support of the college's mission and goals (b) developing procedures / assessment methods and criteria for measuring the success of the unit's objectives/learning outcomes and (c) documenting results and use of results to show that the unit is continuously improving its programs and/or services. The institutional effectiveness process at Oglala Lakota College is a continuous planning-implementing-evaluating- improving cycle that is applied at every level of the college.

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REGISTRAR’S OFFICE

Leslie R. Mesteth, Registrar Whisper Catches, Assistant Registrar

Jerilyn Chasing Hawk, Assistant Registrar Jennifer Janis, File Clerk

The primary purpose of the Registrar’s Office is to provide service. Through our service we not only derive satisfaction, but students have a right to expect this from us. Counselors are available at each college center to assist students in tutoring, attendance, academic, personal and financial aid counseling. Counselors may also refer students to other resources if they are unable to assist students in their needs. The college is interested in the welfare of its students. The personal contact of students with each district college center counselor begins within the community, during registration and throughout the year. Students should work closely with their local college center counselor. An academic advisor is also available for each student during registration and by appointment. ACCREDITATION Oglala Lakota College (OLC) Courses are accredited by the North Central Association of Schools and Colleges, Higher Learning Commission. The BS in Elementary Education is accredited by the South Dakota Division of Education. The ADN in Nursing is accredited by the South Dakota Board of Nursing. COLLEGE ADMISSION POLICY Oglala Lakota College pursues an open door policy in which all qualified students will be admitted without regard to race, religion, origin or political belief. Enrollment in the college does not guarantee admission to any specific program, nor to any and all courses of study. To qualify for full access to college level courses, students must demonstrate minimum 10.1 grade level of reading comprehension as indicated by college readiness assessment (see policy 70-300).

A. Admission All applicants seeking admission to Oglala Lakota College must send each of the items listed below BEFORE, he/she will be admitted: 1. Complete Application and declare a major. Students may only declare one major at a time

while attending OLC. 2. Furnish a copy of your high school transcript, or certificate of high school equivalency (GED

Diploma) MANDATORY. Students with a Bachelor’s Degree or higher will be required to submit documentation verifying the degree awarded.

3. Transfer students must send official college transcripts. 4. Verification of Tribal Enrollment if the student is a tribal member of a Federally Recognized

Tribe. 5. Complete College Readiness Assessment (see policy 70-300). Transfer students who do not

have approved transfer college credit for English Composition or Algebra must complete the college readiness assessment.

Any student falsifying information is subject to being dropped from all classes. Oglala Lakota College does not admit under the Ability to Benefit criteria.

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EARLY ENTRY PROGRAM Oglala Lakota College provides opportunity for high school students to achieve college credit under a specific criteria called early entry. This program is offered to junior and senior high school students who would like to enroll into college courses up to seven credit hours a semester. They must have a written statement from their high school Principal or Counselor stating they are prepared for College level work, approve the student’s enrollment at OLC, and have a G.P.A. of 2.0 or above. An official transcript from the high school must be submitted with the statement. STUDENT ADVISING

The district staff will advise the student on which classes to register for from the CORE courses including General Education and Lakota Studies courses that are offered. It is expected that a student will complete the CORE component of the curriculum before beginning study in the major. A student who has already decided on a major should consult the admission requirements of the department of his/her major. The student must satisfy all admission requirements for the major department and, in conjunction with the department chair and staff to determine a plan of study. PELL will only be applied to those courses that relate to the declared degree and students can only work towards one degree at a time. Students may make their first change of major at this time without question. Once a student is admitted to a baccalaureate program, a second plan of study will be developed with the Department Chair. Students whose plan of study changes for a second or third time must submit their reasons in writing. The reasons for a change in majors must be approved by the Registrar and the academic departments involved. At Oglala Lakota College, the Financial Aid Student academic progress may be reset – with a change of major up to 3 times in a student’s academic career as referenced in the student handbook. Academic advising can be requested at any time by contacting center staff or the department chair to set up an appointment. STATUS SHEETS Once a student enters a degree area, the student must obtain a status sheet/degree audit for that degree program from their official record on the Exweb Jenzabar website by going to advisor tab and degree audit, please review this with your counselor or academic advisor to ensure that it is correct. When thirty (30) hours have been completed, a student must review his/her progress with the department chairperson. This status sheet/degree audit should always be consulted when making course requests and signing up for classes. (If a student fails to maintain continuing enrollment for one (1) semester, that student will come back in on the current status sheet.) All students in the education degree department move to the new status sheet, if any changes occur, due to state requirements. STUDENT COURSE LOAD During the fall, spring and summer semesters, 12 credit hours per semester is considered a full time course load. Students may enroll for up to 18 credit hours per semester. In special cases, upon the approval of the Department Chairpersons, this maximum load may be increased. In all cases, a half-time load is one-half a normal full-time load.

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HOURS OF RESIDENCE A minimum of thirty resident hours must be earned from Oglala Lakota College for consideration of awarding an associate degree or a bachelor’s degree. To receive an associate degree from OLC, 11 semester hours of the last 24 must be earned during the last year. To earn a bachelor’s degree from OLC, the last semester credit hours must be earned from OLC. ENROLLMENT LIMITS Oglala Lakota College reserves the right to cancel any class which does not have an enrollment of six or more students. The college will make every effort to offer courses requested and in a sequence which permits most students to obtain a degree in a two of four year cycle. To avoid class cancellations, each student should meet regularly with the district counselor in order to plan schedules for each semester. Class size at Oglala Lakota College is limited to 30 students. If need exceeds 30 students, the same course will be offered the next semester. Foundational Studies students are limited to the size of the computer lab at the college center. ATTENDANCE Students are required to attend classes regularly. Instructors will submit attendance on-line weekly to the end of the semester. If a student wishes to be excused from a class, it is the student's responsibility to clear the absence with the instructor. At that time the student must arrange for a make-up assignment. However, an excused absence is the same as an absence until the student has completed work equivalent to being in class within one week of the absence. Once the makeup assignment is completed, the instructor may change the absent to present depending on the circumstance and quality of work. This will only apply to no more than two absences. A student will be dropped from a course after three consecutive absences or after five total absences by the Registrar. The only exceptions will be made due to faculty error. DROP/ADD PROCEDURE During registration and the first week of classes, a student may change their enrollment by the following procedure. Log on the Jenzabar website exweb.olc.edu/ics using your username and password that you acquire from the Registrar’s Office or your “Home Center” counselor. Courses may be added or dropped during the first week of the semester. If a student discontinues a subject and fails to follow the prescribed procedure for dropping a course, it may be recorded on his/her permanent record as an “F”. It is the student’s responsibility to verify that their online schedule shows that the course is officially dropped. If a student fails to attend the first two weeks of class without notification to the instructor, the instructor will drop the student at the end of the second week of class. If a class is dropped after the second week, the student will be liable for the total cost of the tuition. INCOMPLETES An incomplete grade is given only when the instructor feels that special circumstances warrant it. In addition to the faculty providing all information necessary to determine an appropriate grade for the

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student, instructor, and Department Chairperson must sign a contract. Unless stated in the contract, all incomplete grades must be made up within one calendar year. GRADE POINT AVERAGE Graduating with an Associate of Arts or Bachelor’s degree from OLC requires twice as many grade points as credit hours attempted (A cumulative GPA of 2.0). Grade points are as follows: A-4 grade points F-0 grade points W-not applicable B-3 grade points I-not application AU-not applicable C-2 grade points NP-No Progress, not applicable D-1 grade point SP-Satisfactory Progress, not applicable (Note! Some programs of study require a higher GPA above 2.0) CLASSIFICATION OF STUDENTS Freshmen students must maintain a cumulative GPA of 1.50 up to 30 credit hours completed. Thereafter, the student must maintain a cumulative GPA of 2.00. This is consistent with the minimum graduation requirements at Oglala Lakota College. TRANSFER STUDENTS Transfer students will be responsible for maintaining a GPA of 2.00, if their transfer total applied and Oglala Lakota College credits equal more than 30 semester hours. They will be responsible for a GPA of 1.50, if the total applied credits equal less than 30 hours. All credits are not transferable to every education institution. DEGREE OR CURRICULUM CHANGES When a student changes degree objectives, he/she will be subject to the maximum time frame of the new degree without regard to time spent pursuing the previous degree. The student must realize that federal financial aid will be calculated according to the original time frame. GRADUATION REQUIREMENT COURSE All Graduation Requirement Courses (GRC) must be approved by the Department Chairperson and the Vice President of Instruction. A GRC can only be taken by those students who successfully complete 45 hours towards an Associate of Applied Science or 96 hours towards a Bachelor’s degree program. Students must have an overall Grade Point Average of at least 2.75 and be in good standing, or 3.00 for the previous 24 credit hours, and in good standing. A GRC will not be allowed if the same course is offered within fifty (50) miles of the student’s home district or online. However, if there is a scheduling conflict, a student may still apply. Students are allowed only two graduation requirement course per semester. Faculty will be required to utilize the grade-book in Jenzabar throughout the semester indicating the amount of work completed including any mid-term or final projects signed by both faculty and student.

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PROCEDURE 1. The student and sponsoring faculty member fill out the GRC form. Approval signatures required

from the following persons in the laid out order. a. Student b. Faculty member c. College Center Director d. Department Chairperson e. Registrar (for GPA check) f. Vice-President of Instruction

2. A GRC form must be submitted to the Registrar’s Office no later than the last day of the add/drop

period. Remuneration and mileage

1. Instructions will be paid at the rate of $100.00 per credit hour for each Graduation Requirement course successfully completed. Payment will be released upon submission of signed grade-book.

2. Mileage will be paid to instructors for travel associated with Graduation Requirement Course as per OLC mileage policy for other travel associated with Instruction.

TRANSCRIPT REQUEST Any student requiring a transcript must put their request in writing to the Registrar’s Office. Any student requesting a transcript needs a complete file (High School Transcripts, GED Certificate, Degree of Indian Blood, no outstanding bills to OLC). The initial request will cost $5.00 and when multiple copies are needed each additional copy will cost $2.00. Requests may take 2-3 business days to process, if a student needs them faxed that same day it shall cost an additional $2.00. Requests shall be kept on file for one (1) academic year due to limited filing space. APPLICATIONS FOR GRADUATION It is the responsibility of the student to complete an application form for graduation and forward to the Registrar with the non-refundable graduation fee of $10.00. The district counselor and/or advisor will make every effort to assist the student in this process. Applications must be received two semesters prior to the semester in which the student will complete the requirements for a degree. (Normally, at Fall registration). All students must have a minimum cumulative G.P.A. of a 2.00 to graduate. Note: If a student fails to complete the requirements for graduation by June 1st in the spring semester in which he/she applies, the student must reapply for graduation. REGISTRATION FOR STUDENTS WITH MORE THAN SIXTY HOURS Students with 60 or more credit hours should know that only the courses for their AA Degree may transfer to another institution four year program.

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ACADEMIC PROBATION/SUSPENSION PROBATION POLICY Any student who does not earn a grade point average of 2.0 (1.5 for students with 30 hours or less) in any enrolled semester or any student who has dropped all of their credit hours in the past semester will be placed on academic probation. PROBATION PROCEDURE 1. A student on Academic Probation can enroll for 12 or more credit hours but to be removed from

Academic Probation a student must satisfactorily complete at least six (6) credit hours with a grade point average of 2.0 (1.5 for students with 30 hours or less).

2. The Registrar shall initiate probationary proceedings by informing the student and district center staff (where the student has claimed to be his or her “Home Center”) in writing.

3. The decision shall be binding and final for all courses offered by Oglala Lakota College. 4. The Registrar will maintain a current list of all students on probationary status. 5. The decision will be binding and final for all courses offered by Oglala Lakota College. SUSPENSION POLICY If a student does not earn a grade point average of 2.0 (1.5 for students with 30 hours or less) while on probation, the student will be placed on suspension (Academic Suspension One). This means the student cannot enroll for one semester. Suspension Procedure 1. Academic Suspension One Students placed on Academic Suspension One will not be allowed to register for classes for one semester following their suspension. After sitting out for this one semester, they will be allowed to register for classes again and they must successfully complete all enrolled classes with a 2.0 grade point average (1.5 for students with 30 hours or less) or better. Should the student fail to successfully complete his or her classes during the term following the suspension, they will be placed on Academic Suspension Two. 2. Academic Suspension Two Students placed on Academic Suspension Two will be barred from enrollment for one year or two semesters. Appeal Process 1. A student can appeal the Academic Suspension Two decision to his or her district local board. 2. The District Local Board will schedule a hearing and notify the student in writing and request the student to provide a written and oral justification of their failing academic record with a plan as to why and how they will successfully complete a college education goal. 3. The District Board will only allow students to enroll in Oglala Lakota College with documented extenuating circumstances, i.e., personal health, medical issues, death in the immediate family, or other significant family issues. 4. The District Board will notify the Registrar and the student of its decision in writing. The decision will be binding and final for all courses offered by Oglala Lakota College. a. If the District Board’s decision is for the student to remain on Academic Suspension Two, the student will not be allowed to enroll for two semesters following the decision. b. If the District Board’s decision is to allow the student to re-enroll, the student will again be placed on Academic Suspension One. Academic Suspension One means that the student must sit out for one semester following their suspension after which they can remove themselves from Academic Suspension One by enrolling for

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minimum of three (3) credit hours but no to exceed a maximum of six (6) credit hours, and earning a 2.0 grade point average (GPA) (1.5 for students with 30 hours or less) or better. 5. If the student does not complete a minimum three (3) credit hours with the required grade point average, the student will not be allowed to have another hearing and will be barred automatically from enrollment at Oglala Lakota College for a period for two (2) years Academic Suspension Three following the semester in which they failed to achieve a 2.0 grade point average (1.5 for students with 30 hours or less). 6. Following Academic Suspension Three, a student will be allowed to enroll in Oglala Lakota College without being on probation or suspension and will be required to take the placement tests if they have not previously completed the core Math and English requirements. The student will use the most recent status sheet for their declared major. 7. The Registrar shall maintain and update a list of the status of all students on academic suspension. Note: The President will appoint a committee to provide all hearings for the students placed on Academic Suspension Two from the Rapid City and Cheyenne River Extension Centers. COMPUTER ACCOUNT AND NETWORK POLICY Information resources offer access to computers and people throughout the world. Students and staff will have access to electronic mail, college libraries, information, news, research institutions, software, discussion groups, and much more. All users should be aware that the inappropriate use of electronic information resources could be a violation of local, state, and federal laws. Oglala Lakota College will make every effort to protect students and teachers from any misuse or abuses as a result of their experiences with an information service. By accessing Oglala Lakota College’s network, you have entered into a legally binding contract by signing your registration card. The full Computer Account and Network Policy is located in the policy manual. DISTANCE LEARNING: DEFINITIONS OF ON-LINE COURSES 1. Full-Online Faculty Instructed Course

A Full-Online Faculty Instructed course will be accessed during the semester via the Internet. These courses make sole use of Internet technology to facilitate student access to class materials and to support intra-class communication. Online Faculty Instructed courses do not require any face-to-face meetings; however, they may have weekly requirements in the online environment.

2. Full-Online Self-Paced Course (Independent Study) A Full-Online Self-Paced course will be accessed during the semester via the Internet. These courses make sole use of Internet technology to facilitate student access to class materials. Online Self-Paced courses do not require any face-to-face meetings or student to student interaction; however, they may have weekly requirements in the on-line environment.

3. Online-Enhanced Course An Online-Enhanced course uses Internet technology to facilitate student access to class materials and support intra-class communication. These courses require classroom attendance throughout the semester during the scheduled class meeting times. It is very important that students attend the first scheduled class to receive these requirements.

Students who wish to register for number 1) or 2) above must have junior or senior class standing, and be generally computer literate including knowledge of Microsoft word. Exceptions pertaining to 1) and 2) must be approved by VP for Instruction.

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FINANCIAL AID

Billi K. Hornbeck, Student Services Coordinator/Financial Aid Director Cindy Iron Cloud, Financial Aid Officer

Faith Moves Camp, Financial Aid Assistant

MISSION STATEMENT: To help those students who need assistance to further their education. Priority will be given to those people with the greatest need. Aid is administered in accordance with the applicable laws of the United States regulations and policies of the Board of Trustees and the Oglala Lakota College, regulations of the college stated in the Oglala Lakota College catalog and the policies and procedures in this manual. Free Application for Federal Student Aid (FAFSA) should be completed as soon as possible once it is available in the Spring. The application may be filed by going to fafsa.ed.gov. Financial Aid is available at Oglala Lakota College in the form of Grants, Employment, and Scholarships. Due to the limited amount of funds available through these aid programs, students who meet Satisfactory Academic Progress toward their declared major and who can demonstrate a need will be given priority. Classification of Students. Freshman students (up to 30 hours attempted) must maintain a cumulative GPA of 1.50. Thereafter, the student must maintain a cumulative GPA of 2.00. This is consistent with the graduation requirements at Oglala Lakota College.

GRANTS

Pell Grant Entitlement Program. Students must have filed the Free Application for Student Aid (FAFSA) on file. This is a federal program that offers assistance to any eligible student who needs it to attend a post-secondary educational institution. The value of the award may vary from $319.00 to $5,645.00, depending on the amount of assistance reasonably available from the family. This award helps eligible students work toward an undergraduate degree. Once a student has earned a first Bachelor’s Degree, they are no longer eligible to receive PELL. OST Higher Education Grant. Presently administered by the Oglala Sioux Tribe. Students must file the OST Higher Education Grants application. Students must also have a Free Application for Federal Student Aid (FAFSA), Pell Grant Application, on file before a needs analysis can be completed and submitted to Higher Education.

FSEOG. The Federal Supplemental Opportunity Grant Program provides grants to undergraduate students who demonstrate a financial need. The average award to a student is $400.00 per semester. Federal Work Study. Students employed under the Federal Work Study (FWS) Program can work a maximum of twenty hours a week, depending on the amount of the award. Students will be compensated at an hourly rate of $7.50 per hour. The average award is $1,500.00 per student per semester, but varies based on need.

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Eligibility of Student: A. Preference to students with greatest aid eligibility, who have indicated on their FAFSA that they

are interested in work. B. At least half time students (except during the summer session). C. U.S. Citizen, permanent resident, or in the United States for other than a temporary purpose. D. Not in Default/or owe a refund to any Title IV programs. E. At least two work-study students will be hired in each district college center. F. Assignment of FWS to district centers is contingent on satisfactory compliance by the center in

developing job descriptions, recruitment, supervision and evaluation.

SCHOLARSHIPS

The Student Services Committee reviews and approves all institutional scholarship at OLC. Only complete applications submitted online will be considered for selection. The web site is www.collegefund.org where a student fills out the personal information, lists all extra-curricular activities, volunteer work, honors, distinctions and a personal essay. The student then contacts the college center staff to take a digital photo. Students with complete submitted applications will be considered for selection. This includes the

application, essay and photograph. All photographs will be screened by the Financial Aid for appropriateness. Examples of inappropriate

pictures are baby pictures, students wearing sunglasses, bandanas, unclear pictures, etc. Any repugnant or obscene photos will not be considered for a scholarship award.

Students must complete a FAFSA to be considered for selection to determine the financial need of each student.

All scholarships require a minimum of 2.0 cumulative G.P.A. Students may receive up to two scholarship sources per semester, the scholarships total will not

exceed the student’s financial need which includes all funding. Native American students are to be considered first preference for all scholarships. Students must be enrolled in at least 3 credit hours to qualify.

Students who receive in-house scholarships who drop or are dropped from all classes after their scholarship disbursement will be ineligible for in-house scholarships for the following semester. A student’s in-house scholarship privileges will be reinstated after a one semester ineligibility period. Eligibility will continue thereafter, unless a student again drops all of their classes after disbursement. After the second drop, a student will be in final suspension and no longer eligible for in-house scholarships. There is no appeal process if a student is suspended from in-house scholarships. All scholarships are need based. Richtmyer Scholarship: In 1980, Dr. Robert Richtmyer presented Oglala Lakota College with a gift in memory of his late wife, Jane. Scholarship amounts vary depending on the amount of interest earned from the Richtmyer Endowment fund during the year. Students must present evidence of creative ability in Native American arts and crafts. Crazy Horse Scholarship: Students must be of Lakota ancestry, must be in good standing academically, demonstrates a need and must submit a letter stating their educational goals. Wilms Scholarship: Established for the purpose of financially assisting "young Indian males" to achieve a college education. This award is also based on the interest accrued from the Wilms Scholarship Endowment fund per academic year. Criteria to be considered will be: academics, school

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and community activities, leadership, potential for completing college and financial need. $500.00 will be awarded per student, in good standings, per semester. Males to be considered must be 35 years or younger.

McAlpine Scholarship: This scholarship is open to Indians and non-Indians. The applicant must be an incoming freshman student; enrolled full-time; and an essay of her/his dream, vision, or something that pertains to achieving her/his goals.

Fund Exchange Scholarship: Applicants must be an enrolled member of a Federally-recognized tribe, must be a potential graduate for the current academic year, have an unmet need for financial assistance, be enrolled in a least 6 credit hours, have demonstrated academic achievement and have a cumulative semester GPA of 2.0 or better.

Edith Kooyumjian: Applicant must be an O.S.T. member, enrolled in at least 6 hours, 23 years of age or older, an undergraduate student, a need to support a family, and a financial need.

Davis: This is for students with a Voc-Ed major, enrolled member of a Federally recognized tribe and a full-time student.

Lawlor: This scholarship is for students with a Lakota Studies Major, full-time enrollment, an Oglala Sioux Tribal member and an unmet financial need.

Long Wolf Memorial: This is for two undergraduate students who have demonstrated potential and sincere desire to perform college level academic work. Must be a member of federally recognized tribe, at least part-time enrollment, and demonstrate financial need.

American Indian College Fund: This is not a single scholarship, but is a number of scholarships we receive from the AICF with their own criteria and change every semester. Selections are to be decided by the Scholarship Committee.

Board of Trustees Scholarship: This scholarship has many different criterions scholarships are awarded to students with Perfect Attendance, Outstanding Community Involvement, A well written essay, and by Dept.: Applied Science, Humanities & Social Sciences, Education, Social Work, Lakota Studies, Agriculture, Math & Science, & Nursing. Max Pell Book Scholarship: This scholarship is for students who are making satisfactory progress, but are considered Max Pell due to not completing their degree within the allowable timeframe. This scholarship covers textbooks up to $500, if they meet all scholarship criteria. FINANCIAL AID REQUIREMENTS

All students must be aware of the following when applying for financial aid:

A. The student must apply for all financial aid in a timely manner to determine if he/she will receive Financial Aid to help pay for his/her educational costs. The general rule is if you plan to attend OLC, your financial aid application should be completed the semester prior to registering for classes.

B. Students are required to declare a major in order to receive any type of financial aid. C. Selected students must verify the information reported on the FAFSA. If a tax return was filed, an

IRS Tax Return transcript and verification worksheet must be in the students file in the Financial Aid Office.

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D. Students must not be in default on a federal student loan or owe any type of federal student aid repayment.

E. All applications should include Oglala Lakota College school code, which is 014659. Students, who

need financial aid, are urged to contact the local District College center staff or the Financial Aid Office for general information. All Federal Financial aid funding regulations state that a student receiving Federal Financial Aid must maintain satisfactory progress.

SATISFACTORY ACADEMIC PROGRESS POLICY In order to qualify and receive Federal Student Aid, the U.S. Department of Education requires that students maintain satisfactory academic progress in a program of study that leads to a degree program. Federal Student Aid includes Federal Pell Grant, Federal Supplemental Educational Opportunity Grant (SEOG), and Federal Work-Study. Also, other agencies including tribal and scholarship programs may require students to maintain Satisfactory Academic Progress for their aid programs. The entire academic record of all students will be monitored at the end of each term to ensure compliance with the requirements specified below. Therefore, even the academic record of those who have not received Federal Student Aid in the past will impact future eligibility. Failure to meet the following standards will cause financial aid ineligibility for students who may have otherwise qualified for Federal Student Aid. Satisfactory academic progress has both a qualitative and quantitative measure to monitor a student’s progress toward a degree or certificate: 1) Qualitative Requirement: Students must maintain a cumulative grade point average. a) Freshman (1-30 attempted credit hours) – 1.50 b) Sophomore (31-60 attempted credit hours) – 2.00 c) Junior (61-90 attempted credit hours) – 2.00 d) Senior (91 or more attempted credit hours) – 2.00 2) Quantitative Requirements: The students must demonstrate their pace of progression through their program of study. The pace is measured at the end of each term. The students must satisfactorily complete 67% of their courses in which the student has attempted overall. Examples: Term 1 Term Pace Cumulative Pace 9 hours completed = 75% 9 = 75% 12 hours attempted 12 Term 2 6 hours completed = 50% 15 = 62.5% 12 hours attempted 24 Term 3 12 hours completed = 100% 27 =75% 12 hours attempted 36

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“Satisfactory Completion” means earning a passing grade of A, B, C, D, or P. Grades of I, W, or F are not considered passing grades. If a student withdraws during the first two weeks of the term, it is not considered credit hours attempted. All courses withdrawn from the third week of the term to the end will be counted as credit hours attempted. Incomplete grades are considered credit hours attempted. * Please see the Credit Hour Maximum Policy for the required completion rate to receive a degree at OLC. Remedial Courses Remedial courses will be counted towards the students’ overall pace of progression or the cumulative hours attempted. Students are required to take at least one 100-level course with the remedial courses in order to receive Title IV funding. Repeats Courses that are failed or withdrawn from, then repeated are considered in the hours attempted. Title IV funding can only pay a student one time for repeating a course that the student has passed. In accordance with Title IV (PELL, FSEOG, FWS) regulations, test out courses will not be paid by Title IV aid. Review Following each term the Grade Point Average and number of credits attempted and completed for each Financial Aid recipient will be reviewed. Financial Aid Warning

If a Financial Aid recipient fails to satisfy the Satisfactory Progress Rule in a particular term, the recipient will be given a Financial Aid Warning during the succeeding term of enrollment. Students are still eligible to receive Financial Aid during the warning period, but they must satisfactorily complete 67% of their overall enrollment with a cumulative Grade Point Average of: 1.50 for Freshman and 2.0 for Sophomores, Juniors and Seniors.

Non-Satisfactory Academic Progress Financial Aid Warning

If a Financial Aid recipient fails to satisfy the Satisfactory Progress Rule in a particular semester, the recipient will be given a Financial Aid Warning during the succeeding semester of enrollment. Students are still eligible to receive Financial Aid during the warning period, but they must satisfactorily complete 67% of their overall enrollment with a cumulative Grade Point Average of: 1.50 for Freshman and 2.0 for Sophomores, Juniors and Seniors. Unless the student totally withdrawals from all of their courses any time during the semester.

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Financial Aid Ineligible

1. If a Financial Aid recipient fails to comply during the warning period, the Student will be placed on Financial Aid Ineligible status for all financial aid. 2. When a Financial Aid recipient totally withdrawals from all their courses any time during the semester, they will automatically be placed on Financial Aid Ineligible status for all financial aid.

Appeal of Financial Aid Non-Satisfactory Academic Progress 1. A student may appeal Non-Satisfactory Progress by completing the Financial Aid Appeal Form and

attach supporting documents to the Financial Aid Office by mid-term of the term during which the student is not eligible for financial aid.

a. Reasons why he/she did not achieve minimum academic requirements which should include any

type of unusual circumstances they may have been experiencing at the time. Unusual Circumstances that will be considered but not limited to are: illness, death in the family,

injury, casualty losses due to weather (hurricane, tornado, mud slides, ground subsidence and other natural disasters), fire, theft, acts of God, or terrorism.

b. An explanation of what has changed that will allow the student to make Satisfactory Academic

Progress at the end of the next term.

c. The appeal request will include an academic plan showing how the student will make SAP and the student must make academic progress under the plan at the end of the next term.

d. Students may have multiple appeals – but must be for different reasons.

2. An appeal Committee will review the appeal and determine whether the Financial aid appeal is justified. The appeal committee’s decision is final. The student will be advised in writing of the decision of his/her appeal no later than five days after receipt of such appeal. a. If the appeal is approved and the student can demonstrate that they can make Satisfactory

Academic Progress in one term they will be placed on Financial Aid Probation for one term.

b. If the appeal is approved and the student cannot demonstrate that they can make Satisfactory Academic Progress in one term, they will be required to submit an academic plan. This plan has to show how they are going to get back on track in a reasonable time. The plan will demonstrate the students map to graduation. The academic plan will then replace the SAP standards. At the end of each term, the student’s Satisfactory Academic Progress will be measured against their plan. The students will have to follow the plan in order to receive financial aid. If the student fails or withdraws from any courses on their plan, the student they will again be required to meet the minimum SAP requirements in order to be eligible for any type of financial aid: 1. 67% overall completion rate 2. 1.5 (Freshman) 2.0 (All other students) overall grade point average

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c. If the student’s appeal is not approved, the student will not be eligible for financial aid until they meet the minimum SAP requirements and is able to complete their degree within the maximum timeframe policy.

CREDIT HOUR MAXIMUMS

The U.S. Department of Education has established a limit on the number of credit hours a student can attempt and still remain eligible for Federal student Aid. This limit is based on 150% of the credit hours needed to complete the degree for which the student is pursing.

This will allow for curriculum changes, repeats, and enrichment course work that may be required for

the field of degree. This includes all attempted Oglala Lakota College courses as well as all transfer credit hours. In

addition, this includes all semesters at Oglala Lakota College with or without financial assistance. Academic Progress toward the degree program will be measured at the end of each semester. The

student will receive an update, as to the amount of financial aid left, with the satisfactory progress letter at the end of each semester.

If at any time, it becomes mathematically impossible for a student to complete their program with the

number of credits left in their 150% timeframe – the student is no longer making Satisfactory Academic Progress and not eligible for Title IV aid.

The student will then request in writing, a reset in attempted hours to reflect their current major. PELL Grant Lifetime Eligibility Used (LEU) The amount of Federal Pell Grant funds a student may receive over his or her lifetime is limited by a new federal law to be the equivalent of six years of Pell Grant funding. Since the maximum amount of Pell Grant funding a student can receive each year is equal to 100%, the six-year equivalent is 600%. This is in effect as of the academic year 2012-2013. This includes all past Pell Grant awards each student received and the awards coming in the future semesters. Therefore, if a student received a reset in their Pell hours for their current major and they have exceeded the 600%, they are no longer Pell Eligible as the LEU overrides the reset. Dual Majors Students can only declare one major. Each semester, courses will be verified that they are on the students’ current degree plan. All Title IV funding will only pay for courses that are on each students’ degree plan. If a student chooses to take classes not on their status sheet, they will be liable for tuition and fees of the course(s) not on their degree plan. The Financial Aid Student academic Progress will be reset with a change of major up to 3 times in a student’s academic career at Oglala Lakota College. Transfer Credits Transfer credits earned at another institution that are accepted at Oglala Lakota College toward the degree/certificate a student is currently pursuing shall be used in computing the total credits attempted and earned.

Once a student earns a Bachelor’s Degree, they are no longer eligible for a Federal PELL Grant.

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BUSINESS OFFICE

Vacant, Vice President for Business Maria Albers, Office Manager

Rebecka Wallingford, Controller Patricia Brave Heart, Accountant

Myreen Iron Cloud, Bookstore Manager Colleen Sitting Bear, Grants/Contracts Compliance Officer

Holly Provost, Payroll Officer Arlis Pourier, Secretary

Desirae Charging Crow, Accounts Payable Tiffany Tibbitts, Accounts Payable

Vanessa Ferguson, Bookstore Randi Hunter, Bookstore

Melissa Rooks, Student Accounts Stevanna Hernandez, Student Accounts

BOOKS

Students who have completed the financial aid process and have been determined eligible and have enough financial aid may be allowed to charge their books. All others must pay for their books and supplies when they receive them. All previous accounts must be settled prior to the purchase of books for the current semester. Books will be available at the district centers only on assigned days during the one week before classes begin and/or the first week of class. Students who do not get their books during this time period will have to pick up their books at the OLC Bookstore. Students should call the bookstore with questions regarding returns and exchanges.

TUITION AND FEES A. Tuition 1. Undergraduate tuition at Oglala Lakota College is $80.00 per credit hour for students whose

attendance results in “per pupil funding”.* 2. Undergraduate tuition at Oglala Lakota College for any student whose attendance does not result

in “per pupil funding” is $98.00 per credit hour.* 3. Graduate tuition at Oglala Lakota College is $115 per credit hour. *Students who have their tribal enrollment documentation on file with Oglala Lakota College Registrar’s Office before the end of the second week of classes, does result in “Per pupil funding” and will not be affected by the higher tuition. Why is this documentation required? Simply, the College’s primary source of funding is a Public Law known as the “Tribally Controlled Community College Assistance Act.” This law requires all who claim to be Native American to provide proof that they are an enrolled member of a Federally-recognized tribe. Any student who does not provide the Registrar’s Office with this information will not have the major portion of the cost of their education reimbursed to the College. Tuition and fees only cover a small fraction of the actual cost of a student’s education. B. Tuition Assistance 1. Financial Assistance, scholarships and grants are available for those students who qualify. 2. Refunds will be made according to the refund policy. C. Withdrawal Refund 1. Students who withdraw voluntarily form Oglala Lakota College, after classes start, may be eligible for a

refund of the tuition upon the approval of the Registrar and Financial Aid Officer. Refunds will be made in accordance with the following schedule:

through the 2nd week........................................................................................100% refund. starting the 3rd week.............................................................................................0% refund.

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D. Fees 1. Registration fee is $40.00 per semester. 2. Lab fees vary in courses. 3. Technology fee is $16.00 per credit hour. 4. These fees are non-refundable starting the 3rd week. Changes will incur should the student fail to

drop within the 100% time. E. Review of Tuition and Fees Schedule 1. The Oglala Lakota College schedule of tuition will be reviewed annually.

STUDENT ACTIVITY FEE

It is the policy of Oglala Lakota College to collect a pro-rated activity fee based on enrollment per semester. 12 + credits $50.00 9-11 credits $40.00 6-8 credits $30.00 1-5 credits $20.00

AUTHORIZATION

The Oglala Lakota College, specifically the Student Accounts Office, shall have the authority to collect the activity fees.

TUITION, FEES, AND TEXTBOOK BILL COLLECTION The Student Accounts at Oglala Lakota College will have the authority to make collections on all outstanding tuition, fees, and book bills. The Vice President for Business shall place a hold at the OLC Registrar’s Office on all grades, transcripts, and diplomas of students who have outstanding tuition, fees, book bills or any other outstanding bills until such debts are fully paid. All current semester students having outstanding debts will be contacted by the Student Accounts Office by mid-term or before any Financial Aid is released and be asked to sign an agreement allowing collections from current year financial aid. Students may access their statement by going to the OLC website (www.olc.edu), Distance Learning Tools, Teams (Jenzabar). Enter your ID and PIN. Your PIN can be obtained from your counselor. Under my profile click my accounts. Your statements are listed here. Your counselor can assist you. The student is responsible for the student bill even if a third party or program may be paying the bill. Financial Aid will be applied to the student bill unless third party payment has been received. If financial aid is applied and the third party makes payment at a later date, the financial aid applied will be paid to the student. All students should file a financial aid application to determine eligibility for other scholarships. OLC staff will collect tuition, fees, or book costs or develop a payment plan for students to pay all costs before the end of the semester for which the student is enrolling.

COMPUTER ACCOUNT AND NETWORK POLICY

Oglala Lakota College provides network access, including internet to students and staff to promote educational excellence. Network access provides resource sharing, innovation and communication to the Pine Ridge Reservation. Network users are responsible for their actions in accessing available resources. The user is responsible for making sure any information received does not contain pornographic material, inappropriate information, inappropriate language, or files that are potentially dangerous to the integrity of the hardware/software within school premises. Use of any information obtained via the network is at the user’s own risk. Oglala Lakota College makes no warranties of any kind, whether expressed or implied, for the network facilities it is providing. Users must complete the User’s Request Form to use college computers.

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INSTRUCTIONAL DIVISION

Dr. Dawn Tobacco-Frank, Vice President for Instruction Dr. John Johnson, Director of Institutional Research & Assessment

Jonalynn Clifford, Assistant to the Vice President for Instruction Vacant, Computer Support Specialist

The Instructional Division supervises all degrees and courses which grant college credit. These degrees and courses are offered through the academic departments.

OGLALA LAKOTA COLLEGE ACADEMIC PROGRAMS

DEGREE DEPARTMENT RESPONSIBLE Master of Arts: Lakota Leadership/Management Graduate Studies Secondary/Middle/Elementary Educational Administration Emphasis Graduate Studies Bachelor of Arts: Lakota Studies Lakota Studies English & Communication Humanities & Social Science Early Childhood Education Social Science Humanities & Social Science Bachelor of Science: Business Administration Business K-8 Elementary Education Education ACED Elementary/Special Education Education Information Technology Math & Science K-12 Lakota Studies Education Lakota Studies Natural Science Math & Science Secondary Education Physical Science Math & Science Social Work - BSW Social Work Associate of Arts: Fine Arts Humanities & Social Science Early Childhood Education Elementary Education Education Lakota Studies Lakota Studies Life Science Math & Science Nursing Nursing Pre-Engineering Math & Science Science, Engineering, & Math Math & Science Tribal Law Lakota Studies Associate of Applied Science: Automotive Technology, General Construction, Electrical Tech., Plumbing, Heating, Vent. & Air Conditioning, Entrepreneurship, Office Technology Additional Programs: Secondary Education Certification (Business, Lakota Studies) , Lakota Language Certification, Graduate Courses - offered through all departments. Education Endorsement certificates in Lakota Studies, Birth-Preschool, K-12 Special Education, K-12 Exceptional Education, Math, Biology, Earth Science.

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ATTENTION ALL NEW STUDENTS Placement Tests and Developmental Courses Policy (70-300 - College Policy Manual) All entering students take college approved tests in English, Reading, and Mathematics to determine their readiness to register for college level courses. Entering Students must demonstrate a 10.1 grade reading comprehension level to advance to college level courses (except as described below). Students whose scores indicated a need for developmental instruction prior to entering college level courses shall register in the appropriate developmental course (any or all of: English Reading and Writing, and mathematics). A student may not register for college level courses (except as indicated below) until he/she has attained a 10.1 grade reading comprehension level, as measured by the approved test. Students placed into developmental math courses, whose scores after developmental courses in Mah indicated a need for further developmental instruction, will be referred to appropriate instruction support or course work. Students whose college readiness scores require placement in developmental courses may concurrently enroll ONLY in the following college level courses: Lak 103, LArt 103, Art 103, Art 133, Art 143, OEd 103, CS 103. Students placed into developmental courses may enroll in no more than 12 total credit hours, including the developmental courses. Students who are placed into developmental courses and who concurrently enroll in college courses and who fail, withdraw, or are dropped from developmental courses shall not enroll in college level courses until attaining a college readiness test score in reading. Students, who cannot attain college readiness tests scores in reading comprehension after having taken developmental courses twice, will be referred to other services and cannot register for fully credited college courses. Developmental courses do not count toward total credit hour requirements

COURSE NUMBERING SYSTEM:

The course numbering system for OLC is designed to indicate the level of difficulty of courses offered at the College. 1. The prefixes indicate the subject area of a particular course. For example: Lak - Lakota Studies. 2. The first number indicates the academic level of the course. 0 - developmental courses 4 - senior courses 1 - freshman courses 5-7 - master’s level courses 2 - sophomore courses 3 - junior courses 3. The second number indicates the sequence of courses. 4. The third number indicates the number of credits for the course. Zero (0) is used for courses which have variable credit. 5. L is the first letter of all Lakota Studies Department courses. The letters which follow indicate the academic discipline. For example: LSoc indicates a Lakota Studies course which is also a sociology course.

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ACADEMIC PROGRAMS All degree students are required to take certain courses in order to receive a degree. These requirements are called General Area or CORE requirements. The CORE requirements are slightly different dependent upon the type of degree being sought. BA/BS CORE Requirements Cr. Engl 103 Freshman English I 3 Engl 113 Freshman English II 3 SpCm 103 Speech Communications 3 Math 100 level or above 3 MIS 113 Applied Information Processing or Above 3 Science 3 Social Science 3 Humanities 3 Literature 3 Credits: 27 AA CORE Requirements Cr. Engl 103 Freshman English I 3 Engl 113 Freshman English II 3 SpCm 103 Speech Communications 3 Humanities 3 Mathematics (103 or above) 3 Science 3 Social Science 3 Credits: 21 AAS CORE Requirements Cr. Engl 103 Freshman English I 3 CS 103 Ethics in the Workplace 3 SpCm 103 Speech Communication or OEd 163 Business Communications I 3 Math 103, OMath 113 or TMath 123 3 OEd 103 Computer Basics 3 Credits: 15 LAKOTA STUDIES REQUIREMENTS As a tribally chartered college, OLC promotes the specific areas of Lakota history and culture as well as the general area of Indian studies. Every graduate is required to complete several courses from the Lakota Studies curriculum. In addition all courses at OLC reflect a Lakota perspective. LAKOTA STUDIES REQUIREMENTS BA/BS CR. Lak 103 Lakota Language I 3 Lak 233 Lakota Language II 3 LSoc 103 Lakota Culture, LHist 203, or LHist 213 3 Lakota Electives 6 required: 15 LAKOTA STUDIES REQUIREMENTS AA Lak 103 Lakota Language I 3 LSoc 103 Lakota Culture, LHist 203, or LHist 213 3 Electives (recommend Lakota Language II or higher) 3 required: 9 LAKOTA STUDIES REQUIREMENTS AAS/CERTIFICATE Lak 103 Lakota Language I 3 Electives 3 6

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Attention: New Student Roadmap

1. All new students (including transfer students) must fill out an admission form for the registrar. Then the student will be issued an ID number. The ID number will be used to register the student for classes.

2. All new students (including transfer students without English or Reading credits) must complete the computerized Placement test. The results of these placement tests will determine which of the following courses the student will be required to take.

R&W 083 Basic English I R&W 093 Basic English II Engl 103 Freshman English I

Math 083 Basic Mathematics I Math 093 Basic Mathematics II Math 103 Elementary Algebra or OMath 113 or TMath 123 (Vocational)

3. Students are required to take the course in which they place within 2 semesters or subject to retesting.

4. Engl 103 Freshman English I is a college-level core requirement which all students must take for any degree program. This course is designed to improve reading, study skills and writing needed for college success. Math 103 is a required course for many Associate level degree programs. It is also the prerequisite course for Math 134 Intermediate Algebra, the minimum core mathematics requirement for Baccalaureate programs.

5. All new students must provide copies of their high school diploma or General Education Diploma (GED) and Degree of Indian Blood (DIB) to the registrar. Those students who are transferring from another institution must provide college transcripts as well as a diploma and DIB.

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Foundational Studies Registration Flowchart

Test Results Determine Placement

Basic Math 083

Basic English I 083

Basic Math 093

Students may place into either Math 083 or 093 depending on test scores but all placing students enter Basic English I.

Advancement to Basic English II or English 103 are determined by an exit exam given at the end of the semester.

Lak 103 Lak 233 LArt 103 LArt 113 Art 103 Art 133 OEd 103 CS 103 Hum 143

Foundational Studies Students may take the below listed courses concurrently during enrollment in Foundational courses

Exit Testing

Math 134

Math 103

English 113

English 103

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General Education Mission, Goal and Outcomes General Education Mission The Oglala Lakota College General Education provides opportunities for students to acquire and apply the skills and disposition necessary to become life-long learners and contributing members of their diverse local and global communities through Wolakolkiciyapi. General Education Goal and Outcomes OLC’s unique mission is evident in the general education goal and outcomes. The general education program has a primary goal which filters through all aspects of the program. General Education Goal: Students will exemplify Wolakolkiciyapi: Learning Lakota ways of life in community. General Education Outcomes: OLC has eleven general education outcomes. The general education program encourages students to develop the knowledge, skills and dispositions to be successful in their degree programs. The learning outcomes are grouped into six areas under Wolakolkiciyapi: written and oral communication, quantitative reasoning, critical thinking, technology, disposition, and diversity. The outcomes state that upon completion of a degree program, the student should be able to: Disposition 1. Apply cultural values in a learning atmosphere. Written and Oral Communication 2. Communicate effectively in writing using both Lakota and English. 3. Demonstrate oral communication skills in both Lakota and English. Quantitative Reasoning 4. Apply quantitative analytical skills. Critical Thinking 5. Examine concepts and theories across multiple contexts and disciplines. 6. Critically review resource material. 7. Develop ideas to address contemporary issues. 8. Critically examine sovereignty Technology 9. Demonstrate proficiency in the use of standard computer technologies. Diversity 10. Examine the importance of diversity. 11. Examine the contexts of Lakota social organizations, communities and global networks.

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General Education Courses

Math Science Humanities Speech EnglishMath 103 Bio 103 Art 103 SpCm 103 Engl 103Math 134 Bio 113 Art 153 Engl 113

Hum 143Hum 203Hum 213

Lakota Studies Social Science Literature Applied ScienceLak 103 Geog 213 Lit 203 OMath 113Lak 233 HISA 203 TMath 123Lsoc 103 HISA 213 OEd 103LHist 203 HISA 233LLit 103 HISA 243LArt 103 Pols 203LPol 223 Psy 103

SoSc 103Econ 203

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OGLALA LA+KOTA COLLEGE Assessment Philosophy and Process

At Oglala Lakota College the assessment of student learning outcomes is an integral part of the instructional process. The purpose of assessment is to enhance the opportunity for students to acquire and apply the knowledge, skills, and attitudes/values provided through all aspects of the teaching and learning process. The assessment of student learning at the course level relies on faculty expertise and experience. Information obtained from the assessment of student learning will be used to focus student development and learning, to promote growth among faculty and as well as staff, to enhance the quality of academic programs, and to realize Oglala Lakota College’s Mission and Vision in accordance with the strategic plan.

STEPS IN ASSESSING STUDENT LEARNING

STEP 1: Define Learning Outcomes

Precise statements of expected students’ skills and competencies (outcomes) upon completing the

Program.

STEP 3: Determine Methods

Which methods and tools will be used to understand how well the

program is working.

STEP 2: Identify Learning Opportunities

(Curricular Map) – How well does the curriculum address the learning outcomes?

STEP 4: Set Criteria

Establish the level of expected student performance.

STEP 5: Collect and Analyze - Examine

assessment data and compare against anticipated program/course

outcomes.

STEP 6: Use the Results ("Close the

loop") How is the information used to make program improvements?

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Woksape Tipi ACADEMIC & PUBLIC

Library/Archives http://library.olc.edu

605-455-6069

Vision Statement Woksape Tipi Is the Foundation of Resources and Connection That Empowers The

Rebuilding Of the Lakota Nation Through Education. Mission Statement

Woksape Tipi Does Promote, Support And Serve The Students, Staff, And Faculty Of Oglala Lakota College And Community Members Of The Pine Ridge Reservation; Woksape Tipi Does Cultivate And Encourage Use Of The Lakota Language, Critical Thinking Skills And Lifelong Learning Among All

Lakota People.

Michelle May, Director, mmay@olc.edu; 455-6064 Sharon Running Hawk, Assistant Director, srunninghawk@olc.edu; 455-6067

Tawa Ducheneaux, Archivist; tducheneaux@olc.edu; 455-6065 Agnes Gay, Assistant Archivist, agay@olc.edu; 455-6065

Gina Good Crow, Circulation, ggoodcrow@olc.edu 455-6069 Theresa Bettelyoun, Outreach; tbettelyoun@olc.edu; 455-6066

Woksape Tipi or “House of Wisdom” is the Learning Resource Center ‘Library’ building located at Piya Wiconi in the Medicine Root District. The main library serves twelve branch libraries located at the twelve college centers, including the Nursing and Cheyenne River/Eagle Butte centers. In addition to being an academic library we also serve as the public library for the Pine Ridge Reservation. Woksape Tipi offers a dynamic library program of the highest quality for students, faculty, staff and community. The program concentration generates critical life skills and promotes lifelong learning. The library promotes, supports, and serves learning activities and the curriculum of Oglala Lakota College and the Lakota community.

The library fosters intellectual growth by providing access to information and materials which support the mission, goals, educational, and research needs of students, staff, faculty, administration, and community users. The library collection contains, but is not limited to:

An extensive online collection of academic journals, databases and e-books Over 45,000 volumes of print materials

o An extensive Lakota print collection o Wakanyeja (Children’s) Collection o Build Your Own Library – Give-Away Books sustained through Donations

Woksape Tipi staff are dedicated to encouraging students to develop information literacy skills towards use and evaluation of information resources. We offer instruction of web page evaluation; use of the library, online catalog, access to academic journals and use of online resources. Library service hours are 8:30 a.m. to 5:00 p.m. Monday through Friday. We invite community members to use the library at the following College Centers: Eagle Nest, East Wakpamni, Pahin Sinte, Pass Creek, Pejuta Haka, Pine Ridge Village, White Clay, and Wounded Knee. Each center may have specific times when the public may use the facility in order to better serve the needs of the college. We advise that you

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call ahead to your Center to make certain the library is open to the public before visiting the College Center if you are not a student or staff member of the college. Woksape Tipi Archives Statement of Purpose The purpose of the OLC Archive is to collect, preserve and provide access to research materials from permanent records of Oglala Lakota College and the Oglala Sioux Tribe. The OLC Archive also collects, preserves and makes accessible historical and cultural records of the Oglala Lakota people, the Lakota Nation, and other Native peoples of this geographic region. Sources for these records include government agencies, private foundations, the business community, other tribal organizations, and individuals. Examples of the historical and cultural material in the OLC Archive include personal papers (e.g., diaries, letters, manuscripts); oral and written histories; pamphlets and other printed material; publications of organizations; meeting minutes; maps; family photographs; and official records of churches, businesses and schools. Holdings Oglala Lakota College Archive is the official archival repository for the College. We also maintain an extensive collection of Oglala Sioux Tribe (OST) records. Additional holdings include special collections acquired from various sources. Presently the Archive is divided into three collections:

Special Collections, consisting of historical documents and audio and video collections. These have been donated largely by Oglala Lakota tribal and community members;

Institutional records, consisting of OLC administrative records and limited OST records; Artifacts, consisting of objects such as drums, parfleche, pipes and headdresses.

The Special Collections is a unique resource that covers a wide chronological range and offers important perspectives of Lakota history including villages, churches, public schools and political institutions. The Special Collections includes: manuscripts, microforms, video, audio, photographs, maps, blueprints, posters, newspapers, and rare books. The Institutional Records of OLC and the OST comprise the largest collection in the archives, representing about 65% of the entire archival holdings. The Artifacts Collection is the smallest of the three. These materials were repatriated or donated by various agencies and individuals. Access to the Archives We are open to visitors between 8:30am and 5pm, Monday through Friday. The Archivist will answer e-mail and phone requests. While the majority of OLC’s archival collections are not completely processed; most are accessible to researchers.

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“USDA 1994 Land Grant” OLC Agriculture Extension Department

Departmental Phone #: 605-455-6085

Leslie Rae Henry, Extension Outreach Director Email: lhenry@olc.edu

Masters of Science, Biology, South Dakota State University Member of Gold Key International Honor Society for Graduate Students

Bachelors of Science, Animal Science, Iowa State University of Science & Technology Theresa Lone Hill, Administrative Assistant

Email: tloneh@olc.edu Associate of Arts in General Studies, Oglala Lakota College

Julie Goings, Agriculture Coordinator Email: jgoings@olc.edu

Masters of Arts, Administration, University of South Dakota Masters of Arts, Educational Specialist Reading, University of Arizona

Vision Statement: “The Agriculture Extension supports the growth of the Pine Ridge Reservation’s human resources with community and research training for economic self-sufficiency with respect for cultural values. Extension & Community Education: I. Agriculture Extension is community bases education with continuing education or college credits

available upon request to the program and approvel from OLC’s academic departments or Community/Continuing Education Department.

Curriculum content is presented in a workshop format. Special topic areas can be requested by the community. Examples of workshop areas presented in the past. 1. Organic Gardening - 4. Agri-Business Management— a. Soil Management a. Farm/Ranch Fiscal Management b. Vegetable Production 5. Other Areas of Community Ed. as Request c. Food Preservation a. Solar Energy d. Plant Health Management b. Water Resources Management 2. Animal Science c. Wild Edible Plants a. Bison Management d. Carbon Sequestration b. Beef Production e. Human Nutrition Education c. Horse (Equine) Management f. Annual Farm/Ranch Day d. Animal Nutrition 3. Range Management a. Range Plant Identification II. Postive youth development through community training at Pre-K to 12th grade schools through “Life

Skill” development related to USDA 1994 Land Grant Act.

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FOUNDATIONAL STUDIES DEPARTMENT

Vacant, Chair Dianne Amiotte, M.A., Faculty Grady Brunsch, B.S., Faculty

Sandra Byrd, B.S., Faculty Veronica Jones, B.S., Faculty Thedna Zimiga, B.S., Faculty William Young, PhD, Facuty

VISION STATEMENT To provide outstanding instruction, service and support to qualifying first year and returning students in the areas of Basic Math, Reading and Writing within a context of best-practice and research-based methodology. MISSION STATEMENT Within the cultural context of Wolakolkiciyapi, Oglala Lakota College Foundational Studies students will gain the academic skills and abilities necessary to successfully navigate a college career and increase their odds of program and/or degree completion. DESCRIPTION OF PROGRAMS, SERVICES AND COURSES: Oglala Lakota College established a coordinated program of academics that involves the teaching of basic skills courses in Math, Reading and Writing within the framework of current best-practices and research-based models to substantially increase the odds of success for entering college freshman. The following are some of the major goals for Foundational Studies. Goal #1: Placement Testing/Placement within pre-college courses. Foundational studies coordinates and provides supervision of Oglala Lakota College’s Placement Testing and orientation of entering freshman and qualifying returning students. In cooperation with college center directors and counselors, Foundational Studies instructors assist entering freshman in the creation of an effective program of study. Goal #2: Coordinated student advisement between all departments, centers and instructors. Foundational Studies instructors coordinate with academic departments and college center staff to provide enhanced focus on advisement, orientation, registration and access to any necessary learning supports. Goal #3: Staff development for all developmental instructors with special emphasis on best-practices for in-class assessment, use of adult learning theory, attaining learning outcomes and increasing student retention. The Foundational Studies Department provides and sponsors staff training and professional development to assist the college in improving student learning outcomes and increasing student retention.

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FOUNDATIONAL ACADEMIC COURSES Basic English Levels I and II Our philosophy of Basic English Levels I and II is to offer students a year-long continuous course to develop writing and reading skills and insure success in future academic courses. All students who place into Basic English will enter the Level I class. Students will be given a computer adaptive exit exam. Based on those scores, class participation and demonstration of writing skill students with sufficient performance will be recommended into English 103. Students who require additional instruction will be recommended for Basic English Level II. RW 083 Basic English I This beginning developmental English course is designed to offer students an opportunity to improve their reading and writing skills. The emphasis of this course is on sentence and paragraph development including identifying basic grammatical structures. Students completing this course will understand basic English grammar and have the confidence to apply these skills to their own writing. Additional course materials provide strategies and support for reading skills development including comprehension, critical thinking, and vocabulary development. Students must successfully complete this class prior to entering Basic English Level II. RW 093 Basic English II Basic English II is a continuation of Basic English I and offers a review of basic grammar and sentence development. Students will do extensive writing and editing of their own work progressing from the sentence, to the paragraph and to the full essay. Students will gain confidence in utilizing beginning strategies for planning, executing and development of an essay. Additional course materials will provide ongoing strategies and support for reading skills, comprehension, critical thinking, and vocabulary development. Students must successfully complete a national computer adaptive test in order to pass on to English 103.* Basic English I is a prerequisite for this class. Math 083 Basic Mathematics I This course is intended for those students who need a review of the basic computational skills as indicated by a computer adaptive placement test or a nationally recognized placement test. Topics include the four math fact families with whole numbers, decimals and fractions, equations, problem-solving etc. All math skills are taught using an individualized approach that provides student the opportunity to complete Basic Math I at an accelerated pace. Students are encouraged to participate in available Learning Labs. Math 093 Basic Mathematics II Prerequisite: An acceptable score on a computer adaptive placement test recognized national placement test or a passing grade based on a mastery of skills from Math 083. This course provides a review of more advanced computational and pre-algebra skills. Topics include ratio/percent, measurement, unit conversions, introduction to algebra and geometry. Students are encouraged to participate in available Learning Labs.

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COMMUNITY/CONTINUING EDUCATION DEPARTMENT

Susan Kolb, Coordinator Kateri Montileaux, Assistant Coordinator

The Community/Continuing Education Department began as the Adult Education department in 1973. The major component of the department was GED testing. In the years that followed the department grew to include community education, life coping skill workshops, adult basic education and GED tutoring. The name of the department was changed from Adult education to Community/ Continuing education. This was translated into Lakota Language as “Tiospaye Iciyohikeya Wounspe”, which means community and continuing education, which serves in the spirit of the mission and purposes of the College. Community education is a philosophical concept that serves the entire reservation community by providing for all of the educational needs of its community members. It uses the local resources to serve as the catalyst for bringing community efforts to bear on their needs. In addition to the effort to develop a positive sense of community, improve community living, and develop the community process toward the goal of self-actualization. The Community/Continuing Education Department offers a program responsive to the needs of the people of the Pine Ridge Reservation. The department tutors are responsible for preparing students for taking the GED tests. The instruction provided for the student is on an individualized basis and set up to meet the individual needs of the student. Tutoring is provided at the local college centers. The majority Community/Continuing Education Department tutors are bilingual and live in the community they serve. The department offers lifelong learning through life coping skills workshops, and continuing education. Career counseling is another feature of the department. Each student completes a Career Occupational Preference System interest inventory. This inventory assists the students in the selection of a career, and allows them the opportunity to pursue this career choice. Major components of the department are: I. Adult Basic Education Skills Tutoring in reading, writing, listening, speaking, and mathematics. II. GED Tutoring in high school subjects of writing, language arts, mathematics, social studies, and

science. III. GED Testing Services is provided with authority from Washington, D.C. V. Life Coping Skills Workshops are short courses in many areas such as; consumer economics, job

skills, law and government, Lakota culture and health. VI. Career Counseling and Job Seeking Skills VII. Family Literacy

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STUDENT SUPPORT SERVICES (TRIO PROGRAM)

Milton Fineran, Program Director – Piya Wiconi Campus Monica Spider, Counselor-Pahin Sinte College Center

Fairuz Dakam, Counselor-Pejuta Haka College Center Thalia Ellis, Counselor- Pine Ridge College Center

The current SSS Program began at Oglala Lakota College in the summer of 1993. Serving 170 eligible students, the program has expanded and built upon its past success to serve 200 students per year. The project has received notification for its fifth funding cycle which will take us to 2016. Funded to serve First Generation and Low Income students with academic need, the staff, Peer Mentors and Tutors will work cooperatively with all District Centers to provide assistance to program participants who can benefit from the following services: Peer Mentoring: We provide freshmen and newer OLC students with peers who can assist them with meeting the expectations of a College environment. The Peer Mentors are successful students who have learned to overcome obstacles while maintaining full-time status. They assist the staff with academic workshops, meet with freshmen on a “student to student” basis and provide tutoring to the newer students. Tutoring: We provide Tutors for students who are underprepared and need help with courses they find difficult. We call this “Supplemental Instruction” as the Tutoring is tied directly to the class requirements. Academic Enrichment: Through advising, counseling, mentoring, skill building workshops and other activities for the program participants, the staff and student workers foster an environment that instills “resilience” and long term goal completion in student participants. All SSS staff are alumni of Oglala Lakota College. Students are required to maintain contact with program staff throughout their enrollment in college. Students who which to receive services should complete an application during enrollment in the fall semester. Those placing in 083, 093 and students with learning disabilities are especially encouraged to seek program enrollment. For more information, go to the OLC homepage. The Piya Wiconi Office serves PCCC, LCCC, He Sapa and CRCC; the Pine Ridge Counselor serves OCC; the Pejuta Haka Counselor serves ENCC; the PSCC office serves WKCC and EWCC. Please Contact the SSS Counselor who serves your Center.

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VOCATIONAL EDUCATION DEPARTMENT

Dr. Andrew Thompson, Director Faith Pourier, Administrative Assistant

Stanley Janis, Automotive Technology Assist. Professor Joe Kirk, Automotive Technology Assist. Professor

Leonard Lone Hill, General Construction Assist. Professor Crystal Paulson, Office Technology Assist. Professor Lyle Wilson, General Construction Assist. Professor Vacant, Electrical Technology Assistant Professor Vacant, Plumbing Technology Assistant Professor

Vocational Education Department Mission

To continuously improve all programs to provide all students with competitive human, technical, and conceptual skills to participate in the improvement of their communities and quality of life.

The Vocational Education Department offers the following degrees and programs:

Associate of Applied Science (AAS)

The Associate of Applied Science degree is a technical education and career-training program designed to provide students with hands-on experience in a variety of tasks and duties found in the world of business and government. These programs are not designed to facilitate the complete transfer of credits earned toward a higher academic degree. AAS degree programs are offered only if and when vocational funding is available. Please contact the Vocational Education Department to see if the particular program of interest is currently funded. Vocational degree programs are subject to change without notice, depending on community need and the availability of funding, but active students will be given the opportunity to complete discontinued degree programs once they have been started. AAS degrees offered:

A. Automotive Technology C. General Construction B. Electrical Technology D. Plumbing Technology

E. Office Technology Pre-Program Entrance Requirements The above AAS degree programs require that entering students take the Accuplacer placement test offered by the OLC Foundational Studies Department. Any required Developmental Math and English courses must be completed before you enter On-Site Construction I or Auto 101. Please see the Foundational Studies Registration Flowchart for courses you may take while you complete the program entrance requirements. Also see the Suggested Educational Plan for each degree area.

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Vocational Education Course Learning Outcomes When completing the program the student will be able to:

Automotive Program

1. Demonstrate professionalism and related soft skills. 2. Apply theory of vehicle operating systems. 3. Diagnose vehicle operating systems. 4. Repair vehicle operating systems. 5. Interpret service information. 6. Exhibit safety practices and procedures. 7. Present ASE certificate and knowledge.

Electrical Program

1. Exhibit proper safety techniques and procedures. 2. Classify the use of common electrical materials. 3. Analyze blueprints and isometric drawings. 4. Demonstrate proper techniques and procedures for installation of electrical systems. 5. Perform skillfully the installation of light fixtures, outlets, and household equipment. 6. Apply knowledge of model electrical code rules and regulations. 7. Present State of SD apprenticeship card and knowledge.

General Construction Program

1. Exhibit problem solving, creativity, and resourcefulness. 2. Exhibit safety practices and procedures. 3. Demonstrate framing skills. 4. Apply interior finish techniques. 5. Perform exterior finish applications. 6. Perform estimating/print reading functions. 7. Present industry or union credentials & knowledge.

Plumbing Technology Program

1. Exhibit problem solving, creativity, and resourcefulness. 2. Exhibit safety practices and procedures. 3. Demonstrate design and layout of plumbing and sewer systems. 4. Assemble copper, PEX and PVC water supply systems. 5. Read Blueprints and explain UBC code requirements. 6. Repair submersible and jet pumps and pressure controls. 7. Present State of SD apprenticeship card and knowledge.

Office Technology Program

1. Demonstrate professional business communication. 2. Utilize computer and other technology for general office applications. 3. Exhibit ethical behavior in the office setting. 4. Apply bookkeeping and record keeping procedures. 5. Perform administrative responsibilities to the customer and employer. 6. Find government, non-profit or business internship, complete and produce report. 7. Explain social behaviors and interactions between individuals, groups and institutions.

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VOCATIONAL EDUCATION DEPARTMENT ASSOCIATE OF APPLIED SCIENCE IN AUTOMOTIVE TECHNOLOGY

1. TRADES CORE (15credits.) Taken Date Grade

Engl 103* Freshman English I 3 ________________________________

SpCm 103 Speech Communication 3 ________________________________

OMath 113 Occupational Math 3 ________________________________

CS 103 Ethics in the Workplace 3 ________________________________

OEd 103 Computer Basics 3 ________________________________

2. LAKOTA STUDIES (6 credits)

Lak 103 Lakota Language I (or higher) 3 ________________________________ LSoc 103 Lakota Culture OR

LHist 203* Lakota History I 3________________________________

3. AUTOMOTIVE PROGRAM

SEMESTER ONE: Taken Date Grade

Auto 101 Electrical Systems 12 ________________________________

SEMESTER TWO:

Auto 102* Brake Systems 12 ________________________________

SEMESTER THREE:

Auto 201* Engine Performance 12 ________________________________

SEMESTER FOUR:

Auto 202* Steering & Suspensions 12 ________________________________

Total Credits: 69

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VOCATIONAL EDUCATION DEPARTMENT ASSOCIATE OF APPLIED SCIENCE IN AUTOMOTIVE TECHNOLOGY

Suggested Educational Plan

Pre-Program Entrance Requirements 6 Credits Math 093 Developmental Math* 0

R&W 093 Reading & Writing* 0

CS 103 Ethics & Personal Finance 3

OEd 103 Computer Basics 3

First Semester 18 Credits Auto 101 Electrical Systems 12

OMath 113 Occupational Math 3

Eng 103 Freshman English I 3

Second Semester 15 Credits Auto 102 Brake Systems 12

Lak 103 Lakota Language 3

Third Semester 15 Credits

Auto 201 Engine Performance 12

LSoc or LHistLakota Culture/History 3

Fourth Semester 15 Credits

Auto 202 Steering & Suspensions 12

SpCm 103 Speech Communication 3

Total Credits: 69

*Non-credit requirements or test-out

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VOCATIONAL EDUCATION DEPARTMENT ASSOCIATE OF APPLIED SCIENCE IN ELECTRICAL TECHNOLOGY

1. CORE (15 credits) Where Taken Date Grade

Engl 103* Freshman English I 3 _______________________________

TMath 123 Construction Trades Math 3 _______________________________

CS 103 Ethics in the Workplace 3 _______________________________

OEd 103 Computer Basics 3 _______________________________

SpCm 103 Speech Communications 3 _______________________________

2. LAKOTA STUDIES (6 credits)

Lak 103 Lakota Language I (or higher) 3 _______________________________

LSoc 103 Lakota Culture OR

LHist 203* Lakota History I 3 _______________________________

3. TRADES CORE (18 credits)

Trds 103 Occupational Safety 3 _______________________________

Elec 103 Electrical Fundamentals 3 _______________________________

CAR 103 Carpentry Theory I 3 _______________________________

Plmb 103 Plumbing Fundamentals I 3 _______________________________

CAR 113 Basic Drafting 3 _______________________________

Trds 133 Residential Print Reading 3 _______________________________

4. ELECTRICAL TECHNOLOGY SPECIALIZATION (28 credits)

Elec 113 Electrical Blue Prints 3 _______________________________

Elec 123 NEC® Codes 3 _______________________________

Elec 133* Motors 3 _______________________________

Elec 223 Electrical Maintenance 3 _______________________________

CAR 114 On-site Construction I 4 _______________________________

CAR 124* On-site Construction II 4 _______________________________

CAR 214* On-site Construction III 4 _______________________________

CAR 224* On-site Construction IV 4 _______________________________

Total Credits: 67

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VOCATIONAL EDUCATION DEPARTMENT ASSOCIATE OF APPLIED SCIENCE IN ELECTRICAL TECHNOLOGY

Suggested Educational Plan

Pre-Program Entrance Requirements 6 Credits Math 093 Developmental Math* 0

R&W 093 Reading & Writing* 0

CS 103 Ethics & Personal Finance 3

OEd 103 Computer Basics 3

First Semester 16 Credits

Engl 103 Freshman English I 3

TMath 123 Construction Trade Math 3

Trds 103 Occupational Safety 3

LAK 103 Lakota Language I 3

CAR 114 On-site Construction I 4

Second Semester 16 Credits SpCm 103 Speech Communications 3

CAR 103 Carpentry Theory 3 CAR 113 Basic Drafting 3

Elec 103 Electrical Fundamentals 3

CAR 124 On-site Construction II 4

Third Semester 16 Credits LSoc 103 Lakota Culture 3

Trds 133 Residential Print Reading 3

Plmb 103 Plumbing Fundamentals I 3

Elec 113 Electrical Blue Prints 3

CAR 214 On-site Construction III 4

Fourth Semester 13 Credits Elec 123 NEC® Codes 3

Elec 223 Electrical Maintenance 3

Elec 133 Motors 3

CAR 224 On-site Construction IV 4 Total Credits: 67 *Non-credit requirements or test-out

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VOCATIONAL EDUCATION DEPARTMENT ASSOCIATE OF APPLIED SCIENCE IN GENERAL CONSTRUCTION

1. CORE (15 credits) Where Taken Date Grade Engl 103* Freshman English I 3 _______________________________

SpCm 103 Speech Communication 3 _______________________________

CS 103 Ethics in the Workplace 3 _______________________________

TMath 123 Construction Trades Math 3 _______________________________

OEd 103 Computer Basics 3 _______________________________

2. LAKOTA STUDIES (6 credits)

Lak 103 Lakota Language I (or higher) 3 ________________________________ LSoc 103 Lakota Culture OR

LHist 203* Lakota History I 3 ________________________________

3. TRADES CORE (18 credits)

Trds 103 Occupational Safety 3 ________________________________

Elec 103 Electrical Fundamentals 3 ________________________________

CAR 103 Carpentry Theory 3 ________________________________

Plmb 103 Plumbing Fundamentals I 3 ________________________________

CAR 113 Basic Drafting 3 ________________________________

Trds 133 Residential Print Reading 3 ________________________________

4. GENERAL CONSTRUCTION SPECIALIZATION (30 Credits)

Trds 163 Concrete Fundamentals 3 ________________________________

CAR 203 Carpentry Theory II 3 ________________________________ HV 103 Introduction to HVACR 3 ________________________________

CAR 232 Res. & Light Comm. Bldg. Codes 2 ________________________________

Trds 213 Residential Estimating 3 ________________________________

CAR 114 On-site Construction I 4 ________________________________

CAR 124* On-site Construction II 4 ________________________________

CAR 214* On-site Construction III 4 ________________________________

CAR 224* On-site Construction IV 4 ________________________________

Total Credits: 69

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VOCATIONAL EDUCATION DEPARTMENT ASSOCIATE OF APPLIED SCIENCE IN GENERAL CONSTRUCTION

Suggested Educational Plan

Pre-Program Entrance Requirements 6 Credits Math 093 Developmental Math* 0

R&W 093 Reading & Writing* 0

CS 103 Ethics & Personal Finance 3

OEd 103 Computer Basics 3

First Semester 16 Credits

Engl 103 Freshman English 3

TMath 123 Const. Trade Math 3

Trds 103 Occupational Safety 3

LAK 103 Lakota Language I 3

CAR 114 On-site Construction I 4

Second Semester 16 Credits SpCm 103 Speech Communication 3

CAR 103 Carpentry Theory I 3 CAR 113 Basic Drafting 3

Elec 103 Electrical Fundamentals 3

CAR 124 On-site Construction II 4

Third Semester 16 credits Plmb 103 Plumbing Fundamentals I 3

CAR 203 Carpentry Theory II 3

Trds 163 Concrete Fundamentals 3

LSoc 103 Lakota Culture 3

CAR 214 On-site Construction III 4

Fourth Semester 15 credits HV 103 Introduction to HVACR 3

Trds 133 Residential Print Reading 3

CAR 232 Res. & Light Comm. Bldg Codes 2

Trds 213 Residential Estimating 3

CAR 224 On-site Construction IV 4 Total Credits: 69

*Non-credit requirements or test-out

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VOCATIONAL EDUCATION DEPARTMENT ASSOCIATE OF APPLIED SCIENCE IN PLUMBING

Where Taken Date Grade

1. CORE (15 credits)

TMath 123 Construction Trades Math 3_________________________________ CS 103 Ethics in the Workplace 3_________________________________

OEd 103 Computer Basics 3_________________________________

Trds 103 Occupational Safety 3_________________________________

Trds 133 Residential Print Reading 3_________________________________

2. PLUMBING CORE (14 credits)

PLMB 103 Plumbing Fundamentals I 3_________________________________

PLMB 123 Piping Materials 3_________________________________

PLMB 153 Plumbing Fundamentals II 3_________________________________

PLMB 203 UBC Codes 2_________________________________

PLMB 273 Plumbing Blueprints (CAD/CAM) 3_________________________________

3. PLUMBING SPECIALIZATION (15 credits)

PLMB 213 On-site Waste Water & Recycling 3_________________________________

PLMB 223 Well Drilling & Pump Installation 3_________________________________

PLMB 243 Commercial & Health 3_________________________________

PLMB 253 Sewer & Water (transit) 3_________________________________

PLMB 263 Plumbing Design & Layout 3_________________________________

4. APPRENTICESHIP (16 credits) CAR 114 On-site Construction I 4_________________________________

CAR 124* On-site Construction II 4_________________________________

CAR 214* On-site Construction III 4_________________________________

CAR 224* On-site Construction IV 4_________________________________

Total Credits: 60

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VOCATIONAL EDUCATION DEPARTMENT ASSOCIATE OF APPLIED SCIENCE IN PLUMBING

Suggested Educational Plan

Pre-Program Entrance Requirements 6 Credits Math 093 Developmental Math* 0

R&W 093 Reading and Writing* 0

CS 103 Ethics in the Workplace 3

OEd 103 Computer Basics 3

First Semester 13 Credits TMath 123 Construction Trades Math 3

Trds 103 Occupational Safety 3

PLMB 103 Plumbing Fundamentals I 3

CAR 114 On-site Construction I 4

Second Semester 13 Credits PLMB 123 Piping lab (soldering & brazing) 3

PLMB 153 Plumbing Fundamentals II 3

Trds 133 Residential Print Reading 3

CAR 124 On-site Construction II 4

Third Semester 13 Credits

PLMB 203 Mobile Home Systems 3

PLMB 213 Underground Irrigation 3

PLMB 223 Well Drilling 3

CAR 214 On-site Construction III 4

Fourth Semester 15 Credits

PLMB 243 UBC Codes 2

PLMB 253 Sewer & Water (transit) 3

PLMB 263 Water Conditioning & Appliance 3

PLMB 273 Plumbing Blue Prints (CAD/CAM) 3

CAR 224 On-site Construction IV 4 Total Credits: 60

*Non-credit requirements or test-out

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VOCATIONAL EDUCATION DEPARTMENT ASSOCIATE OF APPLIED SCIENCE IN OFFICE TECHNOLOGY

1. CORE (15 credits) Where Taken Date Grade Engl 103* Freshman English I 3 _______________________________ Engl 113* Freshman English II 3 _______________________________

SpCm 103 Speech Communications 3 _________________________________

OMath 113 Occupational Math 3 ________________________________

OEd 103 Computer Basics 3_________________________________

Social Science Elective 3 ________________________________

2. LAKOTA STUDIES (6 credits)

Lak 103 Lakota Language I (or higher) 3_________________________________

LSoc 103 Lakota Culture OR

LHist 203* Lakota History I 3_________________________________

3. PROFESSIONAL REQUIREMENTS (42 credits)

CS 103 Ethics in the Workplace 3_________________________________

MIS 113 Applied Information Processing 3_________________________________

OEd 123* Word Processing I 3_________________________________

OEd 133 Records Management 3_________________________________

MIS 143* Introduction to Spreadsheet 3_________________________________

OEd 153 Professional Development 3_________________________________

OEd 173* Dictation/Transcription 3_________________________________

OEd 243* Office Management, Security & Safety 3_________________________________

OEd 253* Word Processing II 3_________________________________

OEd 283 Keeping Financial Records 3_________________________________

OEd 293 Record Keeping Application Software 3_________________________________

Free Elective (must be a 200 3_________________________________

Free Elective level or higher) 3_________________________________

OTech 273* Office Technology Internship 3_________________________________

Total Credits: 66

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VOCATIONAL EDUCATION DEPARTMENT ASSOCIATE OF APPLIED SCIENCE IN OFFICE TECHNOLOGY

Suggested Educational Plan

Pre-Program Entrance Requirements 6 Credits Math 093 Developmental Math* 0

R&W 093 Reading & Writing* 0

CS 103 Ethics & Personal Finance 3

OEd 103 Computer Basics 3 First Semester 15 Credits Engl 103 Freshman English I 3

OMath 113 Occupational Math 3

LAK 103 Lakota Language I 3

SpCm 103 Speech Communication 3

MIS 113 Applied Information Processing 3

Second Semester 15 Credits

Engl 113 Freshman English II 3 OEd 123 Word Processing I 3

OEd 133 Records Management 3

LSoc/LHist Lakota Culture/History 3

OEd 153 Professional Development 3

Third Semester 15 Credits

Social Science Elective 3

OEd 253 Word Processing II 3

OEd 283 Keeping Financial Records 3

OEd 243 Office Mgmt, Security & Safety 3

OEd 143 Introduction to Spreadsheets 3

Fourth Semester 15 Credits

OEd 293 Record Keeping Software 3

OEd 173 Dictation/Transcription 3

2 Free Electives 6

OTech 273 Office Technology Internship 3 Total Credits: 66 *Non-credit requirements or test-out

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VOCATIONAL EDUCATION COURSE DESCRIPTIONS:

Auto 101 Electrical Systems Prerequisite: None The first of four semesters begins with the student getting an overall picture of the program. Topics include Safety, Communications, Basic Shop Procedures, Service Information, Tools and Equipment, and Basic Vehicle Maintenance. Using state of the art computer based instruction modules, students will begin learning automotive electronics. The areas of study includes: Introduction to Electronics, Semi-Conductors, Transistors, Circuits and Troubleshooting. Auto 102* Brake Systems Prerequisite: Auto 101 Student will be able to use a drum/disc brake trainer, which will be a two wheel model. This trainer will be part of a brake system program to present the live operation and study hydraulic brake systems. A Delco/Bosh ABS/TCS system trainer will used to present “real world” operation and study of antilock brake/traction control systems.

Auto 201* Engine Performance, Emission & Ignitions Prerequisite: Auto 102 Student will learn how to use training boards to perform troubleshooting and engine control fundamentals, engine control diagnostic fundamentals, engine control system troubleshooting, and injector/ fuel pump systems. Auto 202* Steering & Suspensions Prerequisite: Auto 201 In this course students will study and gain knowledge of the following: Steering, Suspension Service and Repair including steering system design, Steering gear and linkage (manual and power), rack-and-pinion, steering columns, front and rear suspension designs, electrical suspension control systems, wheel bearing and spindle design, wheel and tire assembly service, wheel alignment diagnosis and adjustment. Students will have hands on training and testing. CAR 103 Basic Carpentry Theory I Prerequisite: None This course deals with the study of the various tools and materials including “green construction” materials used in construction and proceeds into the study of foundation systems and materials, floor systems, wall systems, and roof systems used in any type of residential construction. This course focuses on the rough in stage of residential construction. 3 credits CAR 203 Carpentry Theory II Prerequisite: CAR 103 This course completes the study of residential construction. It concentrates on the finishing of the interior, exterior, and attachments to the home. 3 credits CAR 113 Basic Drafting Prerequisite: TMath 123 Students will gain experience in transferring abstract ideas to workable drawings. Simple block drawing exercises will advance to residential home, and multi-plan drawings. 3 credits

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CAR 114 On-Site Construction I Prerequisite: TMath 123; Trds 103 Continued construction of the residential home started with CAR 114. Emphasis for each student will be toward their specific degree program through hands-on activities. Electrical students will primarily do the wiring; plumbing students will install piping and plumbing fixtures and the general construction students will do primarily the framing, etc. (All students will work in all phases of the general construction for additional experience.) 4 credits CAR 124* On-Site Construction II Prerequisite: CAR 114 Continued construction of the residential home started with CAR 114. Emphasis for each student will be toward their specific degree program through hands-on activities. Electrical students will primarily do the wiring; plumbing students will install piping and plumbing fixtures and the general construction students will do primarily the framing, etc. (All students will work in all phases of the general construction for additional experience.) 4 credits CAR 214* On-Site Construction III Prerequisite: CAR 124 Continued construction of the residential home started with CAR 114. Emphasis for each student will be toward their specific degree program through hands-on activities. Electrical students will primarily do the wiring; plumbing students will install piping and plumbing fixtures and the general construction students will do the framing, etc. (All students will work in all phases of the general construction for additional experience.) 4 credits CAR 224* On-Site Construction IV Prerequisite: CAR 124 Continued construction of the residential home started with CAR 114. Emphasis for each student will be toward their specific degree program through hands-on activities. Electrical students will primarily do the wiring; plumbing students will install piping and plumbing fixtures and the general construction students will do primarily the framing, etc. (All students will work in all phases of the general construction for additional experience.) 4 credits CAR 232 Light Commercial & Residential Building Codes Prerequisite: TMath 123 This course provides authoritative requirements and recommendations compiled from the nation’s leading professional associations, industry publications, and building code organizations. Coverage includes standards for concrete, masonry, framing, finish carpentry and cabinetry, insulation, roofing, windows and doors, drywall and ceramic tile, floor covering, plumbing, electrical, HVAC, and more. 2 credits CS 103 Ethics in the Workplace Prerequisite: None This course is designed to teach the principles of customer expectations, ethics, and the general process of handling and retaining customers. The student will become more aware of and recognize ethical issues at home, at school, in the community, and in the workplace. This course will encourage the student to think more clearly, critically, and logically about difficult ethical issues and questions and how to apply the right concepts and decisions in the workplace. 3 credits

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CS 113 Introduction to Customer Service Prerequisite: None This course provides an introduction to the concepts of offering superior customer service as well as the challenges of it. The course will include a problem-solving model for challenging situations. The success of any business is dependent upon customer satisfaction and loyalty. 3 credits CS 133 Hospitality and Tourism Prerequisite: None The student will learn how hospitality, travel and tourism interrelate, how tourist destinations and hospitality facilities are keys to the reasons people travel, how destinations are promoted and distributed, and what some of the effects of the industry are on society. 3 credits CS 163 Special Topics in Applied Science Prerequisite: Department Director and Instructor Approval Topics may be in various vocational areas. Courses are offered as student and/or community interest indicates and appropriate instructors are available. Course content may change from semester to semester; thus the class may be taken more than one time, when different topics are offered. Course credit offered may vary, depending upon the particular subject matter and content. 3 credits CS 223 Current Issues in Customer Service Prerequisite: None Students will study all aspects of activities, responsibilities, accountabilities, and relationships involved internally and externally in the customer service arena. The students will learn that the service industry is very competitive and requires the superior customer service image if an enterprise is to be successful and how an employee becomes that image. 3 credits CS 273* Customer Service Internship Prerequisite: Final Semester of Program or department approval. This experience will be done in a customer service place of business. Ninety hours will be spent in a customer service establishment under the supervision of a qualified employee of the business/organization. 3 credits Elec 103 Electrical Fundamentals Prerequisite: TMath 123 This is an introduction to basic wiring of switches, outlets, lights, and appliances in residential applications. This course introduces the student to AC/DC electron theory, electron flow resistance, voltage, ohms law, magnetism, inductance, and capacitance. 3 credits Elec 113 Electrical Blue Prints Prerequisites: TMath 123 Students will develop efficient and accurate print reading skills in the areas of electrical construction and maintenance. Concepts of drawing, sketching, views, plans, schedules, and specifications will be studied and then reinforced by actual print reading exercises that offer practice in the interpretation and analysis of various prints in the residential, commercial and industrial fields. Students will benefit from exposure to electrical, mechanical, hydraulic, and specialized communication symbology that will improve recognition and understanding of other craft symbols likely to be encountered on the job. 3 Credits

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Elec 123 NEC® Codes Prerequisites: TMath 123 Print reading Based on 2008 National Electrical Code® is designed to enable the student to learn electrical print reading and become familiar with applicable sections of the NEC®. Complete references to the book are presented throughout the text. Trade Competency Tests are included at the end of each chapter to help students check their understanding of the text material and the NEC®. 3 credits Elec 133* Motors Prerequisite: TMath 123 This course introduces motors from a magnet spinning in a magnetic field to three-phase adjustable speed types and the basic methods of wiring and controlling them. 2 credits Elec 223 Electrical Maintenance Prerequisite: None This course investigates the problems of an electrical complex and the probabilities of failure and maintenance methods to prevent them. 2 credits HV 103 Introduction to HVACR Prerequisite: TMath 123 This course is designed to guide apprentices, entry-level technicians, and first-year students through their first experiences in the HVACR Trade. It provides a solid and thorough introduction to the field. It is the culmination of the efforts of industry leaders like the Air Conditioning Contractors of America (ACCA), Plumbing-Heating-Cooling Contractors Association (PHCC), and Refrigeration Service Engineers Society (RSES). It provides simple concepts that provide an overview of the world of HVACR and its main systems and components. Coverage then progresses to increasingly complex procedures, such as maintenance and inspection, installation and repair, and customer service and sales. 3 Credits MIS 113 Applied Information Processing Prerequisite: OEd 103 or test out An applied course designed to meet the needs of today’s college students across the disciplines. Topics include, but are not limited to: computers based training techniques and on-line testing, e-mails and attachments, on-line conferences, delimited web-based research techniques, software applications, e-slides and web page presentation/publishing tools, and report writing documentation. 3 credits MIS 143 Introduction to Spreadsheets Prerequisite: MIS 113 This is a continuation of the study of spreadsheets emphasizing the advanced features of functions, macros and business graphics. 3 credits MIS 213 Concepts of Database Management Prerequisite: OEd 103 or test out An introduction to Data Base Management Systems (DBMS). Topics include, but are not limited to: relational models, keys, function, queries, reports and management of database systems. 3 credits

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MIS 243 Data Based Applications and Design Prerequisite: MIS 213 A continuation of the study of database emphasizing database concepts, design and management techniques. 3 credits OEd 103 Computer Basics Prerequisite: None A general education course designed for students to key the alphabetic and number keys by touch and to key with good accuracy and increasing speed. Students will also be formatting basic business documents such as memos, letters, simple reports and tables. 3 credits OEd 123* Word Processing I Prerequisites: OEd 103 This course provides opportunities for skill development in the electronic procedures of producing quality business documents. Word Processing Software is used to develop the competencies of creating, formatting, editing/revising and the printing of documents such as memos, letters, reports, tables, labels, envelopes, and etc. Competencies in the areas of composing and proofreading documents, and producing effective communication skills are the objectives of this course. 3 credits OEd 133 Records Management Prerequisite: None This course will apply alphabetic, geographic, numeric and subject filing procedures according to the rules established by ARMA (American Records Management Association). Storage systems, file maintenance, records control, and electronic filing are included in this course. Records Management is a part of all offices nationwide. 3 credits OEd 153 Professional Development Prerequisite: None This course is designed to provide students with professional job skills and professional job seeking skills. A “Professional Portfolio” will be compiled during this class. Items, to be included but not limited to, are: resume, transcript, graded school assignments, achievements/honors, volunteer work certificates or projects, scholarship letters, recommendation letters, and any other documents that will help the student become successfully employed. Parliamentary Procedures, Robert’s Rules of Order, will also be studied. 3 credits OEd 173* Dictation/Transcription Prerequisite: OEd 123 This course provides fundamental instruction in the use of dictating/transcribing equipment in preparing office letters, correspondence and meeting minutes. The course includes a review of spelling, rules of dictation, rules of transcription and the mechanics of producing error free documentation at employable production rates. 3 credits OEd 243* Office Management, Security & Safety Prerequisites: CS 103, Engl 103, OEd 103, OEd 153, and OEd 133 or with approval of Department Director. This course features modern practices and problems in the business office. Office safety, office/document security, work ethics, problem-solving and decision-making tools, social responsibilities, organizational structures, supervising, staffing, training, and office control through a systems analysis process are areas to be studied. 3 credits

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OEd 253* Word Processing II (General) Prerequisite: OEd 123 This course develops the advanced application competencies of document composition. Improved productivity in the most efficient, timesaving way of producing office documents using electronic equipment and templates, proofreading/editing documents will be a major objective of this course. This course has an exit requirement of 40 words-per-minute without error. 3 credits OEd 283 Keeping Financial Records (formerly: Entr 103) Prerequisite: None This course will give the student a thorough background in the basic record keeping skills used in business. The skills presented will also serve as a sound background for employment in office jobs. Students will be working with budgets, credit records, cash receipts, checking account records, petty cash records, retail charge sales, accounts receivable and payable, payroll records, and etc. 3 credits OEd 293* Record Keeping Application Software (formerly: Entr 123) Prerequisite: OEd 283 or with approval of instructor or director. Accounting software for small business and entrepreneurship will be introduced for business recordkeeping and management. An example of this would be “Quick Books”. An introduction to a word processing program and a spreadsheet program will be provided so that the student will be able to learn how to integrate financial documents into letters or reports and how to import data from an existing spreadsheet to a bookkeeping management program. 3 credits OMath 113 Occupational Math Prerequisite: Math 093 or test out This one-semester course helps students develop mathematical skills needed in the occupation that they are seeking. It provides a comprehensive coverage of the basic computational skills and their applications. The course is developed to meet not only the needs of the traditional post-secondary student, but also the needs of the mature student whose mathematical proficiency may have declined during years away from formal schooling. 3 credits OTech 273* Office Technology Internship Prerequisite: Final semester of Program or department approval. Students will work as a supervised office assistant in an office on or off the reservation in a tribal, government, or private entity for ninety hours. A daily log of hours, activities performed, an overall report of the internship experience, plus the normal signed documents required to take the internship work experience will be required. 3 credits PLMB 103 Plumbing Fundamentals I Prerequisites: Math 093, R&W 093- Developmental math and reading & writing, or test-out. Students will be taught history of plumbing and value in creating healthy society. Will learn plumbing definitions as spelled out in Uniform Plumbing Code . Will be exposed to basic concepts of DWV systems and basic water distribution.

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PLMB 123 Piping Materials Prerequisite: Trades 103- Occupational Safety Students will work with materials used in plumbing applications. Will learn to solder and braze copper . Will learn mechanical joints for various materials. Will learn proper technique for assembly of screwed piping assemblies. Will work with solvent weld and mechanical joint plastic piping. PLMB 153 Plumbing Fundamentals II Prerequisite: PLMB 103 & TMath 103- Plumbing Fundamentals I and Trades Math Will study DWV systems as explained in chapters 7&9 of Uniform Plumbing Code. Will size both residential and commercial buildings.

PLMB 203 UBC Codes Prerequisite: PLMB 103 & PLMB 153- Plumbing Fundamentals I & II Will study material standards, plumbing fixtures and water heaters as spelled out in chapters 3-5 of Uniform Plumbing Code.

PLMB 213 On-site Waste Water & Recycling Prerequisite: PLMB 103 & PLBM 153- Plumbing Fundamentals I & II and UBC Codes Students will learn about on-site waste according to chapter 16 and Appendix H of the Uniform Plumbing Code and from South Dakota Department of natural Resources (DNR) standards.

PLMB223 Well Drilling and Pump Installation. Prerequisites: PLMB 103- Plumbing fundamentals I Will study South Dakota Department of Natural Resources (DNR) regulations and Water Works Association (WWA) standards for well and proper pump installation

PLMB 243 Commercial and healthcare Facilities Prerequisite: PLMB 103 & PLBM 153- Plumbing Fundamentals I & II and UBC Codes Student will learn about plumbing systems in health care facilities and commercial buildings as spelled out in chapters 8 and 13-15 of Uniform Plumbing Code.

PLMB 253 Sewer & Water Laterals and Mains (transit) Prerequisite: PLMB 103 & PLBM 123 - Plumbing Fundamentals I and Piping Materials Will learn proper installation of sewer & water mains and laterals as per chapter 7 Uniform Plumbing Code. Will also use transit use for this application and for onsite waste systems.

PLMB 263 Plumbing Design & Layout Prerequisite/co-requisite- Plumbing Core Program Will learn design of residential and commercial plumbing systems. Will learn material take-off. Prep for South Dakota Journeyman Exam PLMB 273 Plumbing Blueprints Prerequisite: PLMB 103 & OEd 103- Basic Computers, or test-out Will learn to use computers in design and interpretation of plumbing systems.

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TMath 123 Construction Trade Math Prerequisite: Math 093 or test out Trade Math will demonstrate the applications of math principles to the construction industry in the area of actual building, estimating, and drafting. Some of the principles addressed are surface areas, volumes, properties of spheres and circles, fractions and decimals, weight, and measures. The context will be bases on realistic carpentry problems, including modern construction materials and practices. 3 credits

Trds 103 Occupational Safety Prerequisite: None The students will learn about theories and concepts (causes and costs of accidents, ethics and safety, Workers’ Compensation and OSHA Compliance); OSHA’s Construction Standard and Safety Practices; applications on the job (program and policies, safety and hazard analysis, accident investigation, reporting and record keeping, & emergency response plan); preventing violence in the workplace, stress, etc. The students will have the opportunity to receive CPR Training and Certification. 3 credits

Trds 133 Residential Print Reading Prerequisite: TMath 123 Print reading will address the need to accurately interpret technical drawings and transform them into actual projects. Students will study the principles of architectural and structural details and measurements. 3 credits

Trds 163 Concrete Fundamentals Prerequisite: CAR 103 Carpentry Theory I This class provides basic knowledge of concrete construction. Contents include organizing for quality, concrete mixture designs, specifications, foundations, formwork, reinforcement and embedment’s in structures, joints and reinforcement for slabs-on-ground, preparing for concreting, concrete placing and finishing, common field problems, and safety.

Trds 213 Residential Estimating Prerequisite: TMath 123 This is an introduction course to residential estimating processes and to the steps involved in accurately preparing a cost estimate. Students will learn how to price excavation and site work, concrete, carpentry, masonry, plumbing, heating, and electrical work, as well as the general expenses and sub-trade work. Specifics on how to prepare a bill of materials from takeoff, how to summarize and prepare a bid for a custom home, assessing markup on an estimate, and how to review a bid before it is submitted to the client as well as information on preparing estimates for remodeling jobs. 3 credits

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BUSINESS DEPARTMENT

Julie Johnson, Department Chair, Faculty Ahmed Al-Asfour, Faculty

Pam Houston, Faculty Doug Noyes, Faculty

Shawn Reinhart, Faculty Joanne White Thunder, Faculty

VISION STATEMENT Individuals are able to reach their maximum potential and are prepared to lead full and productive lives in the 21st Century through an education at Oglala Lakota College Business Department that ensures:

Education excellence, equity, and high expectations for every individual; A highly effective instructor in every classroom; A supportive learning environment; and Partnerships among educators, parents, family, business, and the community that support high

academic achievement and opportunity for all individuals.

MISSION STATEMENT Oglala Lakota College Business Department will provide the breadth of business education necessary for individuals to be successful within their communities while maintaining wolakolkiciyapi.

Ensure that high expectations are maintained for all students; Develop a long-term vision and maintain an ongoing five-year plan to ensure the steady progress

of all students to reach their full potential; and Build support for higher education on the Pine Ridge Reservation through regular communication

with the educators, parents, family, business and the community. Build business relationships with entities on the Pine Ridge Reservation.

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

This is a four-year degree in Business Administration with a choice of one of four areas of specialization: Management, Accounting, Tribal Management or Entrepreneurship. Each degree provides a foundation of general business knowledge and skills, as well as specialized preparation for those who want to pursue a career in government, tribal programs or in private business.

Bachelors of Science in Business Administration Goals/Objectives 1. Goals The undergraduate degree in Business Administration requires knowledge and awareness of the following: Students will:

Possess a basic knowledge of accounting, economics, finance, the legal environment of business, management, marketing, and information systems

BUSI

NES

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EPA

RTM

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Communicate effectively in a manner that is coherent, organized, concise, and grammatically correct

Apply basic quantitative and qualitative skills to business problems Understand how ethical decision-making and globalization effect organizations on and off the

reservation Analyze business and economic problems utilizing general and management specific skills and

knowledge Promote wolakolkiciyapi among business organizations, employees, and employers across the

reservation

2. Objectives Students will demonstrate the ability and skill to:

Evaluate the major functional areas of business including: o Ability to prepare, read, analyze and communicate financial information o Ability to use financial information in managerial decisions o Understanding of the duties of a manager: planning, organizing, directing and controlling o Ability to use the marketing mix to successfully perform in the environment of marketing o Understanding of the fundamental legal concepts and their application to the business

community o Basic knowledge of the use of information technology in managing organizations o Ability to apply modern scientific and mathematical methods to management problems o Ability to coordinate the knowledge learned in program core course in the formulation

and administration of sound business policy using case analysis and discussion Determine and demonstrate well developed written and oral communication skills Ability to evaluate current technology to critical and creatively solve business issues Demonstrate strong analytic and critical thinking skills Ability to integrate ethical decision models Ability to construct both quantitative and qualitative analysis of business problems Ability to write opinions based on analysis Ability to formulate conclusions with evidence Demonstrate a well-rounded education that enables the student to conduct themselves as

responsible professionals and citizens who are aware of ethical issues and societal needs and problems

Option A – Management

Ability to evaluate and apply the Human Resource function in a business environment with regard to recruitment, selection, training and development, discipline, termination and personnel laws

Demonstrate small business understanding by successfully completing a business plan. Ability to evaluate behavior approach management with an emphasis on the understanding,

prediction and control of human behavior in the organizational setting Option B – Accounting

Recommend the appropriate managerial and business issues critical to analyzing accounting data and other information used for identifying and assessing opportunities and risks, developing organizational plans, allocating resources, and accomplishing objectives

Recommend relevant accounting principles and standards to specific business activities and workplace situations

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Option C – Tribal Management Recommend and apply behavior approach management with an emphasis on the understanding,

prediction and control of human behavior in the organizational setting Ability to select and apply for and manage a grant Integrate principles of management and personnel supervision in relation to Tribal programs. Validate and apply solving personnel problems, writing program objectives, effective planning,

manage budgets, provide direction and evaluation of a Tribal program Option D – Entrepreneurship

Construct a business plan integrating reservation issues, licensing, tribal laws and codes Formulate a human resource, leadership and financial plan in relation to a small business Assemble a report in relation to the marketing research conducted for a business Determine individual leadership techniques to best suit a small business

Plan of Study

Fall Spring Fall Spring Fall Spring Fall Spring Fall SpringEngl 103 Engl113 Mis 113 Sci Elec Lak Elec Actg 203 Actg 213 Bad 363 Actg 473 Bad 453Math 103 Math 134 Lsoc 103 Lak Elec Actg 103 Bad 243 Bad 263 Bad 383 Bad 423 Bad 443Lak 103 Lak 233 Math 154 Bad 133 Lit Elec Bad 253 Bad 333 Bad 303 Elective ElectiveSpCm 103 Hum Elec BAD 143 SoSc 313 Econ 203 Econ 213 Bad 343 Bad 313 Elective Elective

Elective Elective

Fall Spring Fall Spring Fall Spring Fall Spring Fall SpringEngl 103 Engl113 Mis 113 Sci Elec Lak Elec Actg 203 Actg 213 Bad 363 Actg 473 Bad 453Math 103 Math 134 Lsoc 103 Lak Elec Actg 103 Bad 243 Bad 263 Bad 383 Actg 453 Actg 303Lak 103 Lak 233 Math 154 Bad 133 Lit Elec Bad 253 Bad 333 Actg 253 Elective Actg 343SpCm 103 Hum Elec BAD 143 SoSc 313 Econ 203 Econ 213 Bad 343 Elective Elective Elective

Elective Elective

Fall Spring Fall Spring Fall Spring Fall Spring Fall SpringEngl 103 Engl113 Mis 113 Sci Elec Lak Elec Actg 203 Actg 213 Bad 363 Econ 333 Bad 453Math 103 Math 134 Lsoc 103 Lak Elec Actg 103 Bad 243 Bad 263 Bad 383 BAD 373 BAD 463Lak 103 Lak 233 Math 154 Bad 133 Lit Elec Bad 253 Bad 333 Bad 313 Bad 423 ElectiveSpCm 103 Hum Elec BAD 143 SoSc 313 Econ 203 Econ 213 Bad 343 Elective Elective Elective

Elective Elective

Fall Spring Fall Spring Fall Spring Fall Spring Fall SpringEngl 103 Engl113 Mis 113 Sci Elec Lak Elec Actg 203 Actg 213 Bad 363 Bad 413 Bad 453Math 103 Math 134 Lsoc 103 Lak Elec Actg 103 Bad 243 Bad 263 Bad 383 Bad 473 Bad 483Lak 103 Lak 233 Math 154 Bad 133 Lit Elec Bad 253 Bad 333 Bad 313 Elective ElectiveSpCm 103 Hum Elec BAD 143 SoSc 313 Econ 203 Econ 213 Bad 343 Lpol 313 Elective Elective

Elective Elective

Business Administration Plan of Study-Specialization in ManagementYear 1 Year 2 Year 3 Year 4 Year 5

Business Administration Plan of Study-Specialization in AccountingYear 1 Year 2 Year 3 Year 4 Year 5

Business Administration Plan of Study-Specialization in Tribal ManagementYear 1 Year 2 Year 3 Year 4 Year 5

Business Administration Plan of Study-Specialization in EntrepreneurshipYear 1 Year 2 Year 3 Year 4 Year 5

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BUSINESS DEPARTMENT BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

1. CORE (28 credits) Where taken date grade Engl 103* Freshman English I 3_______________________ Engl 113* Freshman English II 3_______________________ SpCm 103 Speech Communications 3_______________________ Math 154* College Algebra 4_______________________ MIS 113 Applied Information Processing 3_______________________ Econ 203* Principles of Microeconomics 3_______________________ Humanities Elective 3_______________________ Literature Elective 3_______________________ Science Elective 3_______________________

2. LAKOTA STUDIES (15 credits) Lak 103 Lakota Language I 3_______________________ Lak 233* Lakota Language II 3_______________________ LSoc 103 Lakota Culture 3_______________________ Lakota Studies Elective 3_______________________ Lakota Studies Elective 3_______________________

3. BUSINESS CORE REQUIREMENTS (45 credits) Acct 103* Accounting I.I 3_______________________ Acct 203* Accounting I.II 3_______________________ Acct 213* Accounting II 3_______________________ BAd 133* Introduction to Business 3_______________________ BAd 143* Personal Finance 3_______________________ BAd 243* Business Law 3_______________________ BAd 253* Principles of Management 3_______________________ BAd 263* Principles of Marketing 3_______________________ BAd 333* Business Communications 3_______________________ BAd 343* Quantitative Business Methods 3_______________________ BAd 363* Business Finance 3_______________________ BAd 383* Business Ethics & Social Responsibility 3_______________________ Econ 213* Principles of Macroeconomics 3_______________________ SoSc 313* Statistics for Social Sciences 3_______________________ Bad 453**Seminar in Strategic Management 3_______________________ **Must be taken in final semester

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4. PROFESSIONAL REQUIREMENTS (Choose One Option) (15 Credits)

OPTION A – Specialization in MANAGEMENT

BAd 303* Human Resource Management 3_______________________ BAd 313* Organizational Theory & Behavior 3_______________________ BAd 423* Organizing/Operating a Small Business 3_______________________ BAd 443* Qualitative Business Methods 3_______________________ Acct 473* Managerial Accounting 3_______________________

OPTION B – Specialization in ACCOUNTING (15 Credits) Acct 253* Accounting Information Systems 3_______________________ Acct 303* Intermediate Accounting 3_______________________ Acct 343* Government/Non Profit Accounting 3_______________________ Acct 453* Auditing 3_______________________ Acct 473* Managerial Accounting 3_______________________

OPTION C – Specialization in TRIBAL MANAGEMENT (15 Credits) BAd 313* Organizational Theory & Behavior 3_______________________ BAd 373* Grants Proposal Writing & Management 3_______________________ BAd 463* Tribal Planning & Administration 3_______________________ Econ 333* Economic Issues on the Reservation 3_______________________ LPol 313* Indian Law 3_______________________

OPTION D – Specialization in ENTREPRENEURSHIP (15 Credits) BAd 413* Reservation Entrepreneurial Operations 3_______________________ BAd 423* Organizing/Operating a Small Business 3_______________________ BAd 473* Marketing Research 3_______________________ BAd 483* Leadership 3_______________________ LPol 313* Indian Law 3_______________________

5. GENERAL ELECTIVES (18 Credits) 300-level or higher 3_______________________ 300-level or higher 3_______________________ 300-level or higher 3_______________________ 300-level or higher*** 3_______________________ 300-level or higher*** 3_______________________ 300-level or higher*** 3_______________________ ***Recommended electives should be selected from your area of specialization (minimum of 9 hours) Total: 121 Credits Note: A grade of “C” or better is required in business core and professional requirements.

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BUSINESS COURSE DESCRIPTIONS ACCOUNTING ACCT 103 Principles of Accounting I.I Prerequisite: Math 103 & MIS 113 An introduction to accounting where emphasis will be placed on the accounting cycle and double-entry accounting. 3 credits ACCT 203 Principles of Accounting I.II Prerequisite: ACCT 103 An introductory course in the accounting cycle, including accounting concepts and principles used to analyze and record transactions in a business environment. The study and preparation of payroll and applicable laws and regulations will be studied. Transactions are focused on basic accounting systems, advanced accounting systems, cash and receivables. 3 credits ACCT 213 Principles of Accounting II Prerequisite: ACCT 203 A continuation of Accounting 203 that examines accounting principles and concepts applicable to inventories, fixed assets, liabilities, and corporate organization, bonds payable, statements of cash flow, and financial statement analysis. 3 credits ACCT 253 AIS-Accounting Information Systems Prerequisite: ACCT 213 An accounting course that provides experience with computer based application software programs. 3 credits ACCT 303 Intermediate Accounting Prerequisite: ACCT 213 A more in depth study of accounting concepts and principles with emphasis on accounting for income statement and statement of cash flows, income measurement, balance sheet, and value of money. 3 credits ACCT 343 Governments/Non Profit Accounting Prerequisite: ACCT 213 The Governmental and Non-Profit Accounting course is an examination of the basic accounting concepts and practices used in governmental and non-profit agencies. The student will gain a thorough understanding of the financial activities of non-profit and governmental agencies, budgetary accounting, and reporting procedures. 3 credits ACCT 453 Auditing Prerequisite: ACCT 213 A study of audit procedures including professional standards, professional ethics, legal liability, audit evidence, planning the audit, and internal controls. 3 credits

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ACCT 473 Managerial Accounting Prerequisite: ACCT 213 This course focuses on decision-making in organizations, where the decisions involve the generation, analysis, or use of financial information. The major topics in this course include the use of accounting in making alternative choice decisions, the development and use of product cost information, and the use of accounting information for managerial planning and control. Throughout the course, a managerial viewpoint is stressed. 3 credits ACCT 496 Accounting Internship Prerequisite: Department Chair Approval Student will observe and experience business operations in the field of accounting, while completing a hands-on administrative/low-level managerial internship at a local business or organization of their choosing subject to the Academic Advisor approval. Students will maintain a weekly log of activities and keep a written journal describing their experiences, what they have learned and do a self-evaluation. Students will work for 180 hours in the work place. 6 credits BUSINESS ADMINISTRATION BAd 133 Introduction to Business Prerequisite: Engl 103 & Math 103 This course is a comprehensive, updated introduction to all key business functions: management, marketing, accounting, finance and information technology. Core topics highlighted within these functional areas include ethics and social responsibility, small business concerns, different forms of business ownership and operations of small businesses. The course is structured around the main components of a business plan from introduction to executive summary. 3 credits BAd 143 Personal Finance Prerequisite: Engl 103 and Math 103 This course is designed to teach students how to manage their own personal budget, achieve good credit, understand various types of insurance and understand investment practices and how to plan for retirement. 3 credits BAd 243 Business Law Prerequisite: BAd 133 An introductory course of the principles of law as they apply to citizens and businesses. The course will include an understanding of the court system at the local, state and national level. Students will gain an understanding of contract law, their rights and responsibilities as citizens, utilization of financial transaction, employment and agency relationships and the understanding of the regulations governing different types of business organizations. 3 credits BAd 253 Principles of Management Prerequisite: BAd 133 This course provides an in-depth exposure to the practice of management in modern business. Topics include: the management functions of planning, decision-making, organizing & staffing, communicating, motivating & leading, and evaluating & controlling; the various styles and characteristics of successful managers; and management challenges facing today’s firms. 3 credits

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BAd 263 Principle of Marketing Prerequisites: BAd 133 An overview of the field of modern marketing, with detailed emphasis on: the marketing concept; strategic marketing – with environmental scanning and internal audits; social responsibility and ethics in marketing; marketing research & information systems; consumer behavior & organizational markets; products, the product life-cycle, product management, branding-packaging-labeling; the marketing of services & service quality. 3 credits BAd 303 Human Resource Management Prerequisites: BAd 253 This course covers the principles and techniques of human resource management including legislation affecting employers today. It also covers the human resource functions of procurement, organization, development, compensation, integration, management and separation. 3 credits BAd 313 Organizational Theory & Behavior Prerequisite: BAd 253 This course is a behavior approach to management with emphasis on the understanding, prediction, and control of human behavior in the organization setting. Topics include individual behavior, interpersonal and group behavior, environmental adaptation and organizational effectiveness. 3 credits BAd 333 Business Communications Prerequisite: BAd 133 This course covers modern practices in the preparing, planning, writing and dictating all types of business letters and reports that are commonly required in business operations. 3 credits BAd 343 Quantitative Business Methods Prerequisites: SoSc 313 and Math 154 Stresses role of the manager and the strategic use of technology in business. 3 credits BAd 363 Business Finance Prerequisites: Math 154 and Acct 213 This course provides an introduction to business finance with an emphasis on the use of information from the three basic financial statements to do ratio analysis, financial forecasting, and calculate the degree of business leverage. In addition, working capital & cash management, short-term financing, the time value of money concept, the cost of capital, and various valuation methods are discussed. 3 credits BAd 373 Grants Proposal Writing & Management Prerequisites: Acct 213 and BAd 253 This course provides “hands-on” instruction in developing a team to address a need, write a comprehensive Grant request proposal, and find appropriate sources of funding. Student teams will actually research, write and present a complete mock-Grant Proposal as the culminating class exercise. 3 credits BAd 383 Business Ethics & Social Responsibility Prerequisites: BAd 253 This is a study of ethics and social responsibility as they relate to issues, conflicts, decision-making, and program development in business today. The impact of business activities on: stockholders, employees, communities, the environment, and society in general are discussed in detail. 3 credits

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BAd 413 Reservation Entrepreneurial Operations Prerequisite: BAd 253 This course will provide students with knowledge on land status issues common to the area, business financing and special circumstances as they apply to the reservation, Tribal tax laws, Tribal Business Licenses, Tribal Uniform Commercial Code, and Marketing on/off the Reservation. This course is specific to the Pine Ridge Reservation. 3 credits BAd 423 Organizing & Operating a Small Business Prerequisites: BAd 303 & BAd 363 This course identifies the key issues and requirements involved in the start-up, financing and operation of a small for-profit business. Coursework culminates in the writing and presentation of a mock-Business Plan, detailing a fictional firm of the student’s choice that is suitable for soliciting financing. 3 credits BAd 443 Qualitative Business Methods Prerequisites: BAd 343 Important issues and problems in business today are reviewed during the first-half of the semester, students then proceed to guided independent research in an area of personal interest to them, culminating in the writing and presentation of a significant Research Paper on the selected business issue. 3 credits BAd 453 Seminar in Strategic Management Prerequisites: Must be taken in final semester & BAd 363 This is the capstone course for graduating seniors in Business Administration, studying the role of top managers’ in developing and implementing an organization’s strategies. Extensive student participation and presentations occur in the seminar format, with the case study method used to analyze strategic theory and actual business applications. 3 credits BAd 463 Tribal Planning & Administration Prerequisite: BAd 363 This is an applied course in the principles of management and personnel supervision, as they relate to Tribal programs. Emphasis is on: understanding and solving personnel problems, writing program objectives, defining activities to be done, effective planning, the direction & evaluation of a Tribal program, managing budgets, and studying the interrelationship between various programs and Tribal governments. 3 credits BAd 473 Marketing Research Prerequisite: BAd 263 and Math 154 Introduces students to the planning, collection, and analysis of data relevant to marketing decision making, the understanding and communication of the results. 3 credits BAd 483 Leadership Prerequisite: Bad 253 and BAd 313 Taking a college course on leadership with not make you a leader, that’s not how it happens. Studying leaders and leadership will help you develop the qualities and traits that do. Students in this course will learn the traits, styles and different types of leaders. Attention will be paid to self leadership, one on one leadership, team leadership and organizational leadership. The different skills for effective leadership will be studied. 3 credits

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BAd 490/493 Senior Special Topics in Business Prerequisite: Department Chair Approval Studies in various special business topics at the senior level, courses are offered as student and/or community interest indicates and appropriate instructors are available. Course content may change from semester to semester; thus the class may be taken more than one time, when different topics are offered. Course credit offered may vary, depending upon the particular subject matter and content. credit – variable. BAd 496 Business Internship Prerequisite: Department Chair Approval Student will observe and experience business operations in a variety of functional areas, while completing a hands-on administrative/low-level managerial internship at a local business or organization of their choosing subject to the Academic Advisor approval. Students will maintain a weekly log of activities and keep a written journal describing their experiences, what they have learned and do a self-evaluation. Students will work for 180 hours in the work place. 6 credits ECONOMICS Econ 203 Principles of Microeconomics Prerequisite: Math 103 This course is designed to give students an understanding of basic economic concepts, such as: supply and demand, the operation of the price mechanism, substitute goods, economic trade-offs and opportunity cost, which affect the activities of businesses and consumers in a capitalist market economy. Emphasis is also given to the Mixed Economy, and how the student becomes part of it on, or off, the reservation. 3 credits Econ 213 Principles of Macroeconomics Prerequisite: Econ 203 This course is designed to give students an introduction to the principles underlying economic processes, such as: the nature of the free enterprise system; income & consumptive spending; the money & banking systems; national output, income and the gross national product; monetary & fiscal policy; and unemployment & inflation as they relate to governmental decision-making and the national accounts. 3 credits Econ 333 Economic Issues on Reservations Prerequisites: Econ 203 & Econ 213 This course provides an understanding of the unique dynamics of Reservation Economies that affect the lives of Native Americans. Topics include: the economic impact of treaties and their changing interpretation by government; the effect of Federal Department, Agency and Program (such as: Agriculture, BIA, HUD, WIC and Economic Empowerment Zones) activities on reservation economies, job opportunities, citizen attitudes, etc. The roles of: education, Tribal government, the relevant State government, and other reservation-specific issues will be discussed. 3 credits

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EDUCATION/EARLY CHILDHOOD DEPARTMENT

Thomas E. Raymond, M. Ed., Dean of Education Lucy Bull Bear, Secretary

Shannon Amiotte, EdD, Professor Dorraine Benson, M.Ed., Associate Professor

Larry Gauer, M. Ed., Faculty Darlene Bear Killer, Early Childhood Grant Coordinator (This Program Ends 9-30-2013)

Lakota Woglaka Wounspe (Immersion School)

Thomas E. Raymond, M.Ed., Principal

Didier DuPont, Coordinator Darlene Last Horse, Teacher

Dusty Nelson, Teacher Jeff White Bear Claws, Teacher

Marilyn Zephier, Teacher MISSION AND VISION STATEMENTS Early Childhood Mission Statement: We believe that community change must incorporate all members of society, starting with our very youngest. We strive to provide high quality teaching, training, and support for parents, grandparents, and other caregivers of young children in keeping with the college’s vision of Wolakolkiciyapi (Learning Lakota Ways of Life in Community). Teacher Preparation Vision Statement: To graduate highly qualified professional, motivated, reflective teachers who possess and practice Wolakolkiciyapi in a multicultural, changing world. The professional teacher education program views Wolakolkiciyapi as reflection and conduct of the Lakota virtues as a means of improving self and others. Teacher Preparation Mission Statement: Graduates from our programs will be proficient as competent reflective teachers of content, theory, and application with an emphasis on Lakota Virtues (character education) while emphasizing community empowerment through reflection of traditional Lakota perspectives. DEGREES, CERTIFICATIONS & ENDORSEMENTS Associate of Arts Degree in Early Childhood: This program meets the US Department of Education requirements for Head Start programs for 2011. This degree tracks into the B.A. in Early Childhood Headstart degree. Bachelor of Arts in Early Childhood Headstart and/or Bachelor of Arts in Early Childhood SD State Certification: This degree will meet the new Head Start requirements requiring all Head Start Teachers to have a Bachelor’s Degree in ECH or its equivalent by the year 2013. Acceptance into The B.A. also satisfies requirements for Level 6 of the South Dakota Pathways for Professional Development. This degree was developed based on the National Association for the Education of Young Children (NAEYC) initial licensure standards for teacher preparation programs. This degree offers two options: a program of study designed to meet Head Start requirements (Head Start Emphasis) and a program of study designed to obtain South Dakota State Certification in addition to fulfilling Headstart requirements.

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Students pursuing this degree must be admitted to the Teacher Education Program. Acceptance to the Teacher Education Program is part of ECH 243 Early Childhood Specialty Internship. In addition, candidates seeking teacher certification will need to pass the Early Childhood Education PRAXIS II assessments to obtain state certification. Associate of Arts Degree in Elementary Education: The Associate of Arts Degree satisfies the federal mandates in No Child Left Behind for elementary school paraprofessionals who are required to obtain an AA degree or 60 hours of college credit. This program introduces candidates to the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. Teacher candidates interested in furthering their education options by pursuing a Bachelor’s Degree in Education will need to apply for acceptance to and complete all requirements or admission to the Teacher Education Program. Successfully completing ED 283 Foundations of Education is part of these requirements. In addition candidates should successfully take and pass the PRAXIS II Content examination for Elementary Education. Bachelor of Science Degree in K-8 Elementary Education: Successful completion of this degree prepares the student to teach grades K-8 with Middle Level endorsements. This program is aligned to the Interstate New Teacher Assessment and Support Consortium (INTASC) standards adopted by the South Dakota Board of Education as the South Dakota Teacher Competencies. Candidates need to pass the PRAXIS II Content Examination for Elementary Education to be admitted to the Teacher Education Program. This is done after successfully completing ED 283 Foundations of Education. Successful candidates need to pass the PRAXIS II Elementary Education Pedagogy examination and any of the examinations for Middle School endorsements that they may be seeking. Bachelor of Science Degree in K-12 Lakota Studies: This degree, in cooperation with the Lakota Studies Department, gives graduates the South Dakota Indian Studies credential which allows them to teach Lakota Studies and related subjects in K-12 Education. This program is aligned with the Interstate New Teacher Assessment and Support Consortium (INTASC) standards adopted by the South Dakota Board of Education as the South Dakota Teacher Competencies. Students successfully completing ED 283 and passing the PRAXIS II Content examination and completing other necessary requirements for admission will be admitted to the Teacher Education Program. Successful candidate also need to pass the PRAXIS II Pedagogy examination before obtaining state certification. Bachelor of Physical Science Degree: This degree offered in conjunction with the Mathematics and Science Department leads to a Bachelor of Science Degree in 7-12 Secondary Education. Students are offered a strong background in Mathematics, Physics, Earth Science, and Chemistry. The program is aligned with the Interstate New Teacher Assessment and Support Consortium (INTASC) standards that were adopted by the South Dakota Board of Education as the South Dakota Teacher Competencies. Candidates need to pass the PRAXIS II assessments in the areas relevant to this degree to obtain state certification. Students pursuing this degree must be first admitted to the Teacher Education Program before taking professional courses. Acceptance to the Teacher Education Program is part of ED 203 Foundations of Education. Exceptional Education Endorsement in K-8, 7-12 or K-12: This endorsement requires South Dakota teacher certification and three years general classroom teaching experience, or special education certification and one year of special education teaching experience. Candidates may choose to seek a K-8, 7-12 or K-12 endorsement. Coursework is offered at both the undergraduate and graduate levels. The program is aligned to the Council for Exceptional Children (CEC) standards. Candidates need to pass the PRAXIS II teacher assessments in areas relevant to their choice of endorsement.

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Birth through Special Education Endorsement: This program is for certified teachers interested in adding a Preschool Special Education Endorsement to their current certification. The program is aligned to the Child Development Associate (CDA), National Association for the Education of Young Children (NAEYC), The endorsement requires successful completion of coursework and passing of PRAXIS II tests in relevant areas. K-12 Indian Studies Endorsement: The program is available for certified teachers who wish to add the South Dakota Indian Studies endorsement to their certification. Completion of this program allows those attaining such to teach related subjects in a K-12 setting. No PRAXIS II assessment is required; however, relevant coursework is required. Mathematics, Biology or Earth Science Endorsements for Middle School: South Dakota Certified teachers desiring to add any of these endorsements must pass the PRAXIS II assessment relevant to the areas (s) sought. It is recommended that students seeking to gain such endorsement and passage of the PRAXIS enroll in coursework relevant to the endorsement (s) sought. REQUIREMENTS FOR ALL EDUCATION MAJORS All applicants for South Dakota Teacher Certification must submit verification of passing scores on the PRAXIS II examinations for each content area of authorization and for the pedagogy examination that matches the applicant’s preparation. For additional information visit the Educational Testing Service (ETS) website at http://www.ets.org.praxis. For more information regarding South Dakota Teacher Certi-fication visit the South Dakota Department of Education (SDDOE) website at: http://doe.sd.gov/oatq/teachercert.

OGLALA LAKOTA COLLEGE EDUCATION DEPARTMENT’S FOUR DIRECTIONAL MODELS

Wiohpiyata (West): General Education Admission / Entrance Requirements Wiohpiyata meaning the cardinal direction of West is represented by the color black. The cycle begins in the west and continues clockwise. It is the starting point and first stage in the candidate’s journey. This direction is also known as Wakinyan Oyate meaning Thunder Nation who teaches us that we must be courageous to overcome obstacles and difficulties in life (Moves Camp, Two Dogs, et al., 2003). Candidates are required to demonstrate Wohitika, meaning courage and bravery, as well as Woksape, meaning wisdom. Entering candidates must endure and balance day-to-day obstacles such as family, geographic location, financial, and person responsibilities. The completion of the necessary core requirements relies on courage and wisdom to meet entrance and admission requirements for both the Education Department teacher preparation and for the Graduate Studies programs. Early Childhood Entrance Requirements:

A completed application for admission into the Early Childhood Program (ECH) must be submitted to the Dean of Education.

Other submissions required: o A letter to the Dean of Education requesting acceptance into the ECH program. o Three letters of recommendation from professionals currently in the Early Childhood

field. o Submission of a passing score on the ECH PRAXIS II Content Examination.

Completion of the required 15 credit hours of Lakota Studies courses.

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Successful completion of o An Associate of Arts in Early Childhood Education with Headstart Emphasis or o Completion of ECH 243 Early childhood Specialty Internship o A portfolio, which must be in progress and up to date and include the ED 283 journal

entries. o Submission of proof of successful background check (At student’s own expense)

Successful completion of the Education Department’s ECH Entrance Interview (A minimum score of 70% is required).

A Grade Point Average (GPA) of 2.8 or better.

Education Teacher Preparation Entrance Requirements:

A completed application for admission submitted to the Dean of Education. Other required submissions:

o A letter requesting admission to the Dean of Education. o Three letters of recommendation for professionals currently in the field of education. o A portfolio, which must be in progress and up to date and include the ED 283 journal

entries. o A copy of the MAPP Examination scores. o A copy of a passing score on the PRAXIS II Content examination for Elementary

Education or for the appropriate area. o Submission of proof of successful background check (At student’s own expense).

Completion of the required 15 hours of Lakota Studies courses. Successful completion of an Associate of Arts in Education Degree or successful completion of

ED 283 Foundations of Education. Successful completion of the Education department’s Entrance Interview to Teacher Education

(A minimum score of 70% is required). A Grade Point Average (GPA) of 2.8 or better.

Waziyata (North): Professional Core Requirements Waziyata, the cardinal direction of the North, is represented by the color red. This direction is also known as Tatanka Oyate meaning Buffalo Nation who brings us the laws, beliefs, and teachings. These teachings provide the basis for Lakota identity and the importance of living a good, productive life (Moves Camp, Two Dogs, et al., 2003). Within the profession candidates need a solid theoretical base for understanding of laws, beliefs, and teachings leading to proficiency within their field of study. Candidates are required to demonstrate Wowacin meaning patience and fortitude, as well as Woonspe meaning lessons during this stage. Early Childhood and Teacher Preparation Program Advisory Review:

Completion of professional core requirements with a GPA of 2.8 or better. A grade of “C” or better in all professional required courses. Review of the student’s portfolio. Successful passage of the appropriate PRAXIS II Content Examination.

Wiyohinyanpata (East): Professional Requirements Wiyohinyanpata, the cardinal direction East is represented by the color yellow. This directions is also known as the Hehaka Oyate, or Elk Nation who possesses Woksape meaning wisdom encompassing

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survival skills, a sense of destiny, and vision for the future. These teachings are to modeled by Ikce Wicasa meaning the common man (Moves Camp and Two Dogs, et al, 2003). This is the third stage fulfilling the professional requirements where candidates depend upon survival skills, which include the appropriate vision for self, the educational community of learners and the community and begin to demonstrate professional wisdom within their profession. Admission to Early Childhood Practicum Requirements:

Completed all or most methods courses. It is recommended that the practicum take place in the fall semester of the student’s senior year.

o No more than one additional class may be taken during the practicum. Passing score on PRAXIS II pedagogy (PLT) examination in Early Childhood Education. A cumulative GPA of 2.8 or better. A record of a grade of “C” or better in all professional core work. Submission for review of a completed portfolio as designated by the Department and/or Dean of

Education. Written permission of acceptance to the ECH Practicum which includes the following that must

be sent to the Dean of Education one semester prior to the Practicum taking place. A letter to the Dean requesting acceptance to the ECH practicum. Three (3) letters of support from teachers or administrators in the professional area of the

desired practicum (Headstart or Other Early Childhood).

Elementary / Lakota Studies or Secondary Student Teaching Requirements:

Completed all or most methods courses. It is recommended that student teaching be undertaken in the fall semester of the student’s senior

year. o No more than one additional class may be taken during student teaching.

Passing score on PRAXIS II pedagogy (PLT) examination in Elementary Education. A cumulative GPA of 2.8 or better. A record of “C” or better in all professional core work. Submission for review of a completed portfolio as designated by the Department and/or Dean. Written permission of acceptance to Student Teaching which includes the following that must be

sent to the Dean of Education one semester prior to the Student Teaching taking place: o A letter to the Dean requesting acceptance to Student Teaching. o Three (3) letters of support from teachers or administrators in the professional area of the

desired student teaching.

Itokagata (South) – Internship/Field Experience Induction: Itokagata, South, is represented by the color white. This direction is also known as the Wamakaskan Stomni or the Animal Nation. The Animal Nation teaches us how to live and work together living in harmony with Unci Maka (Grandmother Earth). These teachings provide the basis for preparing for our journey back and realizing our origins and creation as well as applications (Moves Camp and Two Dogs, et al, 2003). This is the fourth stage of the education journey where the candidate completes her/his practicum, student teaching, internship and completes field experiences. This stage also marks the student’s first year within the profession. Candidates are required to demonstrate Wacante Ognaka, meaning compassion and generosity. Effective educational leaders demonstrate compassion and generosity through the delivery and giving of knowledge, skills, and ability to the education profession and the local community served.

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Early Childhood Program Teacher Preparation Exit:

Completion and submission of Academic Portfolio for department review. Completion of all required coursework. A grade of “C” or better for the Practicum Experience. Verification of satisfactory completion of both the PRAXIS II Content and Pedagogy

Examinations in Early Childhood. Completion of an Exit Interview with a score of 70% or better. A student scoring below 70% may

be referred to PRAXIS Prep sessions at the discretion of the Department. The student must meet or exceed the South Dakota State Requirements for GPA. Note: It is the responsibility of the student to initiate and complete

application for certification with the State of South Dakota if they choose the certification program option.

Teacher Preparation Program Exit:

Completion and submission of Academic Portfolio for department review. Completion of all required coursework. A grade of “C” or better in student teaching. Verification of satisfactory completion of both the PRAXIS II Content and Pedagogy in the

Professional area of preparation. Completion of an Exit Interview with a score of 70% or better. A student scoring below 70% may

be referred to PRAXIS Prep sessions at the discretion of the Department. The student must meet or exceed the South Dakota State Requirements for GPA. Note: It is the responsibility of the student to initiate and complete application for certification

with the State of South Dakota.

OGLALA LAKOTA COLLEGE EDUCATION DEPARTMENT PROGRAM STANDARDS

Education coursework is aligned to State approved national standards for new teachers. These standards include the National Association for the Education of young Children (NAEYC), Interstate New Teachers Assessment and Support consortium (INTASC), and Council for Exceptional Children (CEC) standards.

EDUCATION DEPARTMENT

EARLY CHILDHOOD CHILD DEVELOPMENT ASSOCIATE (CDA) TRAINING The CDA training is set-up to include 135 contact hours and a practicum that follows a semester plan. CDA training is typically completed within one year this includes the 135 contact hours, 480 practicum hours and the completion of the national CDA assessment. Forms are available in the Education Department Office or in district college centers. Submission of CDA Enrollment Form indicates your intent to participate in and complete the CDA training requirements. Before candidates become enrolled in the training below a background check is required. Candidates must pass the background check before acceptance into the CDA training program. Applications for the CDA training and the background check can be obtained from Oglala Lakota College’s Education Department.

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EDUCATION DEPARTMENT ASSOCIATE OF ARTS DEGREE IN EARLY CHILDHOOD

HEAD START EMPHASIS

I. CORE REQUIREMENTS (21 CREDIT HOURS) where taken date grade

SpCm 103 Speech Communication 3______________________

Engl 103* Freshman English I 3______________________

Art 153* School Arts & Crafts 3______________________

Math 103* Elementary Algebra (Or Higher) 3______________________

Psy 103 General Psychology 3______________________

Bio 113 People and the Environment 3______________________

MIS 113 Applied Information Processing 3______________________

II. LAKOTA STUDIES (9 CREDIT HOURS)

Lak 103 Lakota Language I 3______________________

Lsoc 103 Lakota Culture 3______________________

Lakota Elective _____________________ 3______________________

III. EARLY CHILDHOOD CORE (27 CREDIT HOURS)NOTE: This degree tracks into our B.S. Programs. A ‘C’ or better grade must be received in all AA Early Childhood courses listed in section 3 of this status sheet.

ED 213* Child Growth & Development 3______________________ ECH 203* Introduction to Early Childhood Education 3______________________ ED 203* Indian Studies for Education 3______________________ ECH 213 Planning & Administrating ECH Programs 3______________________ ECH 223 Materials & Techniques I for Infant/Toddler/Pre-K 3______________________ ECH 233 Curriculum for Self-Awareness & Ind. Dev. 3______________________ ECH 253 Parental, Staff and Community Involvement in ECH 3______________________ EXED 313 Intro. to Ex. Ed./Characteristics & Etiology 3______________________ ECH 243 Early Childhood Specialty Internship 3______________________ IV. FREE ELECTIVES (3 CREDIT HOURS) Elective __________________________________ 3______________________

Total = 60 Credit Hours

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EDUCATION DEPARTMENT

BACHELOR OF ARTS DEGREE IN EARLY CHILDHOOD HEAD START EMPHASIS

I. CORE REQUIREMENTS (27 CREDIT HOURS) where date grade SpCm 103* Speech Communication 3______________________ Engl 103* Freshman English I 3______________________ Engl 113* Freshman English II 3______________________ Art 153* School Arts & Crafts 3______________________ Math 103* Elementary Algebra (Or Higher) 3______________________ Psy 103 General Psychology 3______________________ Bio 113 People and the Environment 3______________________ MIS 113 Applied Information Processing 3______________________ Lit 203* Introduction to Literature 3______________________ II. LAKOTA STUDIES (15 CREDIT HOURS) Lak 103 Lakota Language I 3______________________ Lak 233* Lakota Language II 3______________________ LSoc 103 Lakota Culture 3______________________ Lakota Elective _____________________ 3______________________ Lakota Elective _____________________ 3______________________ III. EARLY CHILDHOOD CORE (51 CREDIT HOURS) Recommended: complete above core first. NOTE: All Early Childhood Core Coursework must be completed with a ‘C’ or better grade. ED 203 Indian Studies for Education 3______________________ ED 213 Child Growth & Development 3______________________ ECH 203 Introduction to Early Childhood Education 3______________________ ECH 213 Planning & Administrating ECH Programs 3______________________ ECH 223 Materials & Techniques I for Infant/Toddler/Pre-K 3______________________ ECH 233 Curriculum for Self-Awareness & Ind. Dev. 3______________________ ECH 253 Parental, Staff and Community Involvement 3______________________ EXED 313 Intro. to Ex. Ed./Characteristics & Etiology 3______________________ ECH 243 Early Childhood Specialty Internship 3______________________ ECH 323 Materials & Techniques II for Infant/Toddler/Pre-K 3______________________ EDECH 423 Methods of Tchg. ECH Numeracy/Elem Math 3______________________ EDECH 413 Methods of Tchg ECH Literacy/Elem Reading 3______________________ ECH 363 Family Literacy 3 ______________________ ECH 383 Methods of Assessing Young Children 3______________________ ED 463 Human Relations/Cultural Diversity 3______________________ ECH 496 Practicum/Internship in Early Childhood Ed. 6______________________ IV. EARLY CHILDHOOD PROFESSIONAL REQUIREMENTS. NOTE: All Early Childhood Professional Requirements Coursework must be completed with a ‘C’ or better grade. BIRTH-PRESCHOOL *Ages 0-6 (27 CREDIT HOURS) where date grade ECH 403 Social-Emotional Growth & Socialization 3______________________ ECH 413 Group Care 3______________________ ECH 423 Learning and Development 3______________________ EDECH 403 Methods of Music and Art for ECH/Elem. Teachers 3______________________ EDECH 433 Methods of Teaching ECH/Elementary Science 3______________________ EDECH 453 Methods of Teaching ECH/Elementary Social Studies 3______________________ EDECH 463 Methods of Health & Physical Education 3______________________ ECH Elective_____________________________ 3______________________ ECH/ED Elective _____________________________ 3______________________ 120 Total Credit Hours Required

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EDUCATION DEPARTMENT BACHELOR OF ARTS DEGREE IN EARLY CHILDHOOD

SD TEACHER CERTIFICATION EMPHASIS

I. CORE REQUIREMENTS (27 CREDIT HOURS) where date grade SpCm 103 Speech Communication 3______________________ Engl 103 Freshman English I 3______________________ Engl 113 Freshman English II 3______________________ Art 153 School Arts & Crafts 3______________________ Math 103 Elementary Algebra (Or Higher) 3______________________ Psy 103 General Psychology 3______________________ Bio 113 People and the Environment 3______________________ MIS 113 Applied Information Processing 3______________________ Lit 203 Introduction to Literature 3______________________ II. LAKOTA STUDIES (15 CREDIT HOURS) Lak 103 Lakota Language I 3______________________ Lak 233 Lakota Language II 3______________________ LSoc 103 Lakota Culture 3______________________ Lakota Elective _____________________ 3______________________ Lakota Elective _____________________ 3______________________ III. EARLY CHILDHOOD CORE (67 CREDIT HOURS) Recommended: complete above core first. NOTE: All Early Childhood Core Coursework must be completed with a ‘C’ or better grade w/an overall 2.6 GPA per SD DOE Teacher Certification Requirements. ED 213 Child Growth & Development 3______________________ ECH 203 Introduction to Early Childhood Education 3______________________ ED 203 Indian Studies for Education 3______________________ SCI 204 Integrated Science for the Elementary Teacher I 4 ______________________ ECH 213 Planning & Administrating ECH Programs 3______________________ ECH 223 Materials & Techniques I for Infant/Toddler/Pre-K 3______________________ Math 223 Mathematics for the Elementary Teacher I 3______________________ ECH 233 Curriculum for Self-Awareness & Ind. Dev. 3______________________ ECH 253 Parental, Staff and Community Involvement 3______________________ ED 303 Reading Children’s Literature 3______________________ EXED 313 Intro. to Ex. Ed./Characteristics & Etiology 3______________________ ECH 243 Early Childhood Specialty Internship 3______________________ ECH 323 Materials & Techniques II for Infant/Toddler/Pre-K 3______________________ EDECH 423 Methods of Tchg. ECH Numeracy/Elem Math 3______________________ EDECH 413 Methods of Tchg. ECH Literacy/Elem Reading 3______________________ ECH 383 Methods of Assessing Young Children 3______________________ ED 463 Human Relations/Cultural Diversity 3______________________ ED 483 Technology/Curriculum Development 3______________________ ED 473 Student Teaching Seminar 3______________________ ED 489 Student Teaching 9______________________

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IV. EARLY CHILDHOOD SPECIALIZATION (21 CREDIT HOURS) YOU MUST COMPLETE AT LEAST ONE OF THE FOLLOWING OPTIONS: (ECH/ED Electives must be at 300-level or above.) NOTE: All Early Childhood specialization Coursework must be completed with a ‘C’ or better grade w/an overall 2.6 GPA per SD DOE Teacher Certification Requirements.

BIRTH-PRESCHOOL/INFANT-TODDLER OPTION (18 CREDIT HOURS) where date grade ECH 363 Family Literacy 3______________________ ECH 403 Social-Emotional Growth & Socialization 3______________________ ECH 413 Group Care 3______________________ ECH 423 Early Learning and Development 3______________________ EDECH 463 Methods of Health & Physical Education 3______________________ ECH Elective__________________________ 3______________________ ECH Elective__________________________ 3______________________

* Candidates must achieve a passing score on the following Praxis II assessments for State certification: PLT: Early Childhood (0521) and Education of Young Children (0021) BIRTH-AGE EIGHT OPTION (18 CREDIT HOURS) EDECH 403 Methods of Music and Art for ECH/Elem. Teachers 3______________________ EDECH 433 Methods of Teaching ECH/Elementary Science 3______________________ ED 443 Methods of Teaching ECH/Elem Lang Arts 3______________________ EDECH 453 Methods of Teaching ECH/Elementary Social Studies 3______________________EDECH 463 Methods of Teaching Health & Physical Ed. 3______________________ ECH or ED Elective__________________________ 3______________________ ECH or ED Elective__________________________ 3______________________

* Candidates must achieve a passing score on the following Praxis II assessments for State certification: PLT: Early Childhood (0521) and Education of Young Children (0021)

Total Credit Hours Required Birth-Preschool OR Birth-Age Eight Option 130 Credit Hours

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EDUCATION DEPARTMENT ASSOCIATE OF ARTS DEGREE IN ELEMENTARY EDUCATION

1. CORE REQUIREMENTS (39 credit hours) Where Date Grade

SpCm 103 Speech Communication 3_________________________ Engl 103 Freshman English I 3_________________________ Engl 113 Freshman English II 3_________________________ Math 103 Elementary Algebra (Or Higher) 3_________________________ Psy 103 General Psychology 3_________________________ Bio 113 People and the Environment 3_________________________ Hum 213 Music and Culture 3_________________________ Pols 103 American Government 3_________________________ Geog 213 World Geography 3_________________________ MIS 113 Applied Information Processing 3_________________________ Hisa 203/213 American History I or II 3_________________________ Engl 323 Creative Writing 3_________________________ Lit 203 Introduction to Literature 3_________________________ 2. LAKOTA STUDIES REQUIREMENTS (9 credit hours)

Lak 103 Lakota Language I 3_________________________ Lak 233 Lakota Language II 3_________________________ Lakota Elective_________________________ 3_________________________ 3. AA LEVEL ELEMENTARY EDUCATION REQUIREMENTS (22 credit hours) NOTE: This degree tracks into our B.S. Degree in Elementary Education. A ‘C’ or better grade must be received in all AA Elementary Education courses listed in section 3 of this status sheet. ED 283 Foundations of Education w/soph. exp. 3_________________________ ED 203 Indian Studies for Education 3_________________________ Sci 204 Integrated Science for the Elementary Teacher I 4_________________________ ED 213 Child Growth & Development 3_________________________ Math 223 Mathematics for the Elementary Teacher I 3_________________________ EXED 313 Intro. to Except. Ed., Characteristics & Etiology 3_________________________ ED 303 Reading Children’s Literature 3_________________________ TOTAL = 70 CREDIT HOURS

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EDUCATION DEPARTMENT BACHELOR OF SCIENCE DEGREE IN K-8 ELEMENTARY EDUCATION

1. CORE REQUIREMENTS (39 credit hours) where date grade SpCm 103 Speech Communication 3_________________________ Engl 103 Freshman English I 3_________________________ Engl 113 Freshman English II 3_________________________ Psy 103 General Psychology 3_________________________ Pols 103 American Government 3_________________________ Math 103 Elementary Algebra (Or Higher) 3_________________________ MIS 113 Applied Information Processing 3_________________________ Bio 113 People and the Environment 3_________________________ Geog 213 World Geography 3_________________________ Hum 213 Music and Culture 3_________________________ Hisa 203/213 American History I or II 3_________________________ Engl 323 Creative Writing 3_________________________ Lit 203 Introduction to Literature 3_________________________ NOTE: Recommended: Core requirements of 39 credit hours should be completed before professional core. 2. LAKOTA STUDIES REQUIREMENTS (15 credit hours) Lak 103 Lakota Language I 3_________________________ Lak 233 Lakota Language II 3_________________________ LSoc 103 Lakota Culture 3_________________________ Lakota Elective_________________________ 3_________________________ Lakota Elective_________________________ 3_________________________ 3. PROFESSIONAL CORE REQUIREMENTS (41 credit hours) Recommended: complete above core first. NOTE: All Professional Coursework must be completed with a ‘C’ or better grade w/an overall 2.6 GPA per SD DOE Teacher Certification Requirements. ED 283 Foundations of Education w/soph. exp. 3_________________________ ED 203 Indian Studies for Education 3_________________________ ED 213 Child Growth & Development 3_________________________ ED 303 Reading Children’s Literature 3_________________________ ED 313 Educational Psychology 3_________________________ ED 323 Middle School/High School Concepts 3_________________________ EXED 313 Intro. to Ex. Ed./Characteristics & Etiology 3_________________________ Sci 204 Integrated Science for Elementary Teacher I 4_________________________ Sci 214 Integrated Science for Elementary Teacher II 4_________________________ Math 223 Mathematics for the Elementary Teacher I 3_________________________ Math 233 Mathematics for the Elementary Teacher II 3_________________________ Math 243 Mathematics for the Elementary Teacher III 3_________________________ ED 483 Technology/Curriculum Development 3 ________________________ 4. PROFESSIONAL REQUIREMENTS (36 credit hours) Recommended: Sec. 3 complete before beginning Sec. 4. EDECH 403 Methods of Music and Art for ECH/Elem.Tchrs. 3_________________________ EDECH 413 Methods of Teaching ECH Literacy/Elem. Reading 3________________________ EDECH 423 Methods of Teaching ECH Numeracy/Elem. Math 3_________________________ EDECH 433 Methods of Teaching ECH/Elementary Science 3_________________________ ED 443 Methods of Teaching Elementary Language Arts 3_________________________ EDECH 453 Methods of Teaching ECH/Elementary Social Studies 3_______________________ EDECH 463 Methods of Health & Physical Education 3_________________________ ED 463 Human Relations & Cultural Diversity 3_________________________ NOTE: Coursework should be complete before enrollment in Ed 473 and Ed 489. ED 473 Student Teaching Seminar 3_________________________ ED 489 Student Teaching 9_________________________ TOTAL = 131 CREDIT HOURS

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LAKOTA STUDIES DEPARTMENT BACHELOR OF SCIENCE IN K-12 LAKOTA STUDIES EDUCATION

1. CORE REQUIREMENTS (36 credits) Where Taken Date Grade Engl 103* Freshman English I 3_______________________ Engl 113* Freshman English II 3_______________________ SpCm 103 Speech Communications 3_______________________ Math 103 Elementary Algebra (Or Higher) 3_______________________ Psy 103* General Psychology 3_______________________ Bio 113* People and the Environment 3_______________________ Hum 203* Music and Culture 3_______________________ Pols 103* American Government 3_______________________ Geog 213* World Geography 3_______________________ MIS 113 Applied Information Processing 3_______________________ Hist 203/213* American History I OR II 3_______________________ Lit 203* Introduction to Literature 3_______________________ 2. LAKOTA STUDIES CORE REQUIREMENTS (42 credits) Lak 103 Lakota Language I 3_______________________ Lak 233* Lakota Language II 3_______________________ Lak 323* Lakota Language III 3_______________________ Lak 423* Lakota Language IV 3_______________________ Lak 313* Introduction to Lakota Sociolinguistics 3_______________________ LSoc 103 Lakota Culture 3_______________________ LSoc 313* Lakota Thought and Philosophy 3_______________________ LArt 103 Traditional Lakota Art I 3_______________________ LLit 103 Lakota Oral Literature 3_______________________ LLit 213* American Indian Literature 3_______________________ LHist 203/213* Lakota History I OR II 3_______________________ LHist 323* Seminar in Contemporary Indian Issues 3_______________________ LPol 223* Lakota Tribal Laws, Treaties, Government 3_______________________ LPsy 323* Native American Psychology 3_______________________ 3. EDUCATION CORE REQUIREMENTS (27 credits) Ed 203* Indian Education 3_______________________ Math 323* Math for Elementary Teachers I 3 ______________________ Ed 283* Foundations of Education w/soph experience 3_______________________ Ed 213* Child Growth and Development 3_______________________ Ed 313* Educational Psychology 3_______________________ Ed 323* Middle School Concepts 3_______________________ Ed 483* Technology/Curriculum Development for Tchrs. 3_______________________ ScEd 443* Reading in the Content Area 3_______________________ ExEd 313* Intro. to Except. Ed./Characteristics & Etiology 3_______________________ 4. PROFESSIONAL REQUIREMENTS (27 credits) Ed 463* Human Relations or Cultural Diversity 3_______________________ Ed 443* Methods of Teaching Elementary Lang. Arts 3_______________________ EDECH 453* Methods of Tchg. Elementary Social Studies 3_______________________ LkEd 453* Methods of Teaching K-12 Lakota Studies 3_______________________ LkEd 433* Methods of Teaching the Lakota Language 3_______________________ LkEd 473* Student Teaching Seminar 3_______________________ LkEd 489* Student Teaching/Practicum in Indian Studies 9 ______________________ TOTAL: 132 CREDITS

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EDUCATION DEPARTMENT BACHELOR OF SCIENCE SECONDARY EDUCATION

PHYSICAL SCIENCE DEGREE 1. CORE REQUIREMENTS (24 credit hours) where date grade Engl 103 Freshman English I 3________________________ Engl 113 Freshman English II 3________________________ SpCm 103 Speech Communications 3________________________ Psy 103 General Psychology 3________________________ Lit 203 Introduction to Literature 3________________________ Math 163 Trigonometry 3________________________ Bio 103 Human Biology 3________________________ Humanities Elective___________________ 3________________________ 2. LAKOTA STUDIES (15 credit hours) Lak 103 Lakota Language I 3________________________ Lak 233 Lakota Language II 3________________________ LSoc 103 Lakota Culture 3________________________ Lak Elective___________________ 3________________________ Lak Elective___________________ 3________________________ 3. PROFESSIONAL CORE REQUIREMENTS (15 credit hours) Recommended: Sec. 1 & 2 complete before beginning Sec. 3. NOTE: All Professional Coursework must be completed with a ‘C’ or better grade w/an overall 2.6 GPA per SD DOE Teacher Certification Requirements. ED 283 Foundations of Education w/soph. exp. 3________________________ ED 203 Indian Studies for Education 3________________________ ED 313 Educational Psychology 3________________________ EXED 313 Intro. to Ex. Ed./Characteristics & Etiology 3________________________ ED 323 Middle School/High School Concepts 3________________________ 4. MATHEMATICS PROFESSIONAL REQUIREMENTS (4 credit hours) Math 194 Calculus I 4________________________ 5. PHYSICAL SCIENCE PROFESSIONAL REQUIREMENTS (44 credit hours) Geol 133 Environmental Geology 3________________________ Phys 113 Survey of Physics 3________________________ Phys 214 Physics I 4________________________ Chem 233 General Chemistry I 3________________________ Chem 231 Experimental General Chemistry Lab I 1________________________ Chem 243 General Chemistry II 3________________________ Chem 241 Experimental General Chemistry Lab II 1________________________ Phys 253 Astronomy 3________________________ Chem 323 Environmental Chemistry 3________________________ Chem 353 Organic Chemistry for Educators I 3________________________ Chem 351 Organic Chemistry for Educators Lab I 1________________________ Chem 363 Organic Chemistry for Educators II 3________________________ Chem 361 Organic Chemistry for Educators Lab II 1________________________ Phys 324 Physics II for Educators 4________________________ Phys 321 Physics II Lab for Educators 1________________________ Phys 434 Modern Physics 4________________________ NSci 483 Renewable Energy Technologies 3________________________ 6. PROFESSIONAL REQUIREMENTS (27 credit hours) Recommended: Sec. 1-5 complete before sec. 6. ScEd 443 Reading in the Content Area 3_________________________ ED 463 Human Relations & Cultural Diversity 3_________________________ ED 483 Technology/Curriculum Development 3_________________________ ScEd 403 Methods of Teaching Secondary Mathematics 3_________________________ ScEd 413 Methods of Teaching Secondary Science 3_________________________ NOTE: The following courses are to be taken after completion of all other coursework. Ed 473 Student Teaching Seminar 3________________________ Ed 489 Student Teaching 9________________________

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EDUCATION DEPARTMENT K-12 SPECIAL EDUCATION ENDORSEMENT

All Special Education Coursework must be completed with a ‘C’ or better grade w/an overall 2.6 GPA per SD DOE teacher certification requirements. Graduate level students must complete each course with a “B” or better grade and must maintain a 3.0 GPA for the program of study as per OLC Graduate Studies policy. where when grade ExEd 313/513 Intro. to Ex. Ed./Characteristics & Etiology 3 ________________________ ExEd 323/523 Assessment and Practical Applications 3 ________________________ ExEd 333/533 IEP/IFSP Program and Curriculum Development 3 ________________________ ExEd 303/603 Special Education Law 3 ________________________ ExEd 433/633 Diagnostic Teaching 3 ________________________ ExEd 443/643 Strategies for Low Incident Disabilities 3 ________________________ ExEd 453/653 Classroom Management 3 ________________________ ExEd 473/673 Transitions and Community Resources 3 ________________________ ExEd 493/496/793/796 Special Education Practicum 3-6 ________________________ TOTAL = 27 – 30 CREDIT HOURS Note: This endorsement requires 24 semester credits in special education coursework; a three-semester hour practicum at each level of endorsement; a passing score on the designated special education state licensure examination; and one year of general classroom teaching or special education paraprofessional experience, or special education certification and one year of special education teaching experience.

EDUCATION DEPARTMENT

BIRTH THROUGH PRESCHOOL SPECIAL EDUCATION ENDORSEMENT Coursework from Core and Professional Core where when grade Ed 213 Child Growth & Development 3 ________________________ ExEd 313/513 Intro. to Ex. Ed./Characteristics & Etiology 3 ________________________ Early Childhood Coursework ECH 203 Introduction to Early Childhood Education 3 ________________________ ECH 223 Materials & Techniques I 3 ________________________ ECH 233 Curriculum for Self-Awareness & Ind. Dev. 3 ________________________ Exceptional Education Coursework ExEd 323/523 Assessment and Practical Applications 3 ________________________ ExEd 303/603 Special Education Law 3 ________________________ ExEd 433/633 Diagnostic Teaching 3 ________________________ ExEd 443/643 Strategies for Low Incident Disabilities 3 ________________________ ExEd 493/793 Special Education Practicum 3 ________________________ Total Hours Endorsement = 30 Hours Note: This endorsement requires completion of coursework, a three-semester hour practicum specific to birth through preschool special education, and a passing score on the designated birth through early childhood and special education state licensure examinations.

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EDUCATION DEPARTMENT ENDORSEMENT IN INDIAN STUDIES

Coursework from Core and Professional Core where when grade Ed 213 Child Growth & Development 3 ________________________ Indian Studies Core Coursework Lak 103 Lakota Language I 3 ________________________ LSoc 103 Lakota Culture 3 ________________________ Lak 233 Lakota Language II 3 ________________________ LHist 203 Lakota History 3 ________________________ LLit 213 American Indian Literature 3 ________________________ Indian Studies Professional Requirements LkEd 453 Methods of Teaching K-12 Lakota Studies 3 ________________________ LkEd 413 Practicum in Indian Studies 3 ________________________ Total Hours = 24 Note: The practicum experience must include two levels from elementary, middle, and secondary levels.

EDUCATION DEPARTMENT ENDORSEMENT IN MATHEMATICS, BIOLOGY, AND OR EARTH SCIENCE STUDIES

The following endorsements can be added to a teaching certificate. Oglala Lakota College recommends teachers that wish to prepare to take the individual Praxis exams in Mathematics, Biology and/or Earth Science to enroll in the desired coursework leading to a state endorsement within the content area. The courses below can also apply to renewing a teaching certificate. Mathematics Endorsement Math 123 Introduction to Statistics 3 ____________________________ Math 214 Calculus II 4 ____________________________ Math 224 Calculus III 4 ____________________________ Math 333 Matrix Theory and Linear Algebra 3 ____________________________ Math 324 Geometry for Teachers 4 ____________________________ TOTAL = 19 CREDIT HOURS Biology Endorsement Bio 154 Introduction Biology I 4 ____________________________ Bio 164 Introduction Biology II 4 ____________________________ Bio 223 Ecology 3 ____________________________ Bio 303 Field Ecology 3 ____________________________ Sci 273 Scientific Literature and Writing 3 ____________________________ Bio 463 Conservation Biology 3 ____________________________ TOTAL = 20 CREDIT HOURS Earth Science Endorsement NSci 253 Hydrology 3 ____________________________ NSci 363 Fluvial Processes 3 ____________________________ GIS 213 Introduction to GIS/GPS 3 ____________________________ Geol 153 Historical Geology 3 ____________________________ Geol 183 Physical Geology 3 ____________________________ TOTAL = 15 CREDIT HOURS Praxis II State Licensure Exams 0061 7-12 Mathematics Education (Note: The oo61 will also allow secondary teachers to teach math at the middle school level without needing to take the 0069 Middle School Math test.) 0235 7-12 Science Education – Biology. 0571 7-12 Science Education – Earth Science

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EDUCATION DEPARTMENT COURSE DESCRIPTIONS ECH 203 Introduction to Early Childhood Education This course provides an introduction to the field of early childhood education. The philosophies, goals, and purposes of early childhood programs, as well as professional and staff development will be explored. This course will also provide as introduction to the CDA (Child Development Associate) certification process, portfolio, development, of professional resource files. Candidates will be required to complete a background check. 3 credits ECH 213 Planning and Administrating Early Childhood Programs This course introduces the students to the steps involved in setting up a home or day care center with a learning environment for the infant, toddler, and preschool child. This course considers issues of management, administrative procedures, health, safety, use of physical space, and licensing regulations. The CDA functional learning center requirements are also covered in the course. 3 credits ECH 223 Materials & Techniques for Infant/Toddler/Pre-K Centers I This course will help the student to develop culturally relevant materials for the enhancement of physical, emotional, and intellectual growth for the infant, toddler, and preschool child. An introduction to a variety of activities and media which can be used to foster creativity in young children with specific emphasis on art, music, movement, drama, puppetry, and literature will be explored. Students will gain knowledge and expertise in teaching techniques individually and developmentally appropriate for young children. CDA functional area of physical, cognitive, communicative, and creativity are also considered. 3 credits ECH 233 Curriculum for Self-Awareness and Individual Development This course is designed to provide the students with the knowledge and skills necessary to promote the means of building positive self-concepts and individual strengths in the infant, toddler, and preschool child. Techniques and materials that can be used within daycare centers, early childhood classrooms, and home centers which will support social and emotional development while also providing positive guidance will be introduced. The CDA functional areas of self, social, and guidance are covered in this course. Pre-requisites: Ed 213, ECH 203 3 credits ECH 243 Early Childhood Specialty Internship Students will work in an early childhood center, program, or agency; students will keep a journal and observation log and meet with the center director daily. A state requirement for this course is also referred to as ‘Sophomore Experience’. Students will also assist in planning daily activities with children. Student will be observed in the classroom settings by their supervisor. Insight will be shared with other students in periodic seminar as arranged with the college supervisor. Students are required to complete their applications for entry into the teacher education program as part of course requirements. Pre-requisites: ECH 203, ECH 213, ECH 223 3 credits ECH 253 Parental Staff and Community Involvement in Early Childhood This course introduces the student to the importance of positive communication and the necessary techniques for promoting good relationships between parents, family members, staff, and the community. Special emphasis on strategies for providing an optimal environment for young children and resources for meeting problems through cooperative and positive interaction. The CDA functional area of families is covered in this course. Pre-requisites: Ed 213, ECH 203 3 credits

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ECH 303 Seminar in Early Childhood Development This course is designed to provide the students current topics regarding the issues and problems confronting the early childhood professional: curriculum planning, staff relations, ethics concerns, budget considerations, and professional development. Education children with special needs (assessment, referral, and educational development adaptations) is also covered. The functional areas and competencies of CDA are reviewed in the course content. Pre-requisites: Ed 213, ECH 203 3 credits ECH 323 Materials & Techniques II for Infant, Toddler, & Pre-K Centers This course will help the students to develop more culturally relevant techniques and materials for the enhancement of physical, emotional, and intellectual growth of the infant, toddler, and preschool child. A study of the basic concept, methods, and materials of language arts, mathematics, science, and social studies appropriate to young children will be investigated. We will also consider the importance of learning centers and bulletin boards in the classroom. Exploring the concepts of play as the means for learning will also be included. Planning daily and weekly schedules are also considered. Completion of ECH 223 is recommended prior to taking this course. Pre-requisites: Ed 213, ECH 203. 3 credits ECH 333 Group Structures and Interaction in Early Childhood Education This course extends a basic understanding of child development and interactions of young children by examining development characteristics of infants, toddlers, and preschool children. Objective and subjective observations by utilizing various informal procedures will be studies in classroom settings. Special emphasis on classroom management and techniques will be discussed in depth. Pre-requisites: Ed 213, ECH 203 3 credits ECH 363 Family Literacy This course in Family Literacy will address Reservation-wide concerns of school dropout rates, which are consistently high, and literacy levels, which are consistently low, and particularly how these concerns apply within the family structure and thus affect young children. This course will incorporate the community literacy outreach efforts such as the BEAR (Be Excited About Reading) Project or books-in-a-bag as a required service-learning project component. In Head Start, parent involvement, including the area of family literacy, is a priority. What is learned and implemented through this course will strengthen the mandated Head Start Performance Standards in the area of literacy. Prerequisites: Ed 213, ECH 203, ECH 253 3 credits ECH 373 Resources and Research in Early Childhood Education Students will examine current issues and trends pertaining to early childhood development. Students will explore topics in early childhood education in planned observations and sequence which includes research, field settings, visitations, and discussions. The latest in early childhood curriculums, technology, and other innovative and creative techniques will be included. How to better network available resources will be addressed. Pre-requisites: Ed 213, ECH 203 3 credits ECH 383 Methods of Assessing Young Children In this course the student will learn the importance of observing, documenting and assessing young children. The student will become confident in using both formal and informal assessments with young children and become knowledgeable in utilizing assessment results and sharing these results with the child’s family and other professionals to better meet the needs of the child. Pre-requisites: Ed 213, ECH 233, ECH 243. 3 credits

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ECH 403 Social-Emotional Growth and Socialization This course utilizes Module I of the Program for Infant-Toddler Caregivers Curriculum. In this course the student will learn concepts of early social-emotional growth and socialization in the context of group care, with an emphasis on the development of a nurturing relationship between infant and caregiver. The importance of responsive care giving, individualizing care through an understanding of infant temperament, support for the critical role of family and culture, and stages of emotional development are also covered. Pre-requisites: ED 213, ECH 223, ECH 233 3 credits ECH 413 Group Care This course Utilizes Module II of the program for Infant-Toddler Caregivers. In this course the student will learn about the philosophical foundations of caring for Infants and Toddlers in groups as well as the special issues of caring for infants in groups. This type of care is different from the care of one infant, e.g., in a typical family or nanny situation, and from the group care of older children. The student will also learn how to ensure that infants in professional group care thrive through having assigned to them one or a very few consistent, caring adults to provide security, individualized attention, responsiveness, familiarity, and protection in the context of a peaceful environment. Pre-requisites: ED 213, ECH 223, ECH 233, 3 credits ECH 423 Early Learning and Development This course utilizes Module II of the Program for Infant-Toddler Caregivers. In this course the students will focus on the critical issues of brain development, communication and identity formation in prenatal babies, infants and toddlers. The student will learn elements of care that support expecting parents, infants and families. Areas of focus will include: caring relationships, health and safety, connections to family and culture, family and community support, the importance of prenatal care and nutrition, and responsive, knowledgeable caregivers. Pre-requisites: ED 213 3 credits ECH 483 Ethics & Professionalism in Early Childhood Education In this course the student will learn about the NAEYC Code of Ethical Conduct and how this is implemented in the classroom and in one’s career in Early Childhood as well as how to use this code to help resolve problems and ethical concerns. This course will also address how a student can become a contributor to the Early Childhood field outside of the Early Childhood classroom, including becoming involved in advocacy efforts on behalf of young children and families. Prerequisites: ED 213, ECH 223, ECH 233, 3 credits ECH 496 Practicum in Early Childhood Education In this course the student will learn real world applications of their college classroom learning experiences. The student will spend at least 520 hours in local Early Childhood Classroom or Daycare. The first part of the semester the student will assist the Classroom Teacher or Primary Caregiver. The end of the semester the student will assume all responsibilities of the Classroom Teacher or Primary Caregiver. This course is taken in the final semester before graduation. ED 283 Foundations of Education w/ Sophomore Experience Foundations of Education provides an introduction to the profession of teaching. A state requirement for this course is also referred to as ‘Sophomore Experience’. This part of the course requires 15 hours of observation in the field followed up by 15 hours of student journaling related to classroom observations and topics covered in this course. Topics include the history and philosophy of education, structures and governance of schools, professionalism, teacher effectiveness, and curriculum models. Students are required to complete their applications for entry into the teacher education program as part of course requirements. Pre-requisites: SpCm 103, Engl 113, Psy 103, Math 10. 3 credits

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ED 203 Indian Studies for Education A history of American Indian schools and community and student relations is emphasized in this course. Educational theory and background into traditional tribal education, church, federal, and public education will be explored. Teaching methods based on integrating state content standards with Indian values and culture are part of this course. The South Dakota Indian Studies Strands are addressed. Pre-requisites: SpCm 103, Engl 113, Psy 103 3 credits ED 213 Child Growth and Development Child Growth and Development includes a broad focus on the biological, physical, social, emotional, and intellectual growth and development of children from prenatal to adolescence. Child rearing and educational practices of several different cultures, with an emphasis on Lakota practices will also be reviewed. Pre-requisites: SpCm 103, Engl 113, Psy 103 3 credits ED 303 Reading Children’s Literature This course offers a presentation of the best literature available for children in a variety of media; books, short films, video, audio books, and storytelling. Students study criteria for evaluating these media and ways of using them in the early childhood, elementary and junior high classrooms. The text is supplemented with bibliographies of Native American literature and Native American stories for children. Several approaches to interacting with literature and media will be reviewed and discussed. Pre-requisites: SpCm 103, Engl 113, Psy 103 3 credits ED 313 Educational Psychology Educational Psychology is concerned with understanding how children develop and learn through formal (and informal) instruction in classroom settings. Students will examine physical, social and character development, emotional and cognitive principles and developmental learning theories found in educational settings. An understanding of intellectual differences, learning and problem-solving processes, self-esteem, motivation and assessing learning will be investigated in this course. Pre-requisites: Ed 213 3 credits ED 323 Middle School/High School Concepts This course is an overview of educational programs and instructional strategies centered around developmental issues related to social, emotional, physical and cognitive development of the middle and high school learner. Students will examine middle school and high school program elements including constructive learning, block scheduling, advisory teams, and interdisciplinary curricular teams. The South Dakota Teacher Competencies will be included in this course. Pre-requisites: Ed 283, Acceptance in to Teacher Preparation Program, MIS 113 3 credits Ed 483/Ed 583 Technology/Curriculum Development for Teachers This course is designed to provide participants with the knowledge, competencies and understandings to apply technology-enhanced instructional strategies in the classroom. The course provides detailed practice in using computer and Internet based technologies. In addition, students will design learning units that use the Internet, multimedia and hypermedia tools to support the development of interpersonal, collaboration and higher order thinking skills of PreK-12 learners. Extended studies will be required for those that enroll in this course for graduate credit hours. Pre-requisites: Ed 203, ExEd 313, Ed 283, MIS 113 3 credits

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EDECH 403 Methods of Music and Art for ECH/Elementary Teachers Music and art are important components of a well-rounded education. Methods for music may include music appreciation, understanding keys, notes, rhythm and measures as well as genres of music. Students will play basic instruments like recorders, flutes and drums. Indian music will be emphasized. Art will include using various mediums from crayolas to tempra and naturally occurring substances. Use of a ruler and compass for art work to reinforce traditional designs will be included. Project art such as constructing dioramas and models using various mediums will also be explored. There is a $40 fee for materials. Pre-requisites: ED 203, Ed 213, ExEd 313 3 credits EDECH 413 Methods of Teaching ECH Literacy/Elementary Reading This course will cover instructional strategies for reading, including whole language and phonics. The emphasis of language development, phonemic awareness, the cueing system, word recognition strategies and reading for comprehension will be addressed. Course emphasis will include the development and presentation of lessons by students. These lessons will address character education and involve the skills and strategies of reading based on the Common Core Standards or Early Learning Guidelines. Exploration of reading assessment, Lakota literature and culture, behavioral management, community and parental involvement, and differentiating instruction to meet the needs of diverse learners will be reinforced in this course. Pre-requisites: Ed 203, Ed 213, ExEd 313 3 credits EDECH 423 Methods of Teaching ECH Numeracy/Elementary Math This course will provide students with a preview and utilization of various types of math manipulatives, internet applications and other math instructional materials. They will learn different strategies for effective pre-school through 8th grade instruction. Models of classroom management, student learning styles and cooperative learning will also be explored. Inclusion strategies and parental/community involvement strategies will also be reviewed. Students will develop lesson plans utilizing this information and present lessons to the class that are designed around the Common Core Standards or Early Learning Guidelines for Mathematics. Pre-requisites: Ed 203, Ed 213, ExEd 313 3 credits EDECH 433 Methods of Teaching ECH/Elementary Science This course will provide the learner with information in the basic knowledge and skills of teaching pre-school-through 8th grade science. In this course students will review science materials, resources, educational technology, and computer software. Students will create and present formal and informal lessons designed around the Early Literacy Guidelines or the South Dakota State Science Standards and the Common Core Standards for Literacy in Science. Special attention will focus on assessment of science concepts, Lakota star knowledge, differentiated instruction, and parental and community involvement. Pre-requisites: Ed 203, Ed 213, ExEd 313, Sci 214 3 credits ED 443 Methods of Teaching ECH/Elementary Language Arts This course will include the interrelationship between reading, writing, speaking and listening (the four traditional Language Arts) and viewing and visually representing (two new language arts areas reflecting the importance of visual literacy). Students will develop lesson plans and strategies that present language arts as a whole and that address the Early Learning Guidelines or Common Core Standards for English Language Arts. Specific attention will be given to assessing the Language Arts, Lakota culture, character education, behavioral management, individualizing instruction, parental/community involvement, and service learning. Pre-requisites: Ed 203, Ed 213, ExEd 313 3 credits

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EDECH 453 Methods of Teaching ECH/Elementary Social Studies This course will provide learners with experience in the effective planning and development of social studies programs for children pre-school through 8th grade. It will address goals, objectives, curriculum, educational technology and resource materials relevant to pre-school & elementary social studies. Lakota and other indigenous peoples’ heritage will be examined. Students will explore various learning styles, classroom management technique and parental involvement. In this course the learner will develop informal and formal lesson plans designed around the South Dakota State Social Studies Standards and the Common Core Standards for Literacy in History/Social Studies. Pre-requisites: Ed 203, Ed 213, ExEd 313, 3 credits EDECH 463 Methods of Health and Physical Education Students will learn and practice techniques and methods for integration of health, first aid, and physical education into the early childhood and elementary educational settings. Students will also expand their knowledge of health, hygiene, nutrition, communicable diseases, and environmental issues which affect the health of our students and parents. Basic first aid, the assessment of illness or injury, and first aid treatment or response to such will be included. Basic Cardio Pulmonary Resuscitation (CPR) certification is a component of this class. Pre-requisites: Ed 203, Ed 213, ExEd 313 ED 463 Human Relations/Cultural Diversity This course will center on Native American and multicultural issues. Students will investigate different social phenomena, processes, and outcomes, especially those dealing with social economic status, life styles, history, reciprocal perceptions and interactions between different groups. Emphasis will be on recognizing stereotypes, prejudice and discrimination. Students will discuss precepts of critical pedagogy and its impact on the above. Woven into this course is the concept of Wolakota and character education. This course is required for all South Dakota teachers. Pre-requisites: None. It is recommended that all professional core coursework be completed prior to taking this course. 3 credits ED 473 Student Teaching Seminar The Seminar is intentionally aligned with ED 489 Student Teaching. The Seminar course provides opportunities to share student teaching experiences and challenges with colleagues and college faculty members. Students will receive instruction in resume writing, mock interviews, developing professional portfolios as well as professional ethics. Students will review their understanding of course content and relate it to state standards, develop teaching strategies and competencies. Additional emphasis will focus on classroom management, strategies for working with at-risk students, and formal/informal assessment. Pre-requisites: Completion of Professional Requirements, Acceptance into Student Teaching, Passing Score on Praxis II Content Area Examination. 3 credits ED 489 Student Teaching Students spend five days a week for a full semester in supervised practice in an approved preK-12 classroom setting. Depending upon the level of certification sought, the student teaching experience will involve 16 weeks in an approved pre-school classroom or daycare setting, 8 weeks in a preschool classroom and 8 weeks in K-2 classroom (including special education, if this certification is sought), 8 weeks in a lower elementary classroom and 8 weeks in an upper elementary classroom, 8 weeks at the elementary level and 8 weeks at the secondary level, or 16 weeks at the secondary level (7-12) split between certification areas. Student teachers will fulfill the requirement of 40 hours per week in their assigned classrooms and will be expected to assume total classroom responsibility for 80 hours (2 weeks) of planning and facilitation of the classrooms for each experience. Teaching strategies and skills as well as competencies will be developed under the supervision and guidance of a certified supportive teacher and a college supervisor. Pre-requisites: Completion of Professional Requirements, Acceptance into Student Teaching, Passing Score on Praxis II Content Area Examination. 9 credits

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ExEd 313/513 Introduction to Exceptional Education / Characteristics & Etiology Students will study, in depth, the high incidence disabilities, their definitions, diagnosis and characteristics. Legal obligations of IDEA, Sect. 504 and ADA will be introduced. Low incidence disabilities will also be introduced. Emphasis will be given on determining disabilities, understanding the cognitive, social and emotional difficulties and planning appropriate interventions. Researching journal articles for current information will provide additional source material. Graduate Nature of the Course: Students taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to one of the disability categories of IDEA. 3 credits ExEd 323/523 Assessment and Practical Applications This course is a study in the selection, administration and interpretation of formal and informal test instruments. Areas addressed include cognitive, communicative, affective and adaptive behavior skills. Students will become familiar with assessment terms such as standard deviation, error of measurement, test reliability and validity. Intelligence tests, achievement tests, behavioral inventories and adaptive behavior inventories will be examined and administered and interpreted. Experience applying this data into written reports for MDT’s and IEP/IFSP’s will also be addressed. Graduate Nature of the Course: Students taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experienced) related to evaluation as part of eligibility determination or ongoing assessment measures to monitor progress and plan instruction. 3 credits ExEd 333/533 IEP/IFSP Program and Curriculum Development Students will be introduced to models and theories that are the basis for special education programs. This course addresses skills in collaboration, team teaching, and techniques of inclusion. The student will develop appropriate lesson plans based on PK-12 academic standards to design instructional programs which facilitate individual achievement towards IEP/IFSP goals and objectives. Program development will include ways to monitor not only student progress but the effectiveness of the program. The student will organize and maintain all portions of the IEP/IFSP process including progress reports, timely written notices, and conducting meetings. Students will utilize electronic file management systems to maintain IEP/IFSP records. Graduate Nature of the Course: Students taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experienced) related to individualized education programs or family service plans. 3 credits ExEd 303/603 Special Education Law This course will examine current laws pertaining to individuals who have disabilities. Students will gain an understanding of the legal components and requirements of the Individuals with Disabilities Education Act, the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the Family Education Rights and Privacy Act. Graduate Nature of the Course: Students taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to the impact of special education law on the provision of services to children with exceptional needs. 3 credits

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ExEd 433/633 Diagnostic Teaching This course is designed to address the needs of children who have high incidence disabilities. Students will use standard curriculum materials to devise appropriate adaptations to meet individual needs. Strategies developed and implemented will be geared toward the high incidence disabilities. Students will gain experience designing intervention programs that address motivational and curriculum concerns. Appropriate communication and collaboration skills for coordinating delivery and evaluation of direct/indirect instruction of reading, math and language arts will be an area of emphasis. Graduate Nature of the Course: Students taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to instructional strategies for increasing student achievement. 3 credits ExEd 443/643 Strategies for Low Incidence Disabilities This course is designed to address the needs of children who have low incidence disabilities. Areas of emphasis includes autism, TBI, orthopedic impairments and multi-handicapped. In addition to classroom-based instruction, students will participate in field-based experiences to develop the knowledge and skills necessary to implement programs appropriate for students with these types of disabilities. Students will be introduced to the resources available in adaptive technologies. Collaboration and coordination with specialized services, regular education, families and other agencies will be addressed. Service learning will be included as a part of this class. Graduate Nature of the Course: Students taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to instructional strategies for increasing student achievement. 3 credits ExEd 453/653 Classroom Management Classroom management is key to successful learning. Theories and anecdotal stories will be examined in determining successful classroom management techniques. Collecting, recording, graphing and analyzing data to make appropriate interventions will be a major component of the course. The use of technology to facilitate data collection will be considered. Opportunities to practice and apply these methods will be provided through classroom observations. Building classroom community, character education and Wolakolkiciyapi will be stressed. The goal is to provide the knowledge needed to build a safe and inclusive learning environment for students. Graduate Nature of the Course: Students taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to the critical role of classroom management in student learning and achievement. 3 credits ExEd 473/673 Transitions and Community Resources This course prepares students to assist students with disabilities to transition into post-secondary learning, the adult world of work and independent living. Collaboration with outside agencies and utilizing community resources to assist students in progressing toward their life-goals is a major component of the course. Students will gain the necessary knowledge to guide adolescents who have disabilities in gaining self-advocacy skills and actively participating in their own transition planning. Service learning will also be a component of this class. Graduate Nature of the Course: Students taking this course for graduate credit will complete all assignments required for undergraduate credit and complete a graduate level research project (15-page research paper or a 5-page reflective analysis of a field-based experience) related to successful transition from school to adult life and services. 3 credits

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ExEd 493/496/793/796 Special Education Practicum A practicum experience is required for students seeking a birth-preschool, K-8, 7-12 or K-12 endorsement in special education. A minimum of a three semester-hour special education practicum under the supervision of a certified special education teacher and university supervisor at each level of endorsement is required. Students will gradually assume responsibility for planning, instruction, evaluation, and classroom management during the experience at each level of certification sought. In addition, students will complete a professional portfolio demonstrating the knowledge and skills set forth by the Council for Exceptional Children’s performance-based standards covering: foundations, development and characteristics of learners, individual learning differences, instructional strategies, learning environments and social interactions, communication, instructional planning, assessment, professional and ethical practice, and collaboration. 3 – 6 credits Math 223 Mathematics for Elementary Teacher I This course utilizes an inquiry-based approach to gain understanding of mathematical concepts at the concrete, representational and abstract levels. Topics include problem solving, sets, algebraic thinking, the study of numeration systems, fundamental operations of arithmetic (properties and algorithms), and elementary number theory. The processes of problem solving (representation, reasoning, making connections, and communication of ideas) are emphasized throughout the course. Direct connections are made between course content and the Common Core for Mathematics. Prerequisite: Math 103 completed with a grade of “C” or better. 3 credits Math 233 Mathematics for Elementary Teacher II This course utilizes an inquiry-based approach to gain understanding of mathematical concepts at the concrete, representational and abstract levels. Topics include the extended number system (integers and rational numbers), proportional reasoning, and probability and statistics. Problem solving, representation, reasoning, making connections, and communication of ideas are emphasized throughout the course. Direct connections are made between course content and the Common Core Standards for Mathematics. Completion of Math 223 is recommended prior to taking this course. Prerequisite: Math 103 completed with a grade of “C” or better. 3 credits Math 243 Mathematics for Elementary Teacher III This course utilizes an inquiry-based approach to gain understanding of mathematical concepts at the concrete, representational and abstract levels. Topics include properties of geometric shapes, transformational geometry, coordinate geometry, and geometry as measurement. Problem solving, representation, reasoning, making connections, and communication of ideas are emphasized throughout the course. Direct connections are made between course content and the Common Core Standards for Mathematics. Completion of Math 233 is recommended prior to taking this course. Prerequisite: Math 103 completed with a grade of “C” or better. 3 credits SCED403 Methods for Teaching Secondary Mathematics Topics from secondary mathematics presented from advanced standpoint and designed to meet the needs of teachers. Topics will include mathemtical terminology, elements of number theory, problem solving, probability, applications of mathematics. This course will provide students with experience in use of various types of math manipulatives, computer programs and other math instructional materials. Students will learn the elements of effective secondary instruction, different models of classroom management, learning styles and cooperative learning. Lessons will be designed and based around the South Dakota Content Standards. Students with special needs, inclusion strategies and parental/community involvement strategies will be reviewed. The student will plan lessons utilizing this information and present lessons to the class. 3 Credits

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SCED413 Methods of Teaching Secondary Science Students will review contemporary science materials, resources, educational technology and computer software. Process science, planning, safety and computer implementation are emphasized. Students will create and present formal and informal lessons. Lessons will be designed and based around the South Dakota State Content Standards. Special attention will focus on assessment of science, use of Lakota culture in lesson plans, individualizing instruction and promoting character education - Wolakota. Other topics include cooperative learning, lesson plan design and interdisciplinary teaching. 3 Credits ScEd 443 Reading in the Content Area Students must be able to read a variety of informational texts and produce written documents. This course will introduce the tools necessary to integrate literacy strategies into content learning to help raise student achievement in content area classes such as social studies, science and mathematics. Emphasis areas include cultural and linguistic diversity, student motivation, formal and informal literacy assessment to guide instruction, effective instructional methods and learning strategies, and informational technologies to foster literacy. Course participants will develop lesson plans that model literacy integration across the curriculum that align to the Common Core Standards for Literacy in History/Social Studies, Science and Technical Subjects. Specific attention will be given to meeting the needs of Native American middle school and high school students. Pre-requisites: Ed 313, ExEd 313, Ed 323 3 credits Sci 204 Integrated Science for Elementary Teacher I This course is designed to acquaint the pre-service elementary teacher with the scientific method and basic processes and concepts of science through the use of published articles in addition to the text. The latest scientific discoveries and current thinking in science education will be discussed. A writing component will consist of reacting to the assigned articles. A completed science fair project is required. Pre-requisites: Math 103, Bio 113 4 credits Sci 214 Integrated Science for the Elementary Teacher II This course is a continuation of Sci 204 and will further stress the scientific method and basic processes of science through the study of specific concepts of physical and biological sciences. A writing component will consist of reacting to recent scientific and science education articles followed by class discussion. The display of a science fair project is required. Pre-requisites: Math 103, Bio 113 4 credits

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HUMANITIES AND SOCIAL SCIENCE DEPARTMENT

Kim Bettelyoun-He Crow, M.A., Chair Susanne Auer, M.A., Faculty

Margaret Bad Warrior, M.P.H., J.D., Faculty Kiri Punipuao Close, Ph.D., Faculty

Gerald Cournoyer, M.A., M.F.A., Faculty Kirk E. Costion, Ph.D., Faculty

Anthony Fresquez, M.A., Faculty Judith Graham, M.S., Faculty Lenora Hudson, M.A., Faculty

Lilias Jones Jarding, Ph.D., Faculty Steven King, M.A., CRCC Faculty

Jean Reeves, M.S., Faculty Paula Rooks, M.A., Faculty

Sheila Rocha, M.F.A., M.A., Faculty Anna West, M.A., Faculty

Vacant English Faculty Vacant Art Faculty

Vacant CRCC Faculty Department Philosophy The Humanities and Social Science (HSS) Department offers a liberal arts education with courses in art, communications, English, literature, history, and the social and behavioral science. The breadth of offerings reflects the commitment of the faculty to challenge students to develop an interdisciplinary comprehension of a complex, diverse, and rapidly changing world. HSS degrees offer comprehensive educational opportunities encouraging students to develop an informed view of the world and the ability to critically analyze their view while actively participating responsibly in the world. An Oglala perspective is facilitated in all curricula and programs. Department Goals The Humanities and Social Science Department, as expressed in art, communications, English, literature, history, social and behavioral sciences and knowledge of people, groups and institutions, has adopted the following goals:

Provide and monitor quality post-secondary academic teaching and learning emphasizing an Oglala cultural perspective as it relates to global diversity.

Offer students learning opportunities to acquire knowledge and skills for personal and professional development.

Prepare graduates for life and career success and for leadership roles in their families, tribe, and the global community.

Department Student Learning Objectives Humanities and Social Science graduates will be able to

identify, define, and solve problems. (Critical Thinking) locate and evaluate information using current technology. (Research and Writing) communicate with accuracy and clarity. (Speaking, Writing and Art) read, comprehend, retain, and apply information responsibly. (Reading and Writing) h

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demonstrate skills for leadership and participation in Oglala culture and philosophy within the larger context of a diverse tribal and global society. (Wolakolkiciyapi)

AA in Art With an Associate degree in Fine Arts, students will have a solid foundation to pursue a Bachelor Degree in a Fine Arts program. Students who attain an Associate degree in Art will be challenged in class to develop new art vocabulary and techniques. Art Degree Outcomes All Art graduates will be able to:

enhance art techniques offered that include drawing objectives, perspective, and composition. be able to analyze, comprehend, and assess criteria learned and articulate a clear presentation of

the material taught. define a global art experience by developing individual, theoretical interpretation of art, art

history and the philosophy of other cultures. BA in English and Communication Studies Students pursuing a BA in English and Communication Studies will experience the richness of literature and language, develop their abilities for analytical and creative thinking, and build their written and oral communication skills. The scope of study the degree affords will help students broaden and deepen their knowledge of world cultures, religions, histories, and economies. These exposures will help them interpret their own histories and cultures. English and Communication Studies Degree Outcomes All English and Communication Studies graduates will be able to:

think critically and practice information retrieval skills regardless of their area of specialization. organize information and express thoughts using various writing strategies as measured by the

departmental writing rubric. distinguish various literary devices and genres by identifying items on the departmental literary

rubric. demonstrate their mastery of the various communication complexities by following standardized

rules, guidelines, and credible evaluation instruments/criteria. BA in Social Science Students pursuing a BA in Social Science will be challenged to develop ways of seeing and thinking about the world that go beyond everyday applications. They will be exposed to a wide range of theories about how the world works and about how it has come to be as it is today. They will experience the diversity of world cultures, economies, and histories from the viewpoint of the social sciences, including anthropology, geography, history, political science, psychology and sociology, . They will experience the power of education to transform individuals – including themselves - and the world. Social Science Degree Outcomes Students who complete the BA in Social Science will be able to

demonstrate leadership qualities in their communities. use social science perspectives to interpret, analyze, and evaluate societal and individual issues. design and complete small social science research projects. express interpretations of their own biases and of the diversity of human experience. formulate a chart of organizational processes and interactions and their influence in the

community.

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HUMANITIES AND SOCIAL SCIENCES DEPARTMENT B.A. IN ENGLISH AND COMMUNICATION STUDIES

I. Core (27 credits) Where Taken Date Grade Engl 103 Freshman English I 3__________________________ Engl 113 Freshman English II 3__________________________ SpCm 103 Speech Communication 3__________________________ Math 103 Elementary Algebra 3__________________________ Math Class (Stats, Math 123 or Math 134) 3__________________________ MIS 113 Applied Information Processing 3__________________________ Lit 203 Introduction to Literature 3__________________________ Humanities Elective 3__________________________ Science Elective 3__________________________ Social Science Elective 3__________________________ II. Lakota Studies Core (15 credits) Lak 103 Lakota Language I 3__________________________ Lak 233 Lakota Language II 3__________________________ LSoc 103, LHist 203, or LHist 213 3__________________________ Lakota Elective 3__________________________ Lakota Elective 3__________________________ III. Professional Requirements (48 credits) Hum 203 Intro to Phil and Critical Thinking 3__________________________ Engl 283 Advanced Composition I 3__________________________ Engl 233 The Joy of Writing 3__________________________ Lit 243 Minority Literature 3__________________________ Lit 223 American Literature to 1865 3__________________________ SpCm 223 Multicultural Communication 3__________________________ SpCm 233 Elements of Human Comm. Skills 3__________________________ English and Communication Electives: Choose 27 upper division credits from the following English, Literature, or Speech Communication courses offered by the Humanities and Social Sciences Department: Engl 303, 323, 333, 343, 413, 423, 453, 483, 493, and 490, SpCm 333, 413, 433, and 490, Lit 323, 333, 343, 403, 423, 433, 490 _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ ______________________________________ 3__________________________ ______________________________________ 3__________________________ V. Free Electives (30 credits) – Students are encouraged to pursue personal interests and take courses in that area. _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ Total: 120 credit hours including a minimum of 36 at 300 level or above

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HUMANITIES AND SOCIAL SCIENCE DEPARTMENT B.A. IN SOCIAL SCIENCE

I. Core (27 credits) Where Taken Date Grade Engl 103 Freshman English I 3__________________________ Engl 113 Freshman English II 3__________________________ SpCm 103 Speech Communications 3__________________________ Math 103 Elementary Algebra (or higher) 3__________________________ SoSc 313 Statistics for Social Science 3__________________________ MIS 113 Applied Information Processing 3__________________________ SoSc 103 Introduction to Social Science 3__________________________ Lit 203 Introduction to Literature 3__________________________ Hum Elec Art or Hum prefix 3__________________________ Science Elective 3__________________________ II. Lakota Studies Core (15 credits) Lak 103 Lakota Language I 3__________________________ Lak 233 Lakota Language II 3__________________________ LSoc 103, LHist 203 or LHist 213 3__________________________ Lakota Studies Elective 3__________________________ Lakota Studies Elective 3__________________________ III. Social Science Major – (C grade minimum in each course) A. Social Science Core – 21 credits Geog 213 World Regional Geography 3__________________________ History (American or World History) 3__________________________ Pols 203 American Government 3__________________________ Psy 103 General Psychology 3__________________________ SoSc 333 Social Science Theory 3__________________________ SoSc 433 Social Science Research OR SoSc 413 Internship 3__________________________ B. 27 upper division credits in Social Science (courses with ANTH, Geog, Hisa, Pols, Psy, or SoSc prefix) ANTH 413, 433, Geog 490, HISA 323, 490, Pols 323, 343, 423, 490, Psy 490, SoSc 353, 383, 463, 490 _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ IV. Electives (30 credits) _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ _____________________________________ 3__________________________ TOTAL: 120 credit hours including minimum of 36 at 300 level or above

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HUMANITIES AND SOCIAL SCIENCES DEPARTMENT AA IN FINE ART

I. Core Requirements (21 Hours) Where Taken Date Grade Engl 103 Freshman English I 3 _________________________ Engl 113 Freshman English II 3 _________________________ SpCm 103 Speech Communications 3 _________________________ Math 103 Elementary Algebra 3 _________________________ Humanities (any Hum 200 level course or higher) 3 _________________________ SoSci 103 Introduction to Social Science 3 _________________________ Science Elective 3 _________________________ II. Lakota Studies (9 Hours) Lak 103 Lakota Language I 3 _________________________ LSoc 103 Lakota Culture 3 _________________________ LArt 103 Traditional Lakota Arts I OR LArt 213 Plains Indian Design Composition 3 _________________________ III. Art Requirements (Complete 27 hours – choose NINE courses in this section) Art 103 Drawing I 3 _________________________ Art 203 Drawing II 3 _________________________ Art 113 The Business of Art 3 _________________________ Art 123 Two-Dimensional Design 3 _________________________ Art 213 Figure Drawing 3 _________________________ Art 223 Painting I 3 _________________________ Art 233 Three-Dimensional Design 3 _________________________ Art 303 Art History I 3 _________________________ Art 313 Art History II 3 _________________________ Art 323 Graduate Studio Project 3 _________________________ IV. Art Electives as Emphasis (Complete 9 Hours –THREE classes in emphasis area) Art 133 Introduction to Watercolor 3 _______________________ Art 143 Introduction to Oil Painting 3 _______________________ Art 173 Introduction to Ceramics 3 _________________________ Art 153 School Arts and Crafts 3 _________________________ Art 243 Painting II 3 _________________________ Art 273 Introduction to Sculpture 3 _________________________ Art 253 Graphic Arts Digital 3 _________________________ Art 263 Digital Photography 3 _________________________ Art 283 Introduction to Printmaking 3 _________________________ Total: 66 Credits

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ANTH 213/413 Tribal Societies in Today's World Prerequisites: Engl 113; 400-level: SoSc 103. This course introduces students to different indigenous/tribal peoples throughout the world. It provides insight into their cultural backgrounds, social and political struggles, and the strategies they have applied to improve their situation. Recent developments at the level of international law are also discussed. This course can be taken at the 200- or 400-level. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected. 3 credits ANTH 233/433 Introduction to Archaeology Prerequisites: Engl 103; 400-level: SoSc 103. This course is an introduction and overview of the field of archaeology and how ancient societies may be studied using their material remains. Topics covered include domestication, social inequalities, states and empires, ancient writing, and ethics. By the end of this course, students will be able to identify and evaluate different types of archaeological data. 3 credits Art 103 Drawing I Prerequisites: None This is a course designed for beginning students in Art. Class content includes basic principles of drawing objects, perspective, and composition. 3 credits Art 123 Two-Dimensional Design Prerequisites: Art 103, Art 203 This is a problem solving course which addresses the tangible principles and elements of design. Focus is put on tools, materials, and processes for students to explore basic elements such as point, line, plane, volume, space, and pattern. Design applications in all the visual disciplines are studied. 3 credits Art 133 Introduction to Watercolor Prerequisites: Art 103 This course introduces the techniques of watercolor painting. 3 credits Art 153 School Arts and Crafts Prerequisites: Art 103 This course is designed to give future teachers practical arts and crafts experience and to develop an understanding of art education in relation to the growth and development of children. The course will also provide practice in two- and three-dimensional arts utilizing paints, crayons, ink, color markers, etc., along with practice in classroom crafts (mobiles, papier-mâché, etc.). 3 credits Art 173 Introduction to Ceramics Prerequisites: Art 103 This course is a study of the forms, methods, materials, and the characteristics of ceramics. Basic hand building techniques are explored in addition to contemporary concepts. 3 credits

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Art 203 Drawing II Prerequisites: Art 103 This course is designed for the art student who will advance in drawing with an emphasis on studio production relevant to both basic elements and mastery of drawing principles. 3 credits Art 213 Figure Drawing Prerequisites: Art 103, Art 203 This art course guides the student through a detailed examination and analysis of the human skeleton including the interrelationship and relative proportion of each bone. Students explore the nature and function of each set of muscles and learn how the skeleton and musculature is made apparent on the surface of the body. 3 credits Art 223 Painting I Prerequisites: Art 103 This course is designed for students who wish to explore introductory element techniques of acrylic painting. 3 credits Art 233 Three-Dimensional Design Prerequisites: Art 103, Art 123 This is a problem solving course which addresses the tangible principles and elements of three-dimensional design. Using a variety of materials and processes, students explore basic elements such as volume, mass, weight, light, gravity, and basic structure. 3 credits Art 243 Painting II Prerequisites: Art 103, Art 223 This course is designed for the art student who will advance in acrylic painting with an emphasis on studio production relevant to both basic elements and mastery of principles. 3 credits Art 253 Graphic Arts Digital Prerequisites: Art 103, Art 233 This course is designed for the art student to learn basic technological graphic design software applications such as Adobe PhotoShop, Mac iMovie, iPod Applications, Adobe Illustrator amongst others. 3 credits Art 263 Digital Photography Prerequisites: Art 103 This course is designed for students who would like to learn basic techniques with the digital camera and many of its built in devices. 3 credits Art 273 Introduction to Sculpture Prerequisites: Art 103 Art, 203, Art 213 This course is an introduction to sculptural tools, materials, and processes. Students will experience both the additive and the subtractive processes using materials such as wood, clay, and plaster. 3 credits

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Art 283 Introduction to Printmaking Prerequisites: Art 103, Art 203 This course is designed as a basic introduction to printmaking with linoleum, wood, copper, screen printing, and other such materials. 3 credits Art 303 Art History I: Global Prehistory to European Pre-Renaissance Prerequisites: Art 103 This art course surveys the aesthetic historical expression throughout the following global cultures and artistic paradigms: Prehistoric, African, Mesopotamia, Egyptian, Greek, Roman, Jewish, Islam, Hindu, Byzantine and Christianity, Pacific Islands, Native American, Mesoamerican/Pre-Colombian, European Medieval, European Renaissance, Japan, Korea, China, Buddhist. The class is designed to chronologically cover global Prehistory up to Pre-Renaissance eras. 3 credits Art 313 Art History II: European Renaissance to Contemporary Internationalism Prerequisites: Art 103 This art course surveys the aesthetic historical expression throughout the following global cultures and artistic paradigms: European Renaissance, African, Islam, Hindu, Christianity, Pacific Islands, Native American, Post-Colombian, Japan, Korea, China, Buddhist, Global Abstract, Native American Modernism, Indigenous Self-Determination era, etc. The class is designed to chronologically cover global art sensibilities beginning with the European Renaissance up to the present Contemporary Internationalism. 3 credits Art 323 Graduate Studio Project Prerequisites: Art 103 This course is for graduating Associate of Art students. Students are required to produce specified studio works for exit exhibition and permanent gallery upon completion of program study for the AA. 3 credits Art 290/490 Special Topics in Art This course emphasizes selected topics in Art. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected. Engl 103 Freshman English I Prerequisite: R&W 093 or placement through testing. This course helps students develop writing skills for use in personal, on the job, and college related writing situations. The course uses Native American writings that emphasize cultural themes as models in many of the assignments. Grammar review and essay writing are emphasized. Students taking this course will learn how to develop a thesis that will then be developed into a proper sequential five paragraph essay. They will learn how to utilize proper grammar to create narrative, cause and effect, descriptive, expository, and many other types of essays. 3 credits Engl 113 Freshman English II Prerequisite: Engl 103 with “C” or better. This course teaches students how to prepare an acceptable research paper. Students are first taught how to focus their topic, brainstorm ideas, draft a thesis statement, and research their topic. Students are then instructed how to use the computer, books, magazine articles, and other sources to support their topic. They also learn how to introduce, paraphrase, and blend their cited material into their paper. The last aspects covered are MLA and APA documentation. 3 credits

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Engl 143 Writing in the Professions I Prerequisite: Engl 103 This course provides students with skills needed to complete many technical writing tasks in their daily and professional lives. Students will learn to utilize correct grammar to create products such as letters, memos, resumes, CV's, brochures, pamphlets, instructions, manuals, reports, and proposals. 3 credits Engl 233 The Joy of Writing Prerequisite: Engl 113. This course is designed for students who want to develop their own personal writing style. It focuses on improvement of sentence and paragraph structure, and allows students to critique their own work in order to increase the accuracy, variety, and sophistication of sentences and paragraphs. Four areas of instruction are covered: vocabulary, figurative language, grammar, and the comprehensive study of how to prepare a paper so that it is understood and valued by all who read it. Students will learn how to choose words that are well defined, as well as learn how to capture the imagination of the readers. They will also learn how to use language that is descriptive and that will keep readers interested. Additionally, those who enroll will learn how to write balanced, clear, coherent, and concise sentences. 3 credits Engl 283 Advanced Composition I Prerequisite: Engl 113. This course helps students learn to write persuasive and argumentative papers. It will also help students further develop researching, interviewing and reporting skills. 3 credits Engl 303 Grammar and Linguistics Prerequisite: Engl 113. This course is a study of language usage and English grammar. Topics include a study of current approaches to English grammar and language use. Relationships between English and Lakota language structures will be discussed. 3 credits Engl 323 Creative Writing Prerequisite: Engl 113. This course is designed to help students interested in the techniques of writing fiction, drama, music lyrics, nonfiction articles, and poetry. Students taking this course will be encouraged to compose multiple drafts and may submit completed manuscripts for publication. This course will include assistance in critiquing, developing and structuring ideas, and creating original compositions. 3 credits Engl 333 The Power of Story Prerequisites: Engl 113 This course is for those who want to learn the basics of writing a vivid and engaging story. It covers the craft of writing. Topics include character development, plot, setting, point of view, dialogue and self-editing. Students will have the opportunity to work in a variety of genres. 3 credits

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Engl 343 Writing in the Professions II Prerequisite: Engl 113 This course focuses on developing strength in technical writing through extensive practice in composing technical reports, manuals, proposals, and other documents. This course will guide students in achieving voice, tone, style, and content in formatting, editing, and graphics. 3 credits Engl 413 News Writing Prerequisites: Engl 113. This course is designed to provide students with the basic skills and knowledge they need in order to engage effectively in news gathering and news writing. Students will learn style rules and application, reporting methods, and journalistic ethics. 3 credits Engl 423 Advanced Creative Writing Prerequisite: Engl 323. This course provides students the opportunity to develop their interests and talents by engaging them intensely in a particular genre of creative writing. Genres include the short story, the novel, and playwriting. 3 credits Engl 453 Writing Family and Community History Prerequisite: Engl 113. This course provides students the opportunity to develop research and writing skills by writing family and community histories. Students are expected to use primary and secondary sources from the library, archives, and community. 3 credits Engl 473 Scholarly Project Prerequisites: Engl 113, Senior Standing English and Communication Studies majors engaged in a scholarly project have opportunities to explore various areas of interest. Students who are interested in doing a scholarly project are requested to contact full-time faculty in the Humanities and Social Science Department. Instructor and student will collaborate in organizing a scholarly project in the field-of-interest of the latter. 3 credits Engl 483 Advanced Composition II Prerequisite: Engl 223. This course guides students toward more sophisticated and broad research strategies with stylistic choices that are more varied and creative. By incorporating critical reading skills, this course instructs students to use reading to negotiate the ideas of others, form their own opinions, and enlarge each student’s repertoires of rhetorical strategies. This course will prepare students to communicate effectively, ethically, responsibly, professionally, and will provide students with skills, strategies, and conceptual knowledge to help them address a variety of communication tasks. 3 credits Engl 290/490 Special Topics in English This course emphasizes the study of selected topics in English composition and creative writing. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected.

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Geog 213 World Regional Geography Prerequisite: Engl 113 with a “C” or better. This regional geography class focuses on globalization or the increasing interconnectedness of the nations of the world. In addition to exploring the basic physical, political, and cultural geography of all of the world’s regions, this course investigates important global issues such as the exploitation of natural resources, global warming, population growth, the economic exploitation of third world nations, and the effect globalization and modernization are having upon local traditional cultures. 3 credits Geog 290/490 Special Topics in Geography Prerequisite: Engl 113. This course examines selected topics in geography. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected. HISA 203 American History I – to 1865 Prerequisite: Engl 113. This course focuses on United States history up until the Civil War, while placing that nation within its international context. It begins with a look at some American Indian groups immediately before European contact and ends with the bloodiest war in U.S. history. This course examines not only traditional history—politics, diplomacy, and wars—but also social, cultural, economic, and demographic patterns, trends, and the everyday life of ordinary people. 3 credits HISA 213 American History II – from 1865 Prerequisite: Engl 113. This course focuses on United States history after the Civil War, while placing that nation within its international context. It begins with a look at how the people of the United States began to recover from the bloodiest war in U.S. history and ends with an examination of the United States’ place within the modern post-Cold War world. This course examines not only traditional history—politics, diplomacy, and wars—but also social, cultural, economic, and demographic patterns, trends, and the everyday life of ordinary people. 3 credits HISA 233 Themes in World History I – to 1500 Prerequisite: Engl 113 with a “C” or better. This course explores many of the most important developments in early human history, such as the emergence of social inequalities, the domestication of plants and animals, and the growth of early urban settlements. In addition, using a comparative perspective, this course explores the origins and development of many of the most famous American, European, Asian, and African societies before AD 1500. 3 credits HISA 243 Themes in World History II – from 1500 Prerequisite: Engl 113 with a “C” or better. This course explores the most important historical events that have taken place throughout the world since AD 1500 with a particular focus on the processes of colonization and imperialism. In an attempt to move away from the traditional Eurocentric view of modern world history, this course also incorporates many case studies told from the perspective of Asians, Africans, and Native Americas (from both North and South America). By examining modern world history using such a dual perspective, this course demonstrates how interactions between the colonizers and the colonized have shaped the modern world. 3 credits

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HISA 323 American Indian History Prerequisite: Engl 113 with “C” or better. This course offers an in-depth study of American Indian history from the pre-Columbian era until today, with a focus on indigenous nations within what is now the United States. This complex and fascinating history is approached using a variety of media and sources. The course covers social, cultural, and demographic trends, as well as political and diplomatic relationships. 3 credits HISA 290/490 Special Topics in History Prerequisite: Engl 113. This course examines selected topics in history. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected. Hum 143 Art Appreciation Prerequisite: None This course encourages students to be active participants in several different forms of art. Students will explore and learn the basic language of art and drawing. Various assignments and problems will be presented that will introduce a variety of techniques and mediums. In addition, the course will expose the student to the necessary critical tools for analyzing art and heightens awareness of the historical context behind the ideas about western and non-western aesthetics. 3 credits Hum 203 Introduction to Philosophy and Critical Thinking Prerequisite: Engl 113 This course aims to provide an introduction to philosophical thinking in general rather than a full survey of philosophical disciplines, their methods, doctrines, and leading ideas. The course will provide a preliminary orientation about the notion of philosophical argument, its various forms and the ways arguments can be analyzed. 3 credits Hum 213 Music and Culture Prerequisite: Engl 113 This course focuses on various musical styles and related cultural phenomena in relation to both western and non-western worlds. Emphasis upon composers, musical trends, literature, elements of melody, rhythm, form, and expression is made. 3 credits Hum 290/490 Special Topics in the Humanities This course examines selected topics in the humanities. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected. Lit 203 Introduction to Literature Prerequisite: Engl 113. The goal of this course is to introduce students to a variety of literary styles or genres and to increase reading and analytical skills necessary in the study of literature. A variety of literary genres will be studied including poetry, drama, short fiction, and the novel. It is expected that the classic literary devices of plot, character, setting, theme, etc. are taught in this course. 3 credits

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Lit 223 American Literature to 1865 Prerequisites: Lit 203. This survey explores the various efforts to establish a national literary tradition in the United States since the colonial American era up to 1865. Indigenous, immigrant, slave, as well as settler perspectives are reviewed and discussed. Various selected works of fiction, novels, plays, poetry, prose and short stories will be examined. The goal of this course is to introduce students to a variety of literary styles or genres and to increase reading analytical skills necessary in the study of American Literature. 3 credits Lit 233 American Literature since 1865 Prerequisite: Lit 203 As a chronological continuum of Lit 223, this survey course explores the various efforts to continue a national literary tradition in the United States from the Civil War era through the twenty-first century. American Indigenous, immigrant, settler, and slave perspectives are also included in this review. Selected works of fiction, novels, plays, prose, and short stories will be examined. 3 credits Lit 243 Minority Literature Prerequisite: Lit 203 This class introduces the student to works of fiction, biographies, commentaries, films, videos, field trips, etc., by and about minority writers. Teaching perspectives of minority writers through historical, social, and cultural contexts will permit a better understanding of the oral and written traditions of minority peoples. The course acquaints students with contemporary minority authors. 3 credits Lit 323 World Literature to 1800 Prerequisite: Lit 203. This survey includes an overview of literature from the inception of the written word to 1800. Students develop a sympathetic understanding of other cultural backgrounds from the survey’s global spectrum. This comparative representation begins with selections from ancient Eastern and Western societies and continues through the end of the nineteenth century. 3 credits Lit 333 World Literature since 1800 Prerequisite: Lit 203. This survey includes an overview of literature from 1800 through the close of the twentieth century. Students develop a sympathetic understanding of other cultural backgrounds from the survey’s global spectrum. This comparative representation begins with selections from nineteenth century Eastern and Western societies and continues through the end of the twentieth century with excerpts of modern literature from the Americas, Asia, Europe, and the Global South. 3 credits Lit 343 Literature of Nature and the Environment Prerequisite: Lit 203 The goal of this survey course is to introduce students to a variety of literary selections representative of each genre (drama, fiction, nonfiction, poetry) reflecting a varied spectrum of views associated with naturalism and environmentalism. The course readings provide students with a broad sampling of literature from the past four centuries. 3 credits

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Lit 403 British Literature I Prerequisites: Lit 203 This survey explores various selected works of early British fiction, novels, plays, poetry, prose and short stories from Beowulf through the 18th century. The goal of this course is to introduce students to a variety of British literary authors and to increase reading analytical skills necessary in the study of British literature. 3 credits Lit 423 Detective Fiction Prerequisite: Lit 203. Detective Fiction provides learners with opportunities to begin their exploration into the creatively deductive world of mystery. As the semester progresses, it will acquaint them with the essential elements of fiction and more specifically, the literary devices unique to the “subgenre” of the “whodunit.” Fourth year learners will reflect their advanced level experience by initiating and maintaining an in-depth leadership function within the class while asserting their opinions and supporting their positions with tertiary critical analyses. 3 credits Lit 290/490 Special Topics in Literature Prerequisite: Engl 103. This course examines selected topics in literature. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected. Pols 203 American Government Prerequisite: Engl 113 with ”C” or better. This course is a survey of the history, structure, and functioning of the United States federal government and its agencies. Attention is focused on formal and informal influences, and on decision making at the national level. Students will be asked to assess the subject matter in relation to their own lives and communities. 3 credits Pols 323 International Politics Prerequisite: Pols 203; Geog 213 and/or HISA 243 recommended. This course focuses on international political systems and world politics. Topics include national ideologies, forms of political organization, international law, imperialism, and contemporary world politics. 3 credits Pols 343 Government Administration Prerequisite: Engl 113 with “C” or better. This course uses contemporary public administration literature, public management cases, and simulations to introduce students to the theory and practice of administration of government programs. Students work in teams to resolve issues and problems common to the public service environment. 3 credits Pols 423 Environmental Policy and Politics Prerequisite: Engl 113 with “C” or better. This course examines how environmental policies are formed and implemented – or not implemented. Students study the basic United States environmental policies and look at how these policies impact land and resources on reservations, nationally, and globally. The emphasis is on providing students who will work in natural resource areas the practical policy information they need to be successful professionals, particularly in government agencies. Lakota land and resources issues receive special consideration. 3 credits

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Pols 290/490 Special Topics in Political Science Prerequisite: Engl 113. This course examines selected topics in political science. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected. Psy 103 General Psychology Prerequisite: Engl 103. This course introduces students to psychology, the study of human thought and behavior. While psychology is most often associated with clinical issues (e.g. mental disorders and therapies), this makes up only a small portion of the field. Other topics discussed include motivation and emotion, learning and memory, perception, and how we are influenced by others. 3 credits Psy 313 Developmental Psychology Prerequisites: Engl 113, Psy 103. This course surveys the processes of change throughout the individual human life-span, from conception to death. Physical, cognitive, social, and emotional development through the course of life will be examined using insight from western psychology as well as views from around the world. 3 credits Psy 290/490 Special Topics in Psychology Prerequisite: Engl 113. This course examines selected topics in psychology. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected. SoSc 103 Introduction to Social Science Prerequisite: Engl 103 with “C” or better. This course introduces students to the social science disciplines, including anthropology, sociology, history, psychology, geography, economics, and political science. The curriculum covers the major methods and theories that are used in attempting to explain the world that human beings have created. Subject matter includes family, race, gender, globalization, poverty, and culture. Students are asked to assess the subject matter in relation to their own life and community. 3 credits SoSc 233/433 Social Science Research Prerequisites: Engl 113, SoSc 103 or Econ 203. This course introduces students to social science research methods. Students learn the basics of data gathering, documentation, ethnographic fieldwork, research design, and qualitative/ quantitative methods. Course can be taken at 200- or 400-level; social science majors are required to either take this class at the 400-level or SoSc 413 Internship. 3 credits SoSc 313 Statistics for Social Science Prerequisite: Math 103. This course covers basic statistical principles and techniques specifically utilized in the Social Sciences. Topics include comparing numerical batches, chi-squared analyses, regression analyses, and sampling procedures. By the end, students will be able to identify the types of quantitative datasets and analyses needed to answer different research questions, design simple research projects, and communicate their results to professional audiences. 3 credits

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SoSc 333 Social Science Theory Prerequisite: SoSc 103. This course is an introduction to social theory - ideas and sets of ideas about “how the world works.” It provides an overview of social theory from its infancy in the early works of Karl Marx, Emile Durkheim, and Max Weber to its more recent expression in the diverse contributions of thinkers like Michel Foucault, Cornell West, and Edward Said. All of those thinkers, and those who have come after them, addressed themes that have become central to the social sciences: power, conflict, war, social class, social change, agency, structure, inequality, racism, gender relations, culture, religion, and many others. 3 credits SoSc 353 Race and Ethnicity Prerequisite: SoSc 103. Students in this course critically analyze issues of race and ethnicity, a major historical and modern factor in human interaction. Using a culturally relativistic perspective, students investigate theory and research related to the interaction of ethnic and racial groups. Topics to be covered include power relations and stratification, sources of prejudice and discrimination. 3 credits SoSc 383 Social Policy Prerequisites: Engl 113, SoSc 103. This course focuses on the creation of social policy and on the research and analysis that support social policy. Students develop practical skills for influencing and creating legislation at the tribal, state, and federal levels as they study a variety of policies, including those that impact poverty, income inequality, race relations, health care, employment, and the environment. There is an emphasis on the consideration of social policies as they impact American Indians. 3 credits SoSc 413 Internship Prerequisites: SoSc 103, SoSc 333, AND instructor permission. Internships grant students first-hand experience in what it means to be a social scientist. Students who are interested in doing an internship are requested to contact full-time social science faculty. Instructor and student collaborate in organizing an internship in the field-of-interest of the latter. Some possibilities are: evaluating intervention programs, conducting surveys, working on campaigns, or conducting archaeological fieldwork. 3 credits SoSc 463 Development and Nation Building Prerequisites: Engl 113, SoSc 103. This course examines post-colonial societies and governments in a globalizing world, with a focus on the historic, economic, and social forces that are involved when societies make the transition to locally-led economic development and nation building activities. The challenges associated with creating social, economic, and political opportunities are explored. While the focus is on nation building by indigenous societies of the Americas, cases are also included from Africa and Asia. 3 credits SoSc 290/490 Special Topics in the Social Sciences Prerequisite: Engl 113. This course examines selected topics in social science. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected.

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SpCm 103 Speech Communication Prerequisite: SpCm 103 A course designed to provide students with speaking skills which will help them to express themselves more effectively not only in their classes, but in community and district meetings, as members of community groups and boards, in any other public speaking situation that may occur, and in their personal lives as well. This course helps students develop confidence in themselves and improves their listening skills. Students learn to analyze a situation, organize their thoughts, and learn how to make a positive impression on their audience. 3 credits SpCm 223 Multicultural Communication Prerequisite: SpCm 103 This is a course in which students explore cultural self-awareness, other culture awareness, and the dynamics that arise in interactions between the two. Students learn how to understand how communication processes differ among cultures; how to identify challenges that arise from these differences in intercultural interactions and learn ways to creatively address them. The student also learns how to acquire knowledge and develop skills that increase intercultural competence. 3 credits SpCm 233 Human Communication Skills Prerequisite: SpCm 103 This course offers an opportunity to learn and apply, in daily life, practical principles of human communication skills. Emphasis is placed on the skills of tactfulness in negotiation, diplomacy in dealing with others, poise, courtesy and politeness, sensitivity and perception, as well as psychological, social, cultural, and linguistic factors, which affect person-to-person interaction. This course is designed to help students improve their communication in personal and professional contexts both from the Lakota and the non-native perspective. 3 credits SpCm 333 Interpersonal Communication Prerequisite: SpCm 103 Interpersonal Communication is designed to increase your understanding and implementation of effective interpersonal communication behaviors and skills. Basic verbal and nonverbal concepts affecting the communication process between individuals in various interpersonal contexts will be examined. This course requires you to participate in written and oral activities designed to develop and improve interpersonal skills and the quality of your life. 3 credits SpCm 413 Nonverbal Communication Prerequisite: SpCm 103 This course is designed to increase the understanding of the sub-codes of nonverbal communication and how they function with the verbal aspects of communication to create what is commonly thought of as a "messages.” It focuses on these sub-codes in four contexts; culture, social, home, gender, and job. It includes the study of nonverbal communication from both a psychological perspective and sociological perspective. 3 credits SpCm 433 Advanced Human Communication Skills Prerequisite SpCm 103 Students will learn how to create group presentations and how to prepare for questions that they may encounter. The productivity of organizations depends on effective oral communication between people. This course takes a developmental approach by combining theory, research and applications for improving interpersonal and public effectiveness in organizations. 3 credits

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SpCm 313 Theatre and Drama : Prerequisite: SpCm 103 Students enrolled in this course will experience several of the fundamentals of theatrical stage performance that includes acting, speech and voice articulation, speech volume, critical readings of skits, some directing, forms of line memorization, and stage marking. The class also allows opportunities for students to learn historical, social, creative, and emotional contexts of several plays; to rehearse these works; and finally to perform excerpts or short plays in front of each other in class. The course also requires students to perform a semester's end play for open community audiences to attend. 3 credits

SpCm 290/490 Selected Topics in Speech Prerequisite: SpCm 103 This course examines selected topics in speech communications. Topics will change each semester and may be repeated for credit. Credit may vary from one (1) to three (3) credits. When taken at the 200-level, it is expected that the student will do enhanced sophomore level work. A 400-level implies a mastery senior level course with extensive work expected.

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LAKOTA STUDIES DEPARTMENT

Karen Lone Hill, Chairperson, M.Ed. Adult Curriculum & Instruction Wilmer Mesteth, Known Expertise in Lakota Studies

Charles White Buffalo, M.A. Lakota Leadership/Management Verine White, M.S. Education

Patrick Lee, J.D. Marcell Bull Bear, B.S. Human Services Corey Yellow Boy, B.A. Lakota Studies

Matthew Uses the Knife, B.A. Studio Art (Cheyenne River Center)

The Lakota Studies Department offers four degrees and a Lakota Language Certificate. The department also provides the focus for the entire college in maintaining a Lakota perspective. All students are required to take courses offered by the Lakota Studies Department in order to increase their knowledge of Lakota heritage and to prepare themselves for contributing to the continuation of the Lakota Oyate traditions and values. The department provides assistance to other departments, offers community workshops/forums, assists in the maintenance of materials relevant to tribal history and culture, and serves to help maintain the Lakota language.

Courses within the Lakota Studies Department range across disciplines. They are taught according to accepted standards within the disciplines of art, music, language, literature, history, political science, psychology, sociology, science, and religion.

LAKOTA STUDIES PHILOSOPHY AND OUTCOMES

Philosophy Statement

The Lakota Studies Department will provide a safe learning environment that stimulates students to reach their highest potential through a relevant teaching model that reflects diverse Lakota ideology in language, values, kinship, community, worldview, etc. for a better understanding of Lakota life and culture as an ongoing dynamic process.

Lakota Studies Outcomes/Goals

Goal A: Students will have a clear understanding of the Lakota worldview and philosophy.

As a result of taking courses related to this goal, students will:

1. Identify, explain, and apply concepts of Lakota ceremonies. 2. Apply respect for the interrelatedness of all things in this world. 3. Identify, explain, and apply Lakota kinship concepts in everyday situations. 4. Identify and apply concepts of mental and physical wellness.

Goal B: Student will gain an understanding of him/herself.

As a result of taking courses related to this goal, students will:

1. Identify and explain his/her being. 2. Identify, explain, and apply his/her place within the tiwahe (family). 3. Identify, explain, and apply his/her place within the oyate (nation). 4. Identify, explain, and apply the oyate (nation’s) place within makasitomniya (the world).

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Goal C: Students will gain knowledge of and communicate effectively in speaking and writing the Lakota language. As a result of taking courses related to this goal, students will:

1. Communicate basic ideas in written and spoken Lakota language. 2. Communicate complex ideas in written and spoken Lakota language. 3. Identify, explain, and apply skills in Lakota language teaching methodology. 4. Identify, explain, and apply knowledge of Lakota language evolution.

Goal D: Students will have an understanding of tribal history and implications of sovereignty. As a result of taking courses related to this goal, students will:

1. Identify and explain Lakota treaties with the United States. 2. Identify and explain the implications of sovereignty and apply to contemporary situations. 3. Identify and explain the concepts of traditional government. 4. Identify and explain the concepts of the IRA government.

Goal E: Students will gain an understanding of Lakota arts, music, dance, literature, and traditional healing. As a result of taking courses related to this goal, students will:

1. Identify and explain the history of Lakota arts. 2. Identify, explain, and apply traditional and contemporary Lakota music and dance. 3. Identify, explain, and apply Lakota oral literature into contemporary situations. 4. Identify, explain, and apply Lakota traditional plants, foods, and herbs for mental and physical

wellness.

BACHELOR OF ARTS DEGREE IN LAKOTA STUDIES

The B.A. in Lakota Studies offers emphasis areas in Lakota Language, Indian Law, Lakota Culture or Lakota Arts. This degree is designed for the person who would like to become a researcher or teacher in these specialized areas. It is also appropriate for archivists, park interpreters, and lawyers.

BACHELOR OF SCIENCE IN K-12 LAKOTA STUDIES EDUCATION

The B.S. in Lakota Studies Education is a K-12 teaching degree designed to meet the needs of those individuals and Lakota teachers who wish to teach the Lakota language, culture, history, arts, and literature in the elementary and secondary schools. This is a South Dakota state certified teaching degree, so students must meet state, as well as OLC Education Department requirements. All education majors must maintain a cumulative GPA of 2.6 in order to be eligible for state teacher certification. See also Education Department.

ASSOCIATE OF ARTS IN LAKOTA STUDIES

The A.A. in Lakota Studies combines an emphasis on Lakota culture with the necessary enhancement of knowledge to prepare students to act as transmitters of Lakota history and culture for tribal programs and schools.

ASSOCIATE OF ARTS IN TRIBAL LAW

The A.A. in Tribal Law is designed to prepare tribal members to serve as trained tribal court advocates and prosecutors.

LAKOTA LANGUAGE CERTIFICATE

The Lakota language certificate is a South Dakota state certified program that prepares students to teach the Lakota language at various grade levels using effective methods and techniques.

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LAKOTA STUDIES DEPARTMENT BACHELOR OF ARTS IN LAKOTA STUDIES

1. CORE REQUIREMENTS (27 credits) Where Taken Date Grade

Engl 103* Freshman English I 3____________________

Engl 113* Freshman English II 3____________________

SpCm 103 Speech Communications 3____________________

Math 103 Elementary Algebra (or above) 3____________________

MIS 113 Applied Information Processing 3____________________

Social Science Elective 3____________________

Humanities Elective__________ 3____________________

Literature Elective__________ 3____________________

Science Elective__________ 3____________________

2. LAKOTA STUDIES REQUIREMENTS (15 credits)

Lak 103 Lakota Language I 3____________________

Lak 233* Lakota Language II 3____________________

Lak 323* Lakota Language III 3____________________

Lak 423* Lakota Language IV 3____________________

LHist 203* Lakota History I

OR

LHist 213 Lakota History II 3____________________

3. PROFESSIONAL CORE REQUIREMENTS (21 credits)

LArt 203 Indian Art History 3____________________

LLit 213* American Indian Literature____

OR

LLit 313* Contemporary Indian Literature____ 3____________________

LPsy 323* Native American Psychology 3____________________

LHist 323* Seminar in Contemporary Indian Issues 3____________________

LSoc 303* American Indian Women 3____________________

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Lak 283* Internship I in Lakota Studies 3____________________

Lak 483* Internship II in Lakota Studies 3____________________

4. EMPHASIS AREAS (18 credits) SELECT (1) ONE AREA

A. LAKOTA LANGUAGE (18 CREDITS)

Engl 303* Grammar and Linguistics 3____________________

Lak 413* Lakota Public Speaking 3____________________

Lak 303* Lakota Grammar 3____________________

Lak 313* Introduction to Lakota Sociolinguistics 3____________________

Lak 433* Methods of Teaching the Lakota Language 3____________________

Lak 443* Lakota Language Assessment 3____________________

B. INDIAN LAW (18 CREDITS)

LPol 313* Indian Law 3____________________

LPol 223* Tribal Laws, Treaties, Government 3____________________

LLaw 203* Contract Law 3____________________

LLaw 213* Legal Research & Writing 3____________________

LLaw 303* Criminal Law & Procedures

OR

LLaw 313* Civil Law & Procedures 3____________________

LLaw 323* Family Law 3____________________

C. LAKOTA CULTURE (18 CREDITS)

LLit 103 Lakota Oral Literature 3____________________

LSoc 313* Lakota Thought and Philosophy 3____________________

LSci 203* Traditional Plants, Foods, and Herbs 3____________________

LSci 303* Lakota and the Environment 3____________________

LThe 443* Comparative Studies in Lakota Religion 3____________________

LSoc 103 Lakota Culture 3____________________

D. LAKOTA ARTS (18 CREDITS)

LArt 103 Traditional Lakota Art I 3____________________

LArt 113* Traditional Lakota Art II 3____________________

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LArt 213* Plains Indian Design Composition 3____________________

LMus 203 Lakota Dance Styles 3____________________

LMus 303 Lakota Music Composition 3____________________

LArt 313* Lakota Artifact & Regalia Reproduction 3____________________

5. FREE ELECTIVES (39 credits)

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

_____________________________________________ 3____________________

TOTAL: 120 CREDITS

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LAKOTA STUDIES DEPARTMENT BACHELOR OF SCIENCE IN K-12 LAKOTA STUDIES EDUCATION

1. CORE REQUIREMENTS (36 credits) Where Taken Date Grade

Engl 103* Freshman English I 3_______________________

Engl 113* Freshman English II 3_______________________

SpCm 103 Speech Communications 3_______________________

Math 103 Elementary Algebra 3_______________________

Psy 103* General Psychology 3_______________________

Bio 113* People and the Environment 3_______________________

Mus 203* Music and Culture 3_______________________

Pols 103* American Government 3_______________________

Geog 213* World Geography 3_______________________

MIS 113 Applied Information Processing 3_______________________

Hist 203/213* American History I OR II 3_______________________

Lit 203* Introduction to Literature 3_______________________

2. LAKOTA STUDIES CORE REQUIREMENTS (42 credits)

Lak 103 Lakota Language I 3_______________________

Lak 233* Lakota Language II 3_______________________

Lak 323* Lakota Language III 3_______________________

Lak 423* Lakota Language IV 3_______________________

Lak 313* Introduction to Lakota Sociolinguistics 3_______________________

LSoc 103 Lakota Culture 3_______________________

LSoc 313* Lakota Thought and Philosophy 3_______________________

LArt 103 Traditional Lakota Art I 3_______________________

LLit 103 Lakota Oral Literature 3_______________________

LLit 213* American Indian Literature 3_______________________

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LHist 203/213* Lakota History I OR II 3_______________________

LHist 323* Seminar in Contemporary Indian Issues 3_______________________

LPol 223* Lakota Tribal Laws, Treaties, Government 3_______________________

LPsy 323* Native American Psychology 3_______________________

3. EDUCATION CORE REQUIREMENTS (27 credits)

Ed 203* Indian Education 3_______________________

Math 323* Math for Elementary Teachers I 3 ______________________

Ed 283* Foundations of Education w/soph experience 3_______________________

Ed 213* Child Growth and Development 3_______________________

Ed 313* Educational Psychology 3_______________________

Ed 323* Middle School Concepts 3_______________________

Ed 483* Technology/Curriculum Development for Tchrs. 3_______________________

ScEd 443* Reading in the Content Area 3_______________________

ExEd 313* Introduction to Exceptional Education 3_______________________

4. PROFESSIONAL REQUIREMENTS (27 credits)

Ed 463* Human Relations or Cultural Diversity 3_______________________

Ed 443* Methods of Teaching Elementary Lang. Arts 3_______________________

EDECH 453* Methods of Tchg. ECH/Elem. Social Studies 3_______________________

LkEd 453* Methods of Teaching K-12 Lakota Studies 3_______________________

LkEd 433* Methods of Teaching the Lakota Language 3_______________________

LkEd 473* Student Teaching Seminar 3_______________________

LkEd 419*Student Teaching/Practicum in Indian Studies 9______________________

TOTAL: 132 CREDITS

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LAKOTA STUDIES DEPARTMENT ASSOCIATE OF ARTS IN LAKOTA STUDIES

1. CORE REQUIREMENTS (21 credits) Where Taken Date Grade

Engl 103* Freshman English I 3_______________________

Engl 113* Freshman English II 3_______________________

SpCm 103 Speech Communications 3_______________________

Math 103* Elementary Algebra 3_______________________

Science Elective____________ 3_______________________

Social Science Elective____________ 3_______________________

Humanities Elective____________ 3_______________________

2. PROFESSIONAL REQUIREMENTS (24 credits)

Lak 103 Lakota Language I 3_______________________

Lak 233* Lakota Language II 3_______________________

LHist 203* Lakota History I 3_______________________

LSoc 103 Lakota Culture___

OR

LHist 213* Lakota History II___ 3_______________________

LArt 103 Traditional Lakota Art I 3_______________________

LLit 103 Lakota Oral Literature___

OR

LLit 313* Lakota Thought and Philosophy___ 3_______________________

LPol 223* Lakota Tribal Laws. Treaties, Government 3_______________________

Lak 283*Lakota Studies Internship 3_______________________

4. FREE ELECTIVES (15 credits) _____________________________________________ 3_______________________

_____________________________________________ 3_______________________

_____________________________________________ 3_______________________

_____________________________________________ 3_______________________

_____________________________________________ 3_______________________

TOTAL: 60 CREDITS

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LAKOTA STUDIES DEPARTMENT ASSOCIATE OF ARTS DEGREE IN TRIBAL LAW

1. CORE REQUIREMENTS (21 credits) Where Taken Date Grade

Engl 103* Freshman English I 3_______________________

Engl 113* Freshman English II 3_______________________

SpCm 103 Speech Communications 3_______________________

Math 103* Elementary Algebra 3_______________________

Science Elective________ 3_______________________

Social Science Elective________ 3_______________________

Humanities Elective________ 3_______________________

2. PROFESSIONAL REQUIREMENTS (30 credits)

Lak 103 Lakota Language I 3_______________________

Lak 233* Lakota Language II 3_______________________

LHist 203* Lakota History I______

OR

LSoc 103 Lakota Culture______ 3_______________________

LHist 213* Lakota History II 3_______________________

LPol 223* Lakota Tribal Laws, Treaties, Government 3_______________________

LPol 313* Indian Law 3_______________________

LLaw 203* Contract Law 3_______________________

LLaw 213* Legal Research and Writing 3_______________________

LLaw 303* Criminal Law and Procedures_____

OR

LLaw 313* Civil Law and Procedures_____ 3_______________________

LLaw 323* Family Law 3_______________________

3. FREE ELECTIVES (9 credits) _____________________________________________ 3_______________________ _____________________________________________ 3_______________________ _____________________________________________ 3_______________________ TOTAL: 60 CREDITS

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LAKOTA STUDIES DEPARTMENT LAKOTA LANGUAGE CERTIFICATE

Where Taken Date Grade

Lak 103 Lakota Language I 3_______________________

Lak 233* Lakota Language II 3_______________________

Lak 323* Lakota Language III 3_______________________

Lak 423* Lakota Language IV 3_______________________

Lak 313* Introduction to Lakota Sociolinguistics 3_______________________

LkEd 433* Methods of Teaching the Lakota Language 3_______________________

Persons who demonstrate oral proficiency and literacy in the Lakota language may test out of the Lakota language requirements (Lak 103, Lak 233, Lak 323, and Lak 423).

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LAKOTA STUDIES COURSES

ART COURSES

LArt 103 Traditional Lakota Art I This course is designed as an introductory course in the crafts and artwork of the Lakota people. The Lakota cultural crafts and techniques to be included are the designs, history of colors, and basic beading techniques. 3 credits

LArt 113 Traditional Lakota Art II This course is designed as an advanced course in beading techniques and a variety of Lakota and plains tribes handicrafts. Course will include quillwork and dyes, utilizing natural paints and dyes in parfleche making, and researching traditional and contemporary costume designs. Prerequisite: LArt 103 or Instructor Approval 3 credits

LArt 203 Indian Art History This course will introduce the student to representative works ranging from traditional tribal art to contemporary art, thus enhancing aesthetic appreciation and deepening understanding. Prerequisite: Engl 103 3 credits + LArt 213 Plains Indian Design Composition This course is designed for the research and study of Plains Indian design and development in two and three dimensional art forms through skills techniques in the use of line, form, color, and intensity. Media use includes tempera and oil. Prerequisite: Engl 103

LArt 313 Lakota Artifact and Regalia Reproduction This is an advanced course of study in the area of Lakota/Dakota artifact and regalia reproduction focusing on the period of 1800 to 1923. Prerequisite: LArt 213 3 credits

MUSIC COURSES

LMus 203 Lakota Dance Styles This course is specifically designed for the study of Lakota/Dakota dance styles and forms. It covers the evolution of Lakota/Dakota dance from traditional times to contemporary. Prerequisites: Engl 103

LMus 303 Lakota Music Composition This course emphasizes the historical, cultural, and traditional aspects of the music known to the Lakota people. Past and present music composition is included, along with the study of the musical instruments used to accompany Lakota music. Prerequisites: LMus 203 or Instructor Approval 3 credits

COMMUNICATIONS COURSES Lak 103 Lakota Language I This is a continuation of the introduction to the Lakota language. Emphasis will be placed on the Lakota alphabet, kinship terms, numerical system and simple sentence structure. Added emphasis will be on everyday language survival skills – speaking the language. Writing will be minimal. (Students who are proficient in Lakota may challenge this course for credit.) 3 credits

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Lak 233 Lakota Language II This course is designed to continue teaching correct pronunciation, some fundamentals of Lakota grammar, a mastery and increase of basic vocabulary and idiomatic expressions with additional emphasis on reading and writing. Students will be expected to compose original short stories and retell. The emphasis will be on verbal skills. Prerequisite: Lak 103 with a C or better. 3 credits

Lak 303 Lakota Grammar This course will examine the use of Lakota speech patterns of formal and informal speaking. The study will focus on the parts of speech and their use in word order and meaning. Other related topics will also be included. Prerequisites: Engl 303, Lak 423 3 credits

Lak 313 Introduction to Lakota Sociolinguistics This course is designed to study the evolution of variations and differences that have occurred with Lakota language usage since the pre-reservation period to the Present. It will also focus on the sociocultural factors that have influenced the Lakota speaking styles. Prerequisites: Lak 423, Engl 303, or Chairperson Approval 3 credits

Lak 323 Lakota Language III This course is designed to teach advanced grammar and Lakota literacy. Added emphasis will be on mastery in the usage of honorifics in everyday situations. Verbal skills will be emphasized through storytelling and literacy through composition. Prerequisites: Lak 103, Lak 233, Chairperson Approval 3 credits

Lak 413 Lakota Public Speaking This course is an examination of the oratory of past and present notable Native American leaders in America with a focus on the Lakota/Dakota communication styles. Prerequisites: Lak 423, SpCm 103 3 credits

Lak 423 Lakota Language IV This course is designed to continue teaching advanced grammar and Lakota literacy. The major emphasis will be on the utilization of etiquettes of speech in everyday situations and Lakota literacy through writing a term/research paper using the Lakota language. Prerequisites: Lak 103, Lak 233, Lak 323, Engl 113 3 credits

EDUCATION COURSES

Lak 433 Methods of Teaching the Lakota Language Students will learn various methods for teaching the Lakota language for grades K- College. This course will provide students with experiences using the Silent Way, Total Physical Response, and Immersion. They will also learn elements of effective instruction and Lakota student learning styles. Activities will include the development of lesson plans and the effective presentation of lessons. Prerequisites: Lak 423, Lak 313, Engl 113, Engl 303 3 credits

Lak 443 Lakota Language Assessment This course is a comprehensive study of the essential principles of assessing second language learning with an emphasis on the development of Lakota language proficiency and literacy assessment tools. Prerequisites: Lak 423, Lak 313, Lak 433 3 credits

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LkEd 453 Methods of Teaching Lakota Studies Across the Curriculum Students will learn the various methods and teaching strategies necessary for integrating the Lakota language, literature, history, and culture into K-12 curriculum. They will also learn elements of effective instruction and Lakota student learning styles. Activities will include the development of lesson plans and effective presentation of lessons. Prerequisites: General and Lakota Core Requirements 3 credits

LkEd 473 Student Teaching Seminar in Lakota Studies The seminar is aligned with LkEd 419 Student Teaching/ Practicum in Indian Studies. The seminar provides opportunities to share student teaching experiences with colleagues and college faculty members. Students will receive instruction in integrating technology, resume writing, mock interviews, developing professional portfolios as well as character education. Prerequisites: Completion of all Professional Core Requirements and Professional Requirements. 3 credits

LkEd 419 Student Teaching/Practicum in Indian Studies Students spend five days a week for a full semester in supervised practice in an approved elementary classroom. The student teaching experience will involve 8 weeks in a lower elementary classroom and an additional 8 weeks in an upper elementary classroom (or as arranged) under the guidance of certified supportive teachers. Student teachers will fulfill the requirement of 40 hours per week in their assigned classrooms. Prerequisites: Completion of all Professional Core Requirements and Professional Requirements. 9 credits

LANGUAGE ARTS COURSES

LLit 103 Lakota Oral Literature This course is an analysis of Lakota oral history and literature, covering such areas as the creation of the universe, the creation of living creatures and the Lakota people. 3 credits

LLit 213 American Indian Literature This course is a critical survey on the history of written literature during the 19th and 20th centuries by and about the American Indian from the western perspective. Prerequisites: LLit 103 and Engl 113 3 credits

LLit 313 Contemporary Indian Literature This course will examine the literature of the short story, novel, poetry, film, and autobiography/ biographies authored by contemporary American Indian writers. Prerequisites: Engl 113 3 credits

HISTORY COURSES

LHist 203 Lakota History I This course is an introduction to the Lakota historical development as relayed through oral history and tribal beliefs. It is a general study of the social, cultural, political, and economic history of the Lakota people prior to 1878. (This may apply towards the History Degree) Prerequisites: Engl 103, 3 credits

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LHist 213 Lakota History II This course is an in-depth study of the historical events, social life, cultural traditions, political structure, leadership, and economic development of the Lakota nations and people from the beginnings of the reservation period (1876/1878), during the beginning of the IRA period (1935) and continuing to the present. (Also required for the History Degree) Prerequisites: Engl 113. 3 credits LHist 323 Seminar in Contemporary Indian Issues This course is a study of contemporary Native American and Lakota historical development since 1940 with an emphasis on active field research on the social, political, and economic aspects of reservation life. It includes thorough examination of the Indian Reorganization Act, Termination, Civil Rights, Indian Religious Freedom, and Self-Determination and their effects on contemporary life. Prerequisites: LHist 203 or LHist 213, LPol 223, Engl 113. 3 credits LHist 353 Lakota-U.S. Military Confrontations This course is an in-depth study of the major military confrontations between the Lakota (Sioux) nation and the U.S. military from the 1950’s through the 1890’s. Field work on battle sites will be conducted upon completion of the necessary coursework. Prerequisites: LHist 203, LHist 213, LPol 223, Engl 113 3 credits

POLITICAL SCIENCE COURSES

LPol 213 American Indian Political Systems This course is a study of American Indian tribal political systems and tribal organizations for decision making. Prerequisites: Engl 103. 3 credits LPol 223 Lakota Tribal Law, Treaties, and Government The concept of tribal sovereignty involving the relationship of tribal people to federal and state governments through historical development of treaties, congressionsl acts, and court decisions. Prerequisite: Engl 103, LHist 203 or Instructor Approval 3 credits LPol 313 Indian Law This course will involve an in-depth consideration of the special attributes to federal, state, and tribal laws as they relate to Indian citizens both on and off the reservation. Prerequisites: Engl 113, LPol 223 3 credits

LLaw 203 Contract Law Students will learn the elements of contracts, enforcement of contract law, the formation of a contract, drafting a contract, discharge of legal obligations, assignments, and contract remedies. Prerequisite: Engl 103. 3 credits LLaw 213 Legal Research and Writing Students will learn the basic tools of legal research and writing as used in state, federal and tribal courts. The course includes a study of legal terminology, drafting of civil complaints, answers, pre-trial motions, briefs and legal memoranda. Students will utilize Supreme Court opinions at the Tribal, Federal and State levels in researching legal issues. Prerequisites: Engl 103. 3 credits

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LLaw 303 Criminal Law and Procedures This course will focus on the criminal code of the Oglala Sioux Tribe and other criminal laws of other jurisdictions. Students will learn the elements of offenses, the role of the tribal prosecutor and defense strategies. Students will study the criminal process from arrest through arraignment, pretrial and post trial procedures. Tribal, federal, and state criminal jurisdiction issues will be covered. Prerequisites: Engl 103 3 credits

LLaw 313 Civil Law and Procedures This course will focus on the criminal code of the Oglala Sioux Tribe and other criminal laws of other jurisdictions. Students will learn the elements of offenses, the role of the tribal prosecutor and defense strategies. Students will study the criminal process from arrest through arraignment, pretrial and post trial procedures. Tribal, federal, and state criminal jurisdiction issues will be covered. Prerequisite: LPol 223 LLaw 323 Family Law This course will examine the various legal and social issues involved in the practice of family law. Students will study the Indian Child Welfare Act and the Juvenile Code of the Oglala Sioux Tribe. Students will receive instruction in client interviewing techniques for drafting of pleadings necessary in the area of divorce, legal separation, adoption and child custody. Prerequisites: LPol 223, Engl 103 3 credits

PSYCHOLOGY COURSE

LPsy 323 Native American Psychology This course is a study of Native American tribes dealing with a focus on human behavior, personality development, individual differences, and reactions to western culture influences and environment. Prerequisites: Engl 113, Psy 103, LSoc 103. 3 credits SOCIOLOGY COURSES

LSoc 103 Lakota Culture This course is a study of Lakota cultural development including a general study of customs, beliefs, rituals and social patterns of the Lakota people. 3 credits LSoc 223 Lakota Social Systems This course examines and gives an understanding of Lakota society and social philosophies. The governmental structure and morals are examined with cross-cultural values of contemporary society. Prerequisites: LSoc 103, Engl 103. 3 credits LSoc 303 American Indian Women This course is designed to emphasize the qualities, attributes, expectations, and importance of American Indian female etiquette with a focus on the female role. The aspects of nature to be studies in detail are the spiritual, emotional, physical, and intellectual. Prerequisites: LSoc 103, Engl 113. 3 credits LSoc 313 Lakota Thought and Philosophy This course examines the customs, beliefs, and philosophical outlook of the Lakota person in relation to the universe, to the supernatural, and to the relationship with all creation. Prerequisites: LSoc 103, Engl 113. 3 credits LSoc 403 The Culture of the American Indian This course offers a general study of the past and present survival patterns of the American Indian in North America. Prerequisites: LSoc 103, LHist 203, LHist 323. 3 credits

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LThe 443 Comparative Studies in Lakota Religion This course is a comparative analysis of the contemporary diversity of Lakota religious practices on Lakota reservations, including the early Christian denominations and their effects and tracing the traditional Lakota religious practices from the pre-reservation period to the present. Prerequisites: Engl 113, LSoc 103, LSoc 313. 3 credits LSocM223 Lakota Cultural Resource Management – Archives Archaeology This is a course designed as an introduction to preserving historical records, and the use of archival resources with an emphasis on the role of the Oglala Lakota College archives. The content of the course will survey the archives theory and methods which archivists use in collecting and processing historical and institutional records. Lectures on archival theory, methods, and archaeological research methods and resources conducted by professionals in the fields of archives and archaeology. Prerequisites: LHist 203, LSoc 103, Engl 113. 3 credits SCIENCE COURSES

LSci 203 Traditional Plants, Foods, and Herbs This course explores over thirty different herbs and plants that were used traditionally by Lakota households for general health and healing purposes. Students will do local field studies and will be required to gather and identify the different plants and learn the importance of them according to cultural beliefs, tradition, and song. Prerequisites: 100 level Science course and Engl 113. 3 credits LSci 303 Lakota and the Environment This course traces the evolution of the European and Native American cultures and their influence on the ecosystem and their effects on the environment, and the transformation of a pre-industrial society into an industrial society. It will examine the colonization efforts of the European culture on the Native American culture and the effects industry has on the environment, land, wildlife, water, and the earth (Unci Maka). Prerequisites: Bio 113, Engl 113. 3 credits Lak 283/483 Internship in Lakota Studies This course offers an on-site experience for students on the reservation or with an institution that deals with Lakota knowledge. Students will work with cultural-religious leaders, tribal political leaders, educational leaders, museum/archival persons, or any other persons as approved by the Lakota Studies Chairperson. Prerequisites: Chairperson Approval and in the last semester of the AA or BA in Lakota Studies Degree. 3 credits Lak 293/493 Special Topics in Lakota Studies This course offers a selected number of topics in Lakota Studies including the writing of local Lakota history, Lakota language immersion sessions, and projects in Lakota arts, literature, oral history, and a variety of other topics as requested by the communities. Prerequisites: Chairperson Approval. Variable credits

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DEPARTMENT OF MATH, SCIENCE, & TECHNOLOGY

Alicia Provost (Administrative Assistant) Michelle Salvatore (SEMAA Outreach Coordinator)

Jim Sanovia (GIS Laboratory Manager) Merle “Misty” Brave, M.A. (Faculty)

Jim Dudek, M.A. (Faculty) Ann Krejci, Ph.D. (Faculty) Ida Red Bear, M.S. (Faculty) Jenni Rodin, M.A. (Faculty) A.J. Silva, Ph.D. (Faculty)

Christine Stagnetto-Zwieg, M.S. (Faculty) Alessandra Higa, M.S. (Research Staff) Deig Sandoval, Ph.D. (Research Staff) C. Jason Tinant, M.S. (Research Staff)

Hannan LaGarry, Ph.D. (Research Staff)

VISION STATEMENT

The land is sacred and must be managed wisely and effectively. Lakota perspective is a vital component of our natural science and natural resources programs. Our mission is to provide Natural Science and Natural Resources learning opportunities incorporating traditional Lakota values that will provide our students with a foundation for success in a graduate program or in an environmental career.

Tribal: Provide curriculum and academic experiences that infuse new knowledge to our stakeholders and to create new training opportunities for existing professionals in math and science.

Community: Offer formal and informal learning opportunities for students and community members to positively influence their beliefs regarding science and math.

Cultural: Create an environment that supports, encourages, and respects Lakota values in all aspects of our academic, research, and outreach efforts.

Academic: Establish a foundation of academic excellence in Science, Technology, Engineering, and Mathematics on the Pine Ridge reservation.

MISSION STATEMENT

The mission of the math and science program supports the mission of the mission of the institution and was developed in parallel with it. The math and science departments’ mission is:

1. To prepare students for an enhanced quality of life by providing them with a solid foundation in

the disciplines of mathematics, physical, and biological sciences that leads to baccalaureate and

post-baccalaureate degrees in the Natural Sciences.

2. To contribute to the expansion of knowledge of the natural sciences through research,

scholarship, and community outreach.

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3. To utilize the capabilities and expertise of math and science faculty, staff, and students to address

Tribal needs in conservation biology, earth science, and natural resources.

4. To serve the Oglala Sioux Tribe by providing training and education that will benefit in the

protection and management of ecosystems and natural resources.

Important Note to the prospective student:

Our programs of study emphasize hands-on learning through student internship opportunities, classroom-

based research, and geospatial understanding. Our degree programs allow our faculty to share their

diverse experience in the areas of mathematics, chemistry, geology, hydrology, biology, natural resources

management, and GIS remote sensing and the flexibility for a student to tailor a degree program to his or

her educational needs.

Bachelor of Science in Natural Science

The Bachelor of Natural Science degree provides students with a solid foundation in the disciplines of

mathematics, physical, and biological sciences needed to collaboratively solve multi-faceted

environmental issues in conservation biology, earth science, and natural resources, and skills to succeed

in a Masters or PhD program in the natural sciences. Students in the Bachelor of Science in Natural

Science program have abundant research internship opportunities in the emphasis areas of conservation

biology, earth science, and natural resources. The conservation biology option emphasizes conservation,

sustainable use of wildlife and plant communities, and evolutionary biology. The earth science option

emphasizes environmental chemistry, geology, GIS remote sensing, aquatic ecology, and appropriate

development of water resources and waste management facilities. The Natural Resources option focuses

on the holistic management of the natural resources of the Pine Ridge Reservation.

Upon completion of the Bachelors of Science degree in Natural Science students will, for their area of

emphasis (Natural Resources, Conservation Biology, or Earth Science), be able to:

1. Explain basic concepts and theories pertinent to the understanding of their emphasis area to the

scientific community and to a general audience.

2. Demonstrate cultural sensitivity and a knowledge base of the role of the natural world in tribal

life, and develop an approach to environmental management that honors tribal cultural values.

3. Design, measure, record, and analyze data in a conservation biology, earth science, or natural

resources experiment or monitoring study.

4. Identify areas of potential concern in resource management, conservation biology or earth

science.

5. Complete an individual research or service-learning project related to an environmental or

resource management issue.

6. Demonstrate a fundamental understanding of mathematics, chemistry, and physics

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Curriculum Map:

Learning Outcome

100-level 200-level 300-level 400-level

1 x x x x

2 x x x x

3 x x

4 x x

5 x

6 x x x x

ASSOCIATE OF ARTS DEGREE, SCIENCE, ENGINEERING, AND MATH (SEM) AND ASSOCIATE OF ARTS IN PRE-ENGINEERING The purpose of the Science Engineering and Mathematics (SEM) and pre-engineering associate degrees are to prepare students to transfer into accredited engineering and science baccalaureate programs. A comprehensive articulation agreement was accepted by the South Dakota Board of Regents (SDBOR) to transfer course credit from Oglala Lakota College (OLC) to ABET accredited science and engineering programs at South Dakota School of Mines and Technology (SDSMT) and South Dakota State University (SDSU). The program goals for the SEM and pre-engineering degrees are congruent with program goals for South Dakota engineering baccalaureate degree programs.

Students will write effectively and responsibly and understand and interpret the written expression of others.

Students will communicate effectively and responsibly through speaking and listening. Students will understand the organization, potential, and diversity of the human community

through study of the social sciences. Students will understand and apply fundamental mathematical processes and reasoning. Understand the fundamental principles of the natural sciences, Lakota explanations of the natural

world, and apply scientific methods of inquiry to investigate the natural world. Utilize technology in learning, problem solving and communication. Understand and appreciate Lakota values and culture and the diversity and complexity of human

experience As a result of taking courses meeting goal outlined above, a student will Write using standard American English, including correct punctuation, grammar, and sentence

structure; Write logically; Write persuasively, with a variety of rhetorical strategies (e.g., expository, argumentative,

descriptive);

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Incorporate formal research and documentation in their writing, including research obtained through modern, technology-based research tools;

Prepare and deliver speeches for a variety of audiences and settings; Demonstrate speaking competencies including choice and use of topic, supporting materials,

organizational pattern, language usage, presentational aids, and delivery; Demonstrate listening competencies by summarizing, analyzing, and paraphrasing ideas,

perspectives and emotional content; Use mathematical symbols and mathematical structure to model and solve real world problems; Demonstrate appropriate communication skills related to mathematical terms and concepts; Demonstrate the correct use of quantifiable measurements of real world situations; Demonstrate the scientific method in a laboratory experience; Gather and critically evaluate data using the scientific method; Identify and explain the basic concepts, terminology and theories of the selected natural sciences; Apply selected natural science concepts and theories to contemporary issues; Determine the extent of information needed; Access the needed information effectively and efficiently; Evaluate information and its sources critically; Use information effectively to accomplish a specific purpose; Use information in an ethical and legal manner; Communicate basic ideas in spoken Lakota language; Identify, explain and apply Lakota concepts of community to contemporary issues; Identify and explain Lakota perspectives of the natural world and apply this perspective to

contemporary issues; Identify and explain Lakota aesthetic, philosophical, ethical and/or spiritual views; Identify and explain social or aesthetic values of different cultures; Identify and explain the contributions of Lakota culture to other cultures.

ASSOCIATE OF ARTS DEGREE, LIFE SCIENCE

Health issues are a major concern on the Pine Ridge reservation. Students in Life Science are encouraged to explore the connections between health-related issues and the environment and complete Baccalaureate and graduate degrees in the areas of biology, physiology, biochemistry, or medicine. The purpose of the Life Sciences associate’s degree is to prepare students to transfer into accredited Nursing and Secondary Education baccalaureate programs at OLC and elsewhere. The program goals for the OLC Life Sciences AA degree are congruent with educational goals developed by the OLC Department of Math and Science for the BS in Natural Science and the AA in Science, Engineering, and Math, along with OLC’s departments of Nursing and Education:

Students will write effectively and responsibly and understand and interpret the written expression of others;

Students will communicate effectively and responsibly through speaking and listening; Students will understand the organization, potential, and diversity of the human community

through study of relevant social, environmental, and biological sciences; Students will understand and apply fundamental mathematical processes and reasoning;

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Understand the fundamental principles of the life sciences, Lakota explanations of the living world, and apply scientific methods of inquiry to investigate the living world;

Utilize technology in learning, problem solving, and communication; Understand and appreciate Lakota values and culture and the diversity and complexity of human

experience. As a result of taking courses meeting the goals outlined above, a student will:

Write using standard American English, including correct punctuation, grammar, and sentence structure;

Write logically; Write persuasively, with a variety of rhetorical strategies (e.g., expository, argumentative,

descriptive); Incorporate formal research and documentation in their writing, including research obtained

through modern, technology-based research tools; Prepare and deliver speeches for a variety of audiences and settings; Demonstrate speaking competencies including choice and use of topic, supporting materials,

organizational pattern, language usage, presentational aids, and delivery; Demonstrate listening competencies by summarizing, analyzing, and paraphrasing ideas,

perspectives and emotional content; Use mathematical symbols and mathematical structure to model and solve real world problems; Demonstrate appropriate communication skills related to mathematical terms and concepts; Demonstrate the correct use of quantifiable measurements of real world situations; Demonstrate the scientific method in a laboratory experience; Gather and critically evaluate data using the scientific method; Identify and explain the basic concepts, terminology and theories of the selected biological and

life sciences; Apply selected biological and life science concepts and theories to contemporary issues; Determine the extent of information needed to address an issue; Access the needed information effectively and efficiently; Evaluate information and its sources critically; Use information effectively to accomplish a specific purpose; Use information in an ethical and legal manner; Communicate basic ideas in spoken Lakota language; Identify, explain and apply Lakota concepts of community to contemporary issues; Identify and explain Lakota perspectives of the living world and apply this perspective to

contemporary issues; Identify and explain Lakota aesthetic, philosophical, ethical, and spiritual views; Identify and explain social or aesthetic values of different cultures; Identify and explain the contributions of Lakota culture to other cultures.

Assessment:

The Math and Science department assesses student learning using the following assessment methods:

Praxis II II secondary education content exams in biology or earth science. Faculty review of success metrics for courses on a semester basis Peer review of math, science, and engineering courses on a three-year rotation

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INFORMATION TECHNOLOGY www.olc.edu/local_links/it

James Dudek, M.A. Christine Stagnetto-Zweig, M.S.

INFORMATION TECHNOLOGY VISION Information Technology graduates will demonstrate mastery of information technology and network administration using technologies and best practices that are foundational and applied industry wide.

BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY

The Bachelor of Science in Information Technology is a four-year degree that offers the opportunity for personal and career advancement in the IT field. This field has experienced a shortage of IT professionals over that past several years and the Pine Ridge Reservation is no exception.

The Bachelor of Science in Information Technology provides its recipients with personal and career advancement in the IT field. IT has a shortage of qualified professionals both on and off of the Pine Ridge reservation. The Bachelor of Science in Information Technology has two options: a graduate of the Information Technology will have specialized knowledge of networking, support, and maintenance, which are needed for a career as an IT Systems Engineer.

ASSOCIATE OF APPLIED SCIENCE IN INFORMATION TECHNOLOGY

The Associate of Applied Science in Information Technology is a two year terminal degree that provides its recipients with knowledge and skills to become a successful IT technician.

STUDENT LEARNING OUTCOMES AND OBJECTIVES

The Information Technology Department is committed to the attainment of our vision. Assessment of student learning outcomes and skills is mission critical. We currently evaluate the student learning outcomes in our baccalaureate degree and our service to OLC General Education.

Graduates of the Information Technology program are expected to: demonstrate the knowledge and skills necessary to provide maintenance and support for computer

hardware in a networked and stand-alone environment. demonstrate the knowledge and skills necessary to set up and design a network using a wide

range of logical and physical topologies and network media. demonstrate the knowledge and skills necessary to install and maintain Network and Client

operating systems, including Windows Server and Unix. demonstrate the knowledge and skills necessary to identify and troubleshoot network problems

given a hypothetical or real LAN or WAN situation. demonstrate the knowledge and skills necessary to secure networks and data

A minimum grade point average (GPA) of 2.0 in the major is required for successful completion of the Information Technology Degree.

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Oglala Lakota College Center for Science and Technology (OLCST) Dr. Deig Sandoval, Laboratory Manager James Sanovia, GIS Laboratory Manager Dr. Hannan LaGarry, Collections Curator

Alessandra Higa, Curation and Collection Facilities Manager

The National Science Foundation has provided OLC with funding to build and equip the laboratories of the Oglala Lakota College Center for Science and Technology. At present our facilities include analytical chemical laboratories, an earth science laboratory, a microbiology laboratory, a GIS remote sensing laboratory, a necropsy laboratory, and curation facilities. Our analytical laboratories include the following analytical instrumentation: atomic absorption graphite furnace, atomic absorption flame spectrometer, gas chromatograph mass spectrometer, ion chromatograph, bench top x-ray fluorescence analyzer, and x-ray diffraction analyzer. Our microbiology laboratory has received EPA certification for total coliform and E. colidetection in water samples. The GIS remote sensing laboratory has been a center for academic, research and community outreach programs. The GIS remote sensing has an extensive collection of geospatial imagery as well as the latest versions of ArcGIS and ERDAS IMAGINE. Our necropsy laboratory and curation facilities are available to prepare and house vertebrate specimens, invertebrates, a botanical collection, soil geological, and paleontological samples from the Pine Ridge reservation. We also have instrumentation available for field use including a GeoProbe®, handheld x-ray fluorescence analyzer, LIDAR camera, and portable visible and near-infrared spectrometer. This instrumentation is used to enhance chemistry, earth science, and conservation biology courses, reservation-based research projects, and research collaboration with other colleges and universities. Math and science students are encouraged to become involved with ongoing research projects as student interns.

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DEPARTMENT OF MATH, SCIENCE, & TECHNOLOGY ASSOCIATE OF ARTS IN PRE-ENGINEERING

1. Core Requirements: (18 Credits) Where Taken Date Grade

Engl 103 Freshman English I 3

Engl 113 Freshman English II 3

SpCm 103 Speech Communications 3

Math 163 Trigonometry 3

Social Science Elective 3

Humanities Elective 3

2. Lakota Studies Requirements: (9 Credits)

Lak 103 Lakota Language I 3

LSoc 103 Lakota Culture or LHist 203, LHist 213 3

Lakota Elective 3

3. Math and Science Requirements: (44 Credits)

Math 194 Calculus I 4

Math 214 Calculus II 4

Math 224 Calculus III 4

Phys 214 Physics I 4

Phys 223 Physics II 3

Phys 221 Physics II Lab 1

Chem 233 General Chemistry I 3

Chem 231 General Chemistry Lab I 1

Chem 243 General Chemistry II 3

Chem 241 General Chemistry Lab II 1

Engr 101 Introduction to Engineering I 1

Engr 111 Introduction to Engineering II 1

Engr 133 Engineering Graphics & Computer Aided Drawing 3

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Engr 243 Statics 3

Engr 253 Mechanics of Materials 3

Engr 213 Elementary Surveying 3

Engr 211 Elementary Surveying Laboratory 1

4a. Civil Engineering Requirements (9 credits)

Engr 202 Construction Materials 3

Engr 201 Construction Materials Laboratory 3

Engr 223 Principals of Environmental Science 3

Total Credits 81

4b. Geological Engineering Requirements (10 credits)

Engr 143 Geology for Engineers 3

Engr 141 Geology for Engineers Laboratory 1

GIS 213 Introduction to GIS 3

GIS 313 Applications of GIS 3

Total Credits 82

*Students must either pass an entrance exam for these courses or pass 100-level preparatory courses with a “C” or better. See catalog descriptions. Entrance exams are available from Math and Science Department members during the week of registration.

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DEPARTMENT OF MATH, SCIENCE, & TECHNOLOGY ASSOCIATE OF ARTS IN SCIENCE, ENGINEERING AND MATH (SEM)

1. Core Requirements: (22 Credits) Where Taken Date Grade

Engl 103 Freshman English I 3

Engl 113 Freshman English II 3

SpCm 103 Speech Communications 3

MIS 113 Applied Information Processing 3

Math 154 College Algebra 4

Social Science Elective 3

Humanities Elective 3

2. Lakota Studies Requirements: (9 Credits)

Lak 103 Lakota Language I 3

LSoc 103 Lakota Culture or LHist 203, LHist 213 3

Lakota Elective 3

3. Math and Science Requirements***: (31 Credits)

Math 163 Trigonometry 3________________________

Math 194 Calculus I 4

Math 214 Calculus II 4

Math 224 Calculus III 4

Phys 214 Physics I* 4

Phys 223 Physics II 3

Phys 221 Physics II Lab 1

Chem 233 General Chemistry I* 3

Chem 231 General Chemistry Lab I 1

Chem 243 General Chemistry II 3

Chem 241 General Chemistry Lab II 1

Total Credits 62

*Students must either pass an entrance exam for these courses or pass 100-level preparatory courses with a “C” or better. See catalog descriptions. Entrance exams are available from Math and Science Department members during the week of registration.

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DEPARTMENT OF MATH, SCIENCE, & TECHNOLOGY ASSOCIATE OF ARTS IN LIFE SCIENCES

1. Core Requirements (21 Credits): Where Taken Date Grade Bio 103 Human Biology 3

Engl 103 Freshman English I 3

Engl 113 Freshman English II 3

SpCm 103 Speech Communications 3

Math 163 Trigonometry 3

Psy 103 General Psychology 3

Humanities Elective 3

2. Lakota Studies Requirements (9 Credits): Lak 103 Lakota Language I 3

LSoc 103 Lakota Culture 3

Lak Lakota Elective 3

3. Math and Science Requirements** (32 Credits): Math 194 Calculus I 4

Phys 214 Physics I* 4

Bio 154 Introductory to Biology I 4

Bio 164 Introductory to Biology II 4

Chem 233 General Chemistry I* 3

Chem 231 General Chemistry Lab I 1

Chem 243 General Chemistry II 3

Chem 241 General Chemistry Lab II 1

Chem 253 Organic Chemistry I 3

Chem 251 Organic Chemistry Lab I 1

Chem 263 Organic Chemistry II 3

Chem 261 Organic Chemistry Lab II 1

Total Credits 62

*Students must either pass an entrance exam for these courses or pass 100-level preparatory courses with a “C” or better. See catalog descriptions. Entrance exams are available from Math and Science Department members during the week of registration.

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DEPARTMENT OF MATH, SCIENCE, & TECHNOLOGY BACHELOR OF SCIENCE IN NATURAL SCIENCE

1. Core Requirements: (27 Credits Total) Where Taken Date Grade Engl 103 Freshman English I 3_________________________ Engl 113 Freshman English II 3_________________________ SpCm 103 Speech Communications 3_________________________ Math 163 Trigonometry 3_________________________ MIS 113 Applied Information Processing 3_________________________ 100 level science elective** 3_________________________ Social Science Elective 3_________________________ Humanities Elective 3_________________________ Literature Elective 3_________________________ 2. Lakota Studies (15 Credits): Lak 103 Lakota Language I 3_________________________ Lak 233 Lakota Language II 3_________________________ LSoc 103 Lakota Culture (or LHist 203) 3_________________________ LSci 203 Traditional Plants, Herbs, and Foods 3_________________________ Lak Lakota Elective 3_________________________ 3. Natural Science Requirements (32 Credits) Bio 113 People and the Environment 3_________________________ Bio 153 Biology I 3_________________________ Bio 151 Biology I Lab 1_________________________ Phys 113 Survey of Physics 3_________________________ Chem 233 General Chemistry I * 3_________________________ Chem 231 General Chemistry I Lab 1_________________________ Geol 143 Physical Geology 3_________________________ NSci 253 Hydrology 3_________________________ GIS 213 Introduction to GIS 3_________________________ Bio 223 Ecology 3_________________________ Sci 273 Scientific Literature and Writing 3_________________________ GIS 313 Applications of GIS 3_________________________ Conservation Biology Emphasis Area Professional Requirements: (32 Credits) Bio 163 Biology II 3_________________________ Bio 161 Biology II Lab 1_________________________ Rang 103 Botany of the Northern Plains 3_________________________ Chem 243 General Chemistry II 3_________________________ Chem 241 General Chemistry II Lab 1_________________________ Bio 303 Field Ecology 3_________________________ NSci 393 Research Methods 3_________________________ Bio 413 Mammalogy 3_________________________ Biol 453 Advanced Ecology 3_________________________ Biol 463 Evolution 3_________________________

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Bio 463 Conservation Biology 3_________________________ NSci 493 Research 3_________________________ Conservation Biology Electives (Minimum of 15 Credits) NSci 373 Watershed Assessment Techniques 3_________________________ NaRs 323 Natural Resource Measurements 3_________________________ Math 194 Calculus I 4_________________________ Biol 413 Animal Behavior 3_________________________ Math 483 Multivariate Statistics 3_________________________ NSci 473 Wetlands 3_________________________ NSci 303 Integrated Environmental Science 3_________________________ NSci 323 Principals of Environmental Science 3_________________________ Sci 393 Special Topics (needs approval) 3_________________________ Sci 493 Special Topics (needs approval) 3_________________________ Total Credits 121 Earth Science Emphasis Area Professional Requirements (28 Credits) Geol 153 Historical Geology 3_________________________ Chem 243 General Chemistry II 3_________________________ Chem 241 General Chemistry II Lab 1_________________________ Geol 213 Soils 3_________________________ Chem 323 Environmental Chemistry 3_________________________ NSci 363 Fluvial Processes and Stream Morphology 3_________________________ NSci 373 Watershed Assessment Techniques 3_________________________ NSci 393 Research Methods 3_________________________ NSci 463 Groundwater 3_________________________ NSci 493 Research 3_________________________ Earth Science Electives (Minimum of 19 Credits) Math 194 Calculus I 4_________________________ Engr 213/211 Elementary Surveying / Laboratory 4_________________________ NSci 323 Principals of Environmental Science 3_________________________ GIS 323 Remote Sensing 3_________________________ NSci 303 Integrated Environmental Science 3_________________________ Geol 303 Soils II 3_________________________ NSci 473 Wetlands 3_________________________ Chem 423 Laboratory Equipment 3_________________________ Math 483 Multivariate Statistics 3_________________________ Nsci 483 Paleontology 3_________________________ Sci 393 Special Topics (needs approval) 3_________________________ Sci 493 Special Topics (needs approval) 3_________________________ Total Credits 121 *Students must either pass an entrance exam for these courses or pass 100-level preparatory courses with a “C” or better. See catalog descriptions. Entrance exams are available from Math and Science Department members during the week of registration. ** Math, Science, & Technology electives include: Bio 103 Human Biology Bio 113 People and the Environment Chem 103 Survey of Chemistry NaRs 113 Watershed Principals Geol 143 Historical Geology NaRs 143 Introduction to Natural Resources Rang 103 Botany of the Northern Plains Math 123 Introduction to Statistic

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DEPARTMENT OF MATH, SCIENCE, & TECHNOLOGY ASSOCIATE OF APPLIED SCIENCE IN INFORMATION TECHNOLOGY

Vocational Degree 1. Core Requirements (16 credit hours) Engl 103* Freshman English 3 ________________________ CS 103 Ethics in the Workplace 3 ________________________ SpCm 103 Speech Communication 3 ________________________ Math 134* Intermediate Algebra 4 ________________________ MIS 113 Applied Information Processing 3 ________________________ 2. Technical Core (9 credit hours) Trds 103 Occupational Safety 3 ________________________ Elec 103 Electrical Fundamentals 3 ________________________ Elec 113 Electical Blue Prints 3 ________________________ 3. Lakota Studies Requirements (6 credit hours) Lak 103 Lakota Language I 3 ________________________ LSoc 103 Lakota Culture (or LHist 203) 3 ________________________ 4. IT Professional Requirements (29 credit hours) Sci 113* Technical Writing 3 ________________________ IT 134* A+ Certification 4 ________________________ IT 153* Survey of Operating Systems 3 ________________________ IT 243* Introduction to Networks 3 ________________________ IT 224* PC Design & Assembly 4 ________________________ IT 253* Supporting Workstations 3 ________________________ IT 273* Business Information Systems Management 3 ________________________ ________ IT / MIS Elective ___________________ 3 ________________________ ________ IT / MIS Elective ___________________ 3 ________________________

60 Total Credit Hours Electives: IT 203* Programming IT 343* Application Software TnT IT 353* Internet Technologies IT 363* Implementing and Administering Web Servers IT 373* Web Design Fundamentals MIS 143* Introduction to Spreadsheets MIS 243* Data Base Applications and Design

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DEPARTMENT OF MATH, SCIENCE, & TECHNOLOGY BACHELOR OF SCIENCE DEGREE IN INFORMATION TECHNOLOGY

1. Core Requirements: (28 Credit Hours) Where Taken Date Grade Engl 103 Freshman English I 3 _________________________ Engl 113 Freshman English II 3 _________________________ MIS 113 Applied Information Processing 3 _________________________ SpCm 103 Speech Communications 3 _________________________ Math 154* College Algebra (or above) 4 _________________________ __________Science Elective 3 _________________________ __________Literature Elective 3 _________________________ Psy 103 General Psychology 3 _________________________ _________ Humanities Elective 3 _________________________ 2. Lakota Studies Requirements: (15 Credit Hours) Lak 103 Lakota Language I 3 _________________________ Lak 233* Lakota Language II 3 _________________________ Lsoc 103 Lakota Culture (or LHist 203 Lakota History I) 3 _________________________ __________Lakota Studies Elective 3 _________________________ __________Lakota Studies Elective 3 _________________________ 3. IT Core Requirements (32 Credit Hours) Sci 113* Technical Writing 3 _________________________ IT 153* Survey of Operating Systems 3 _________________________ IT 203* Programming 3 _________________________ IT 224* PC Design and Assembly 4 _________________________ IT 243* Introduction to Networks 3 _________________________ Math 263* Discrete Structures 3 _________________________ IT 273* Business Information Sys Management 3 _________________________ IT 290a Internship in Information Technology 1 _________________________ IT 290b Internship in Information Technology 1 _________________________ IT 494* Capstone Project 4 _________________________ 4. Program Electives (Select 15 Credit Hours) IT 103 Theory of Computational Devices 3 _________________________ GIS 213 Introduction to GIS 3 _________________________ GIS 323 Remote Sensing 3 _________________________ Math 194* Calculus I 4 _________________________ Bad 253 Principles of Management 3 _________________________ Bad 343* Decision Support Systems 3 _________________________ IT 303* Introduction to UNIX 3 _________________________ IT 353* Internet Technologies 3 _________________________ IT 383* Current Topics in Information Tech 3 _________________________ IT 443* Advanced UNIX 3 _________________________ IT 402* Cert. Cram Session in Curr. Tech. #1 2 _________________________ IT 412* Cert. Cram Session in Curr. Tech. #2 2 _________________________ IT 422* Cert. Cram Session in Curr. Tech. #3 2 _________________________ IT 432* Cert. Cram Session in Curr. Tech. #4 2 _________________________ IT 442* Cert. Cram Session in Curr. Tech. #5 2 _________________________ ________ MIS or IT Elective 3 _________________________

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COURSE DESCRIPTIONS Bio 103 Human Biology This course provides and introduction to human biology, including the evolution, natural history, and ecology of humans. Emphasis is placed on what the biological sciences have to say about maintaining human health. Native American views of health are also discussed (3 credits). Bio 113 People and the Environment This course focuses on the role of people in ecosystems and the global effects of their alterations of those ecosystems. The influence of European and Native American cultures on people’s activities in the ecosystem will be discussed. Alternatives for human survival and the well-being and sustainability of the biosphere will be explored (3 credits). Bio 153 Biology This course begins with the basic chemistry of life and proceeds through cell structure and function to animal embryology, plant life cycles, hormonally and environmentally influenced growth processes, and plant and animal anatomy and physiology (3 credits) Bio 151 Biology I Lab This laboratory covers the use of the microscope and other elementary laboratory equipment. Students will conduct experiments that demonstrate principles discussed in lecture. Slides of structures and organisms, as well as preserved specimens, will be used to illustrate comparative morphology and function in plants and animals (1 credit). Bio 163 Biology II This course emphasizes ecological and evolutionary concepts, including classification, natural history, genetics, plant and animal diversity, and behavioral ecology (3 credits). Bio 161 Biology II Lab This laboratory allows students to conduct experiments that demonstrate principles covered in lecture. Dissections of representative invertebrate and vertebrate organisms will be used to illustrate the comparative anatomy within the animal kingdom. 1 credit Bio 204 Basic Microbiology This is a survey course of bacteriology and immunology for allied health students. Emphasis is on bacterial anatomy, physiology and genetics; immune response and medical applications. The laboratory demonstrates common clinical procedures involved in the isolation and identification of the bacteria 4 credits. Bio 223 Ecology This course covers the interrelationship of living organisms and the environment. Topics include interactions at the population, community, and ecosystem levels; the study of energy flow, and nutrient cycling within these systems. Included also is the study of the geologic, hydrologic, and atmospheric processes involved in the maintenance of life on earth, with emphasis on the importance of human actins to promote sustainability and health of natural processes (3 credits). Bio 224 Human Anatomy Systematic study of gross anatomy and normal homeostasis functions of the human body. Systems studies include the skeletal, muscular and nervous systems. The laboratory is used to demonstrate these concepts through dissection and physiological experiments and demonstrations (4 credits).

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Bio 234 Human Physiology This is a continuation of Bio 224. Systems studied will include cardiovascular, respiratory, digestive, urinary, reproductive and endocrine systems (4 credits). Bio 303 Field Ecology This is a field course surveying the basic research methods used in sampling, and describing characteristics of plant and animal populations and communities. Emphasis will be placed on grassland, forest, wetland, and riparian systems in Southwest South Dakota (3 credits). Biol 413 Animal Behavior This course will present a biological perspective on the behavior of organisms from invertebrates through humans. Environmental and innate components of behavior will be discussed. Emphasis will be placed on social systems and the understanding of human behavior through comparative analyses with related social vertebrate species (3 credits). Bio 413 Mammalogy This course includes study of the classification, evolution, distribution, identification, life histories, and morphological, ecological, and behavioral adaptations of mammals. Emphasis is placed on species of the Great Plains ecosystem (3 credits). Biol 453 Advanced Ecology This course will build on information presented in general ecology, focusing on the ecology of South Dakota, with discussion of status and threats to those ecosystems. A research project will be undertaken in which the student designs a study investigating some aspect of wildlife or ecosystem interactions. Research may involve study of a local plant or animal population to better understand its ecological requirements or the investigation of a habitat and the interactions of plant and animal populations in that ecosystem (3 credits). Biol 463 Evolution This course will present the history of the development of the theory of natural selection and evolution as first elucidated by Charles Darwin and Alfred Wallace. The concurrent work of Mendel will be discussed as well as more modern developments in areas of genetics, molecular biology, sociobiology, paleontology, and anthropology (3 credits). Bio 463 Conservation Biology A study of the principles and practices associated with the maintenance of maximum biodiversity and stability of ecosystems throughout the world. The importance of retaining genetic variability in wild populations is examined (3 credits). Chem 103 Survey of General Chemistry An introduction to inorganic chemistry stressing basic concepts and the language of chemistry. Prerequisite: Math 134 (3 credits). Chem 111 Chemistry for Health Sciences I Laboratory Reinforces, in a practical format, the concepts and ideas introduced in Chem 114. Topics will include, but not be limited to, scientific concepts of weights and measures, gas law equations and calculations, solution calculations (including molars and pH), percentage mathematics, and thermodynamic predictions and calculations. Prerequisites: Concurrent registration in Chem 114 (1 credit).

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Chem 114 Chemistry for the Health Sciences Introduces the basic concepts of general and organic chemistry helpful for nursing students. Lecture topics will include, but not be limited to Scientific Measurements, Chemical (Inorganic and Organic) Nomenclature, Molar and Percentage Mathematics, Reactions, and a study of Solutions (including pH0 as well as discussions of aliphatic and aromatic organic compounds. The instructional approach of Chem 114 will emphasize how these differing chemical concepts affect the human body. Chem 114 does not satisfy the requirements for Chem 233 (4 credits). Chem 233 General Chemistry I An in-depth survey of inorganic chemistry. This course stresses the concepts and language of chemistry, including periodic properties, reactions, mathematics and algebraic manipulation of existing formulas, physical chemistry, and environmental issues dealing with the topic of atmospheric gases and surface groundwater. Chem 231 must be taken concurrently. Prerequisite: Math 154 or above, Chem 103 or an acceptable score on the chemistry placement examination, all courses with a grade of “C” or better 3 credits. Chem 231 Experimental General Chemistry Lab I The fundamentals of chemical laboratory techniques and practice, the behavior of chemical compounds and quantitative measurements illustrating the laws of chemical combinations. Prerequisite: Must be taken concurrently with Chem 233 (1 credit). Chem 243 General Chemistry II An advanced study of inorganic chemistry. Topics include: in-depth mathematical formulas of chemistry and their manipulation, acid-base chemistry, complex reactions and their prediction, thermodynamics, nuclear chemistry, metallurgy, and an introduction to organic chemistry. Chem 241 must be taken concurrently. Prerequisite: Chem 233 and Chem 231 both completed with a grade of “C” or better 3 credits. Chem 241 Experimental General Chemistry Lab II Prerequisites: Must be taken concurrently with Chem 243, or permission of instructor. Laboratory work will complement the topics covered in Chem 243 (1 credit). Chem 253 Organic Chemistry I This is an introduction to organic chemistry. Topics will include nomenclature of aliphatic and basic aromatic compounds and their derivatives, reaction predictions with industrial and environmental applications, chemical properties and synthesis, and an introduction to biochemistry. Chem 251 must be taken concurrently. Prerequisites: Chem 233 and Chem 231, both with a grade of “C” or better, or permission of instructor (3 credits). Chem 251 Organic Chemistry Lab I Laboratory work will complement the topics covered in Chem 253. Prerequisite: Must be taken concurrently with Chem 253, or permission of instructor (1 credit). Chem 263 Organic Chemistry II Designed to be sequential with Chem 253, topics will include: chemistry of carbon compounds, isomerism, an introduction to nucleophilic substitution and elimination reactions, and a further examination of certain biochemistry principles such as the study of carbohydrates, lipids and proteins, including their role in metabolic reactions. Chem 261 must be taken concurrently. Prerequisite: Chem 253 and Chem 251 both completed with a grade of “C” or better (3 credits).

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Chem 261 Experimental Organic Chemistry Lab II Laboratory work that will complement the topics covered in Chem 263. Prerequisite: Must be taken concurrently with Chem 263, or permission of instructor (1 credit). Chem 323 Environmental Chemistry A study of the chemical nature of air, water, and earth. Some of the specific topics will include ozone layer, greenhouse effect, radioactivity, acid rain, nutrient cycles, and ecosystems. Prerequisite: Chem 243 and Math 154, both completed with a grade of “C” or better, or permission of instructor (3 credits). Chem 351 Organic Chemistry for Educators Lab I Prerequisite: Must be taken concurrently with Chem 353, or permission of instructor. Laboratory work will complement the topics covered in Chem 353. A methodology component is included (1 credit). Chem 353 Organic Chemistry for Educators I Prerequisites: Chem 233 and Chem 231, both with a grade of “C” or better, or permission of instructor. This is an introduction to organic chemistry. Topics will include nomenclature of aliphatic and basic aromatic compounds and their derivatives, reaction predictions with industrial and environmental applications, chemical properties and synthesis, and an introduction to biochemistry. Chem 351 must be taken concurrently. A methodology component is included (3 credits). Chem 361 Organic Chemistry for Educators Lab II Laboratory work will complement the topics covered in Chem 263. A methodology component is included. Prerequisite: Must be taken concurrently with Chem 363, or permission of instructor (1 credit). Chem 363 Organic Chemistry for Educators II Prerequisite: Chem 353 and Chem 351 both completed with a grade of “C” or better, or permission of instructor. Designed to be sequential with Chem 353, topics will include: chemistry of carbon com-pounds, isomerism, an introduction to nucleophilic substitution and elimination reactions, and a further examination of certain biochemistry principles such as the study of carbohydrates, lipids and proteins, including their role in metabolic reactions. Chem 361 must be taken concurrently. A methodology component is included (3 credits). Chem 423 Laboratory Equipment This course gives students exposure to analytical laboratory equipment used in the environmental sciences. Students will have opportunities to analyze soil, and water samples for contaminants using analytical instrumentation at the Lakota Center for Science and Technology, which may include: mass-spectrometer with gas chromatograph (GC-MS), ion chromatograph (IC), x-ray diffraction (XRD), x-ray florescence (XRF), atomic absorption (AA) flame and/or furnace. Prerequisites: Phys 113, Chem 243, Chem 241, Math 154 all completed with a grade of “C” or better (3 credits). Engr 101 Introduction to Engineering I Students are introduced to the concept of being a professional and the ethics required of a professional person through hands-on service learning projects to meet community needs, as well as reflection through journaling. Prerequisite: Math 134 (1 credit). Engr 111 Introduction to Engineering II This course is designed to give students the opportunity to learn how to solve engineering analysis and design problems through community focused service learning. Students will develop computational skills, sharpen communication skills, and be exposed to professional development in the form of team building, technology tools, and project management. In addition, students will have the opportunity to

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learn from professional engineers, scientists, and stakeholders through project-based interaction. Prerequisites: Math 154 or Engr 101 (1 credit). Engr 133 Engineering Graphics and Computer Aided Drawing Students will learn to construct drawing documents using AutoCAD, the use of engineering, mechanical and architectural scales, lettering practices, geometric construction (manually and AutoCAD), and the ability to visualize in three dimensions. All work requires a “hands-on” approach. Prerequisite: Math 134 (3 credits). Engr 143 Geology for Engineers Rock forming processes and identification, mass wasting, ground water, streams, and appropriate geological engineering technologies through project based and hand-on learning. Emphasis is given to engineering significance of processes and their resulting deposits in the study of geological processes acting on the earth‘s surface. Prerequisite: Math 134 (3 credits). Engr 141 Geology for Engineers Lab Rock forming processes and identification, mass wasting, ground water, streams, and appropriate geological engineering technologies through project based and hand-on learning. Emphasis is given to engineering significance of processes and their resulting deposits in the study of geological processes acting on the earth‘s surface. Corequisite with Engr 143. Prerequisite: Math 134 (1 credit). Engr 202 Construction Materials Principles that govern physical and mechanical properties of ferrous and nonferrous metals, plastics, bituminous materials, portland cement, aggregates, concrete, and timber. Laboratory exercises to demonstrate basic principles and standard laboratory tests (ASTM Standards) of structural materials. Computer-aided graphics and word processing are required for lab reports. Prerequisites: Chem 233, MIS 113 (2 credits). Engr 201 Construction Materials Lab Basic structure of materials and their effects on material properties. Laboratory tests on materials (ASTM Standards) to demonstrate basic principles of structural materials. Corequisite: Engr 202 Prerequisite: Chem 231 (1 credit). Engr 213 Elementary Surveying Care and operation of instruments, concepts of horizontal and vertical control; measurement of horizontal distances, vertical angles and elevation differences, basic surveying computations and field practice. Coverage includes the definition and analysis of errors of measurement. Additional topics include: horizontal curves, traverse work and construction surveying. The course includes an introduction to the concepts and applications of GPS and GIS to surveying practice. Corequisite course: Engr 201. Prerequisites: Math 163, MIS 113 (3 credits). Engr 211 Elementary Surveying Lab Laboratory portion of Engr 213. Care and operation of instruments, concepts of horizontal and vertical control; measurement of horizontal distances, vertical angles and elevation differences, basic surveying computations and field practice. Coverage includes the definition and analysis of errors of measurement. Additional topics include: horizontal curves, traverse work and construction surveying. The course includes an introduction to the concepts and applications of GPS and GIS to surveying practice. Corequisite course: Engr 213. Prerequisites: Math 163, MIS 113 (1 credit).

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Engr 223 Principals of Environmental Science Introduction to the basic principles of environmental management, environmental science and engineering. The course will teach the fundamental physical, biological, and chemical principles of environmental processes. The course will also explore the impact of humans and human activity on ecosystems in the environment. This course is co-listed with NSci 323. Prerequisites: Chem 233 (3 credits). Engr 243 Statics The study of the effects of external forces acting on stationary rigid bodies in equilibrium. Vector algebra is used to study two and three-dimensional systems of forces. Trusses, frames and machines, shear and moment in beams, friction, centroids, moments of inertia, and mass moments of inertia are discussed. Prerequisites: Math 194 (3 credits). Engr 253 Mechanics of Materials Basic concepts of stress and strain that result from axial, transverse, and torsional loads on bodies loaded within the elastic range. Shear and moment equations and diagrams, combined stresses, Mohr’s circle; beam deflections; and column action and equations. Prerequisites: Engr 243 (3 credits). Geol 143 Physical Geology Rock forming processes and identification, mass wasting, ground water, streams, and appropriate geological engineering technologies through project based and hand-on learning. Emphasis is given to engineering significance of processes and their resulting deposits in the study of geological processes acting on the earth‘s surface. This course is co-listed as Engr 143 (3 credits). Geol 153 Historical Geology This course involves a survey of the geological history of planet Earth with special emphasis on the northern Great Plains. Topics will include the rock cycle, stratigraphy, plate tectonics, evolution, and the fossil and archeological records. Typically includes at least one field trip (3 credits). Geol 213 Soils I Introductory course in which students learn the basic structure, formation, and classification of soils, physical and biological properties, management aspects including water, fertility, and erosion, and the role of soils in the environment (3 credits). Geol 303 Soils II Course Description: This course focuses on the description, classification, and mapping of soils in western South Dakota and the Pine Ridge Reservation. Content includes field description and identification of soils and paleosols from the Cenozoic rock record (3 credits). GIS 213 Introduction to GIS Geographic Information Systems (GIS) are essential to the solution of many types of management, planning, environmental, and applied research problems. This course is designed to provide dedicated students, instructors/tribal members or teachers with a basic understanding of current mapping technology through introducing students to principles and the application of geographic information systems, with emphasis on GIS analysis techniques. Prerequisites: Math 134 and MIS 113 (3 credits). GIS 313 Applications of GIS Geographic Information Systems (GIS) are essential to the solution of many types of management, planning, environmental, and applied research problems. This course is designed to provide dedicated students, instructors/tribal members or teachers with a basic understanding of raster manipulation, editing, and geodatabases using ArcGIS. Prerequisites: GIS 213 (3 credits).

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GIS 323 Remote Sensing This challenging course rewards the student with an insight on classification methods of multi-spectral data. Students will study current remote sensing systems, focusing in on the digital image processing techniques utilized to analyze data collected by these systems. This course summarizes the physical background of earth's radiation interaction and provides detailed step-by-step instructions for using satellites in earth resources applications. Lectures will review the specific airborne and spaceborne systems, while lab assignments will cover the digital manipulation and analysis techniques employed by today's remote sensing technicians (3 credits). IT 103 Theory of Computational Devices This is a survey course of today's personal computers, networks, data, and other new technologies. Some of the topics covered include algorithms, operating systems, data storage and manipulation, networking and the Internet, software engineering and artificial intelligence (3 credits). IT 134 A+ Certification This course will prepare you to pass the A+ certification exams as required to become a computer service technician. You are prepared for the A+ exam in areas like assembly and dis-assembly of PCs, diagnosing and troubleshooting, basic networking, Windows and DOS. Prerequisite: IT 103 Theory of Computational Devices (4 credits). IT 153 Survey of Operating Systems You will explore the differences between popular operating systems offered in today's marketplace. Operating Systems include, but not limited to Windows and UNIX. Prerequisite: IT 103 Theory of Computational Devices (3 credits). IT 203 Programming You will be exposed to the fundamental concepts of problem solving and developing program logic using tools and techniques of programming. Topics include algorithm development, diagramming and program documentation and incorporating a programming language for hands-on application of programming concepts. C++ will be from UNIX. Prerequisite: IT 103 Theory of Computational Devices, Math 154 College Algebra (3 credits). IT 224 PC Design and Assembly Participants will be able to identify essential components of a typical PC system and how they interact with each other. By the end of the semester, participants will be able to construct a working PC system complete with operating system. Prerequisite: IT 134 A+ Certification (4 credits). IT 243 Introduction to Networks Physical and logical network topologies; transmission media and network access will be examined. Hardware and software network configurations, operations and requirements will be discussed. Topics include communication codes, transmission media, encoding methods, the OSI model, network standards and protocols. Copyright issues and ethics involved with computer operations will be discussed Prerequisites: IT 153 Survey of Operating Systems (3 credits). IT 253 Supporting Workstations Focuses on the skills necessary to install and manage a GUI workstation environment. The basic areas you will cover include installation and configuration, architectural overview, user interface, memory management, file I/O, network administration, communications and printing, disk utilities, troubleshooting, and multimedia. Linux and Windows XX systems will be used. Prerequisite: IT 134 A+ Certification (3 credits).

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IT 273 Information Systems Management A study of the Systems Development Life Cycle including problem investigation, determination of systems requirements, selection of solutions, feasibility studies, cost projections and proposal writing for existing or new systems. Prerequisite: SCI 113 Technical Writing or Engl 103 Freshman English I (3 credits). IT 290a, IT 290b Internship in Information Technology This course will be offered each semester. It is designed to introduce you to the rigors of being an Information Technology professional. You are expected to work 40 hours during the semester for each hour of credit. Prerequisite: Freshman or Sophomore Status (1 credit --up to 2 credits can be earned per semester). IT 303 Introduction to UNIX You will be given an introduction to UNIX operating system with specific reference to UNIX commands, the Unix file structure, editors, and shell programming. Includes an introduction to system administration and security. Prerequisite: IT 153 Survey of Operating Systems (3 credits). IT 313 Unix Shell Programming UNIX is a versatile multi-user, multitasking operating system. UNIX has a structural software tool design philosophy that is essential for producing reliable, maintainable, and portable programs. You will cover the essential aspects of UNIX Shell programming such as the Bourne shell and shell scripts. In this class you will learn to manage UNIX files and directories using the UNIX shell commands, work with shell variables, metacharacters and regular expressions, use shell commands to redirect input, output and error messages, and archive files in the background and write different types of shell scripts. Prerequisite: IT 153 (3 credits). IT 323 Command Line Interface Command line concepts and syntax to perform directory hierarchy maintenance, I/O redirection, pipes, and device and system maintenance using variables and switches are topics of the command line interface course. The Disk Operating System (DOS) and UNIX dialects will be studied. Prerequisite: IT 153 Survey of Operating Systems (3 credits). IT 333 Network Administration This course will acquaint you to a network environment and to provide basic entry-level skills in network administration. Hands-on exercises will allow you to become familiar with popular network operating systems management utilities including printing services, storage devices and setup of networking protocols. Prerequisite: IT 243 and IT 253 (3 credits). IT 343 Application Software TnT This course will help you to develop problem-solving tactics to help end users overcome difficulties with their application program. Training aspects and how you can take a proactive approach for training end users on application programs will be investigated. Prerequisite: SCI 113 and IT 253 (3 credits). IT 353 Internet Technologies This course is aimed at giving you a comprehensive overview of Internet technologies. You will learn about the history of the Internet, how to use a wide array of Internet technologies, Internet trends and current issues relating to the Internet. Students will also learn the key skills required to create attractive, well-designed, secure WEB sites that meet the goals of a business organization. Prerequisite: IT 253 (3 credits).

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IT 363 Implementing and Administrating Web Servers In this course you will learn the fundamentals of designing, installing, configuring, maintaining and upgrading your web site. Protocols presented include HTTP, HTTPS, FTP and SSH. Concepts covered include the use of indexed pages, directory hierarchy, SSL Certificates, SSI designs (ASP, CGI, JSP, PHP) and Streaming Media. Management of server logs, users and groups as they pertain to Web Servers will also be covered. Prerequisite: IT 243 (3 credits). IT 373 Web Design Fundamentals This course will explore aspects of the design and creation of web sites including the initial planning, design, implementation and publishing. With an emphasis on design, we will use web design tools such as HTML, Dreamweaver, Fireworks, and Photoshop Elements for the web will be covered. Copyright issues will also be covered. Students will design and publish a personal web page as part of the course. There will be a course web site with relevant URLs for that day's topic. Prerequisites: IT 243 and IT 323 (3 credits). IT 383 Current Topics in Information Technology Offers current topics from the area of Information Technology systems. Prerequisite: Junior status (3 credits). IT 402 Certification Cram Session in Current Technologies Test #1 This class will help you study for certifications in current technology. These include but not limited to: operating systems, networking technologies, application software and communication technologies (2 credits). IT 404 Network Protocols Focuses on TCP/IP using Microsoft Windows NT and UNIX. Topics include UNIX and Microsoft TCP/IP addressing, subnet addressing, implementing IP routing, dynamic host configuration protocol, IP, IPX/SPX, ATM address resolution, Net BIOS name resolution, Windows Internet name service, host name resolution, connectivity, and troubleshooting. Prerequisites: IT 243 and IT 323 (4 credits). IT 412 Certification Cram Session in Current Technologies Test #2 This class will help you study for certifications in current technology. These include but not limited to: operating systems, networking technologies, application software and communication technologies. Prerequisite: Senior status (2 credits). IT 422 Certification Cram Session in Current Technologies Test #3 This class will help you study for certifications in current technology. These include but not limited to: operating systems, networking technologies, application software and communication technologies. Prerequisite: Senior status (2 credits). IT 423 Supporting Network Operating Systems Advanced network commands and utilities will be demonstrated to you to further supplement the skills required by a network administrator. Directory structures, security, printing and network administration will be covered. Troubleshooting methods and procedures will be discussed for workstations, servers and related hardware, and printing systems. Hardware and software to aid with problem identification and resolution will be discussed and demonstrated where possible. Network optimization and disaster recovery will be covered as well as copyright issues and ethics involved with computer operations. Prerequisites: IT 153, IT 253, IT 333 (3 credits).

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IT 432 Certification Cram Session in Current Technologies Test #4 This class will help you study for certifications in current technology. These include but not limited to: operating systems, networking technologies, application software and communication technologies. Prerequisite: Senior status (2 credits). IT 442 Certification Cram Session in Current Technologies Test #5 This class will help you study for certifications in current technology. These include but not limited to: operating systems, networking technologies, application software and communication technologies. Prerequisite: Senior status (2 credits). IT 443 Advanced UNIX This course is for users interested in becoming UNIX administrators. In this course we will identify the hardware requirements for a UNIX system, the features of job control, the guidelines for managing disk space usage, the benefits of networking, the features of Transmission Control Protocol/Internet Protocol (TCP/IP), the requirements for remote access, the features of Network Information Services (NIS) and the features of Lightweight Directory Access Protocol (LDAP). Prerequisite: IT 303 (3 credits). IT 453 Network Security Provides you with the essential concepts and methods for the network security. Topics covered include physical/logical security and different methods of implementation, data encryption/decryption. There will be discussions of commercial and open source products for firewall, proxy, cache and NAT. Prerequisite: IT 323, IT 333, IT 404. May be taken concurrent with IT 474 (3 credits). IT 474 Network Analysis Provides you with the theory and methodologies for designing and analyzing network systems. Topics that you will cover include techniques used by computer professionals to determine, document, and analyze the network requirements; assessing the hardware/software needs of an organization. Emphasis will be on problem solving and cost-analysis in a networking environment. Prerequisite: IT 323, IT 333, IT 404. May be taken concurrent with IT 453 (4 credits). IT 490a, IT 490b Internship in Information Technology This course will be offered each semester. It is designed to introduce you to the rigors of being an Information Technology professional. You are expected to work 40 hours during the semester for each hour of credit. 1 credit hr. -up to 2 credits can be earned per semester. Prerequisite: Junior/Senior Status IT 494 Capstone Project This Capstone Project course develops an integrated understanding of the student's overall program. It project focuses on the best practices and techniques in Management Information Systems and Security. As a major part of the Capstone course, students will be responsible for completing a Capstone project. This project must be submitted to the Program Chair for approval prior to beginning the project. Prerequisite: Senior status (4 credits). MIS 113 Applied Information Processing An applied course designed to meet the needs of today's college students across the disciplines. Topics include, but are not limited to: computers based training techniques and on-line testing, E-mails and attachments, on-line conferences, delimited web-based research techniques, software applications, e-slides and web page presentation/publishing tools, and report writing documentation (3 credits). MIS 413 Systems Analysis and Design This course will provide the student acceptable approaches to system analysis, design and implement-tation. Students will begin with systems analysis, determining system requirements, evaluating systems

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and designing and implement a system.3 Credit Hours Prerequisite: IT 273 Business Information Systems Mgmt . Math 103 Elementary Algebra This course prepares students for Intermediate Algebra. Topics covered include the Real number system, solving linear equations, formulas, graphing, exponents and polynomials. Prerequisite: An acceptable score on the math placement examination or a grade of “pass” in Math 093 (3 credits). Math 123 Introduction to Statistics Topics include samples and populations, distributions, descriptive statistics, probability and statistical inference, experimental design, correlation and linear regression, and questionnaire methods. A lab portion of the course will introduce students to the use of computer-based statistical programs to solve problems in elementary statistics. Prerequisite: Math 134 completed with a grade of “C” or better (4 credits). Math 134 Intermediate Algebra This course prepares the student for College Algebra. Topics covered in this course are the basic rules of algebra, properties of real numbers, order and absolute value, integer exponents, radicals and rational exponents, polynomials and special products, factoring, the graphs of lines on the Cartesian plane and fractional expressions. Prerequisite: Math 103 with a grade of “C” or better, or an acceptable score on the mathematics placement examination (4 credits). Math 154 College Algebra Topics include functions and their graphs, including polynomial and rational functions, exponential and logarithmic functions. Absolute value equations and inequalities; compounds inequalities; complex numbers; systems of second degree equations and inequalities; conic sections; matrices and determinants as well as mathematical induction and the Binomial Theorem are included. Prerequisite: Math 134 with a grade of “C” or better, or an acceptable score on the mathematics placement examination (4 credits). Math 163 Trigonometry Topics include trigonometric functions of real numbers and their graphs; inverse trigonometric functions; solutions of triangles and applications thereof; trigonometric identities and equations; polar coordinate system, graphing in polar coordinates, complex numbers and DeMoivre’s Theorem. Prerequisite: Math 154 with a grade of “C” or better, or an acceptable score on the mathematics placement examination. Math 154 may be taken concurrently with permission of instructor (3 credits). Math 194 Calculus I A study of plane analytic geometry, limits, derivatives of algebraic and elementary transcendental functions, differentiation, anti-differentiation, and integration of algebraic and trigonometric functions with applications in each area. Prerequisites: Math 163 completed with a grade of “C” or better, or an acceptable score on the calculus qualifying examination (4 credits). Math 214 Calculus II Continuation of Math 194 for transcendental functions, integration techniques, infinite series and sequences, indeterminate forms, improper integrals, parametric equations, and polar coordinates. Prerequisites: Math 194 completed with a grade of “C” or better, or an acceptable score on the calculus qualifying examination (4 credits) Math 224 Calculus III This is s continuation of Math 214. Study includes polar coordinates, parametric equations, vector-valued functions, functions of multiple variables, multiple integrals and line and surface integrals. Topics also

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covered are level curves, gradients, cylindrical and spherical coordinates. Prerequisite: Math 214, with a grade of “C” or better (4 credits). Math 263 Discrete Structures This course covers fundamental topics in data structures and discrete mathematics. The topics are presented in an integrated manner that provides the discrete math foundations for data structures and computing applications of discrete mathematics concepts. Topics covered include stacks, queues, linked lists, trees, algorithms for searching and sorting, finite state automata, and concepts of computability and decidability. Topics from discrete math include sets and various types of relations (functions, graphs, trees, lattices), recursion and inductive proofs, Boolean logic, relational algebra, predicate calculus, series and limits, and asymptotic behavior of searching and sorting algorithms. Programming exercises are assigned throughout the course. Prerequisite: Math 154 completed with a grade of “C” or better, IT 203 (3 credits). Math 324 Geometry for Educators This course is a formal approach to Euclidean Geometry involving points, lines, planes, basic constructions, polygons, circles and three-dimensional figures. Logic, reasoning, direct and indirect proofs in two-column and paragraph form will be integrated where appropriate. A methodology component is included. Prerequisite: Math 163 completed with a grade of “C” or better (4 credits) Math 323 Math for Elementary Teachers I This course covers the first part of the mathematics content taught in elementary schools. This course - along with Math 333 - is required for all bachelor degree education majors. Topics include problem solving, sets and functions, the study of numeration systems, basic operations (properties and algorithms) and whole numbers, integers and rational numbers; and elementary number theory. Prerequisite: Math 134 completed with a grade of “C” or better (3 credits). Math 333 Math for Elementary Teachers II This course covers the second part of the mathematics content taught in elementary schools. Topics include probability and statistics, problem solving, measurement, properties of geometric shapes, coordinate geometry, and transformational geometry. Prerequisite: Math 323 completed with a grade of “C” or better (3 credits). Math 343 Matrix Theory and Linear Algebra This course covers matrix algebra, systems of linear equations, determinants, vector algebra and geometry in Euclidean 3-space, eigenvalues, eigenvectors, vector spaces, subspaces, bases and dimension, linear transformations, representation by matrices, nullity, rank, and isomorphism. Prerequisite: Math 214 with a grade of “C” or better (3 credits). Math 483 Multivariate Statistics This computer-assisted course explores the theory and application of multivariate statistical techniques including but not limited to discriminate analysis, principle components analysis, cluster analysis, and multivariate analysis of variance. It is helpful, but not required to be engaged in research that has yielded data requiring statistical analysis (3 credits). NaRs 113 Watershed Principles This course covers watershed processes, characteristics and measurements, land use practices for proper watershed management; analysis techniques. Hydroponic cycle and components, ownership and value of water, organizations of water managers, water quality and quantity concepts relating to range, forests, agriculture, mining and other land uses, data sources and analysis for decision making, conservation methods, and careers (3 credits).

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NaRs 323 Natural Resource Measurements Basic vocabulary, concepts, tools, procedures and report forms for measuring natural resources. Emphasis is on concepts of sampling, degree of accuracy and on interpretation of data collected (3 credits). NSci 253 Hydrology This course introduces the hydrologic cycle and focuses on precipitation and surface flow. The following topics will be covered and quantitative techniques applied to: precipitation, including causes, duration and measurement; infiltration and soil-water processes; evapotranspiration; surface runoff; and flow systems, including rivers, channels and impoundments. Basic concepts in fluid mechanics such as pressure, friction and pressure head will also be addressed. Prerequisites: Math 154, Geol 143, completed with a grade of “C” or better (3 credits). NSci 303 Integrated Environmental Science This course will cover an interdisciplinary approach to the study of environmental sciences. The Western science of ecology and earth sciences, traditional Lakota and other indigenous knowledge and perspectives are examined. These topics are presented with consideration of the social, economic and political aspects of environmental issue (3 credits). NSci 323 Principals of Environmental Science This course is an introduction to the basic principles of environmental management, environmental science and engineering. The course will teach the fundamental physical, biological, and chemical principles of environmental processes. The course will also explore the impact of humans and human activity on ecosystems in the environment. This course is co-listed with Engr 223. Prerequisites: Chem 233 (3 credits). NSci 363 Fluvial Morphology Fluvial processes incorporate information about river mechanics, geomorphology, hydraulics, and sedimentation into classification system that is based on the morphological characteristics of rivers. Classification of river systems gives insights into sustainable watershed use and channel stability. The Rosgen Stream Classification System is a widely used method to evaluate stream potential, and to identify departures from steam potential. Through monitoring the potential of a stream, environmental scientists can sustainable manage watersheds, evaluate the effectiveness of river improvement projects, and assess changes in river condition (3 credits). NSci 373 Watershed Assessment Techniques Running water habitats are rich and complex environments for biological study. Understanding how these lotic ecosystems function requires an interdisciplinary approach, incorporating hydrology, water chemistry, environmental engineering, and biology. This course will discuss habitat, life in running waters, energy and nutrients, community patterns, and biodiversity. The focus of the class will be on fieldwork to apply these concepts through recording and analyzing field data from reservation streams (3 credits). NSci 393 Research Methods This course introduces students to the fundamental practices of research, including, the scientific method, research design, sampling, data analysis and interpretation, manuscript preparation, and professional presentation. Participation in a closely mentored research project is preferred: may be taken concurrently with NSci 493 (3 credits).

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NSci 463 Groundwater This course involves a study of subsurface water quality and water flow. Topics will include migration of water through the vadose zone, soil moisture, ground water recharge, flow through aquifers, methods of measuring flow direction and velocity. Chemical interaction between the ground water aquifer and ground water will be discussed, along with the factors effecting the rate of contaminate migration in ground water and soils. A laboratory portion of the class may include the use of the Geoprobe® to drill and complete monitoring wells (3 credits). NSci 483 Paleontology In this course students will study the history and evolution of life on Earth as preserved in the fossil records of invertebrates, vertebrates, and plants. Students will also be introduced to aspects of systematic anatomical description, paleoecology, paleoclimatology, and taphonomy. Special emphasis will be placed on Cenozoic fossil floras and faunas of western South Dakota and the Pine Ridge Reservation 3 cr. NSci 493 Research This course consists of supervised research with a faculty mentor. Course requirements will vary depending on the nature and stage of completion of the research. Research may consist of part of the faculty mentor’s research, or an independent project. This course requires students to be internally motivated to succeed. Prerequisites: NSci 393 with a“C” or better (3 credits). Phys 113 Survey of Physics This course is designed to cover broad topics such as mechanics, states of matter, wave motion, electricity and magnetism. Focus will be given to development of students critical thinking skills. Students will be challenged to apply these skills to conceptual type situations as well as problems that require a fundamental knowledge of college level algebra. Prerequisites: Math 163 completed with a grade of “C” or better (3 credits). Phys 214 Physics I The basic physic principles of Newton’s laws of motion and the conservation laws concerning momentum, energy and angular momentum are applied to the linear and curvilinear motion of particles, simple harmonic motion and the rotation of rigid bodies. An introduction to relativity and quantum concepts will also be included. Prerequisites: Phys 113 completed with a “C” or better or an acceptable score on Physics I qualifying examination and prior/concurrent registration in Math 214 (4 credits). Phys 223 Physics II This is a continuation of the basic physical principles covered in Physics I, which extends to magnetic fields, and electric fields. Charged particles and electrical current are covered as well as basic DC and AC circuits. Gaussian surfaces, resistance, capacitance, & magnetic induction are studied. Extensive calculus is used. Prereq.: Phys 214, completed with a grade of “C” or better, & registration in Math 224 (3 credits). Phys 221 Physics II Laboratory This course is a hands on introduction to physical phenomena. Experiments will be performed in kinematics, force, free fall, projectile motion, friction, rotational motion, electrostatics and magnetic fields, simple ac/dc circuits, and optics. The experiments supplement the work in Phys 214, and Phys 223. Prerequisites: Physics 223 is to be taken concurrently (1 credit). Phys 324 Physics II for Educators This is a continuation of the basic physical principles covered in Physics I for Educators, which extends to magnetic fields, electric fields, light, and optics. A methodology component is included. Extensive calculus is used. Prerequisite: Phys 214, completed with a grade of “C” or better, and at least concurrent registration in Math 224, or permission of instructor (4 credits).

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Phys 321 Physics II for Educators Lab This course is a hands-on introduction to physical phenomena. Experiments will be performed in kinematics, force, free fall, projectile motion, friction, rotational motion, electrostatics and magnetic fields, simple ac/dc circuits, and optics. The experiments supplement the work in Phys 214 and Phys 323. Prerequisites: Physics 324 is to be taken concurrently (1 credit) Rang 103 Botany of the Northern Plains This course is a systematic study of plants, including their anatomy, classification, and nomenclature, with special emphasis on species native to the northern Great Plains and the Pine Ridge Reservation (3 credits). Sci 204 Integrated Science for the Elementary Teacher I A course designed to acquaint the pre-service elementary teacher with the scientific method and basic processes and concepts of science through the use of published articles in addition to the text. The latest scientific discoveries and current thinking in science education will be discussed. A writing component will consist of reacting to the assigned articles. A completed science fair project is required. Prerequisite: Math 134 and a core science class (4 credits). Sci 113 Technical Writing and Communications This class will cover the essentials of writing clear, concise proposals, reports, technical manuals, letters, memos, bid specifications, websites and other Information Technology documents. The student will also learn how to conduct a professional presentation. This course does not satisfy the Engl 113 requirement for non-Science, Math and Technology programs. Prerequisites: Engl 103 Freshman English I (3 credits). Sci 214 Integrated Science for the Elementary Teacher II This course is a continuation of Sci 204 and will further stress the scientific method and basic processes of science through the study of specific concepts of physical and biological sciences. A writing component will consist of reacting to recent scientific and science education articles followed by class discussion. The display of a science fair project is required. Prerequisite: Sci 204 completed with a grade of “C” or better (4 credits). Sci 273 Scientific Literature and Writing This course will have two foci: 1) reading and interpreting current scientific literature selected from a cross section of mainstream journals, and (2) presentation, written and orally, of research results in accepted scientific style. Research data will be either original student work or supplied by the instructor. Students will write one technical manuscript suitable for submission to a refereed journal (3 credits). Sci 393 Special Topics This course consists of a seminar in selected topics in science. Topics vary from semester to semester to take advantage of the special expertise of a visiting scientist, or as an opportunity to train students to meet special or pressing needs of the reservation community. This course may be taken twice as Sci 393 and Sci 493. The 300-level prefix indicates junior-level work is expected (3 credits). Sci 493 Special Topics This course consists of a seminar in selected topics in science. Topics vary from semester to semester to take advantage of the special expertise of a visiting scientist, or as an opportunity to train students to meet special or pressing needs of the reservation community. This course may be taken twice as Sci 393 and Sci 493. The 400-level prefix indicates senior-level work is expected (3 credits).

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NURSING DEPARTMENT

Michelle Bruns, MSN, RN, Chairperson/Instructor Sharon Cordova, MSN, RN, Instructor

Wendolyn Jacobson, MSN, RN, Instructor Laura Dunn, MSN, RN, Instructor

Darcie Thies, MAN, RN, Instructor Linda DeLong, BA, RN Part-Time Instructor

Christy Lone Elk, Secretary-Receptionist

Since 1986, the Department of Nursing, Oglala Lakota College, has served residents of the Pine Ridge and Rosebud Reservations and rural border communities in South Dakota and Nebraska. The program’s curriculum is congruent with traditional Lakota values which focus on the individual and families in promoting, maintaining and restoring balance and well-being, and is accomplished within the Lakota cultural framework of Woksape-wisdom, Woohitika- courage, Wowahola-respect and Wacatognaka-generosity. Graduates of the program receive an Associate of Arts (AA) degree in Nursing and are eligible to write the National Council of Licensing Examination (NCLEX). Passing the exam will result in licensure as a registered nurse (RN). Nursing courses are currently offered in Pine Ridge where the department has a new state-of-the-art facility with classrooms, offices, library, computer lab and nursing skills laboratory. The program has a new dormitory building with accommodations for 12 students from outlying districts and the Rosebud and Cheyenne River Reservations. Many of the pre-nursing courses required for entry into the program can be taken at the student’s district college center. Basic skills courses are offered which enable students to improve reading, math, English and science skills before applying to the Nursing Program. Clinical practice sites may include; Pine Ridge I.H.S. Hospital units and outlying clinics, the VA and Fall River Hospitals, Hot Springs, Bennett County Nursing Home, Martin, Chadron Community Hospital Chadron, NE, Rapid City Regional Hospital as well as community agencies on the reservation, including Head Start facilities. Two vehicles are available for transportation of students and faculty to some clinical facilities and educational opportunities. A student may enroll in basic and pre-nursing courses at OLC at any time and declare nursing as a major. However, students must complete pre-requisites before applying to the Nursing Program; upon acceptance into the program, students can only then enroll in nursing coursework. Nursing faculty are assigned to specific district college centers and should be used by pre-nursing students to ensure a timely advancement through the pre-nursing curriculum. The number of students who can be admitted into the nursing program is limited. Students who have met the pre-admission criteria must apply by January 31st for admission into the nursing program to start the following fall semester. Students are admitted once a year, fall semester. A cumulative grade point average (GPA) of 2.0 is required for successful completion of the nursing program. The grading system for the program is different from the rest of the college with higher requirements for each letter grade. Requirement for graduation with an Associate of Arts Degree in Nursing must be completed within four years of being accepted into the Nursing Program.

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Admission: Pre-Requisite Courses To apply for admission the student must have completed the following courses, or their equivalent, with a “C” or better and have an overall GPA of 2.5 or higher. Engl 103 Freshman English I Engl 113 Freshman English II Psy 103 General Psychology SpCm 103 Speech Communication Math 134 Intermediate Algebra Hlth 101 Medical Terminology Chem 111 Chemistry of Health Science Lab Chem 114 Chemistry for Health Science Bio 224 Human Anatomy (must be completed within four years of starting the nursing program) The required science courses (Chem.111/114, Bio 224,234, 204) will utilize the nursing department’s grading system for declared nursing students. It is recommended that the following science courses be taken with the first year nursing courses after admission: Bio 234 Human Physiology ( if transferred in must be within previous 4 years). Bio 204 Basic Microbiology The following Lakota courses must be completed before graduation, preferably before beginning nursing courses: Lak 103 Lakota Language I LSoc 103 Lakota Culture OR LHist 203 Lakota History Lakota elective 3 credits Certified Nursing Assistant (C.N.A.) licensure or successful completion of OLC Nursing Department Nursing Assistant course (75 hours) and current CPR card is required before the start of the first semester in the Nursing Program. Academic Skills Evaluation Prior to being considered as a candidate for admission, the student must take an assessment examination. This assessment is an important indicator or whether or not the student has the requisite skills to succeed in the nursing curriculum. After a complete application and admission fee has been received, the candidate will be notified of testing dates. Application Procedure Students will be selected for admission to the Nursing Program only once a year to begin in the fall semester. The application procedure involves submission of:

a. Application form fully completed b. Three letters of reference, using nursing department reference form, from non-relatives or friends;

employers, teachers/instructors preferred. c. Certificate of Degree of Indian blood/tribal enrollment if applying to OLC for the first time. d. Official high school transcript or GED if not already on file.

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e. Official college transcripts from all colleges, universities, or post-secondary schools attended unless already on file at OLC Registrar’s Office.

f. Type Essay (five paragraphs of 100 to 150 words each) developing the answers to: why you have chosen nursing as a career, life events that contributed to your decision to be a nurse, people who influenced you, what types of nursing interest you, and what you hope to do with your nursing degree. Include the four Lakota values of Respect, Wisdom, Courage, and Generosity in any way you can in your essay as you relate them to aspects of nursing.

g. Application fee ( pays for back-ground check and testing) h. Pre-admission testing i. Satisfactory criminal background check received before starting clinical experience. j. Proof of Certified Nursing Assistant licensure or successful completion of OLC Nursing

Department C.N.A. course and proof of current CPR certification. Selection Criteria Students who have completed all pre-requisites will be selected according to the following criteria:

a. G.P.A. of 2.5 or higher b. Tribal enrollment priority as follows:

1. Enrolled members of the Oglala Sioux Tribe who are veterans; 2. Enrolled members of the Oglala Sioux Tribe; 3. Enrolled members of other Lakota Tribes who are veterans 4. Enrolled members of other Lakota Tribes (Rosebud and Cheyenne River

priority) 5. Other enrolled Tribal members

c. Reference letters, personal interview and an essay assist to evaluate the personal characteristics desired in health professionals and those that are reflective of Lakota values, including the ability to work with people, potential for leadership, reliability, and communication skills. The interview is set up during the month of April.

d. When the program can accommodate additional students, non-Native applicants who meet all stated requirement will be selected according to the following criteria;

1. Students committed to remaining in the services areas as evidence by a) living in the service area for more than 5 years thus demonstrating

permanent residence and/or b) having permanent family ties in the community.

After assessing the above criteria the following will be considered; the applicants’ academic standing (GPA), results of pre-admission testing, character strengths and weaknesses, and background check, any one of which might lead to provisional acceptance or denial of admission The number of students admitted for each fall semester will not exceed the available faculty or clinical laboratory resources. Selection of students and alternates for fall semester will usually be made by the end of May with notifications going out during June. Vision Statement:

The Nursing Department will have resources in qualified faculty to increase/mentor the development of tribal faculty to better promote Wolakolkiciyapi. The department will continue to encourage the furthering of nursing education with the purpose of disease prevention and health promotion of native peoples.

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Mission Statement: To provide academic excellence that will prepare an Associate Degree (AD) nurse to respond with relevant knowledge and skills to meet health care needs of individuals and families as an entry level registered nurse. Philosophy: Nursing, as a caring profession, has the primary responsibility to address holistic health care, and health promotion/disease prevention needs of individuals and families in the community. The nurse is a responsible and accountable member of society who is committed to lifelong service, learning and education to respond to the needs of society. Nursing Department Terminal Program Outcomes; Upon graduation the student will be able to: 1. Apply knowledge of the nursing process and critical thinking as a framework for clinical decision

making. 2. Demonstrate cultural competency and caring behaviors for the purpose of providing culturally

appropriate nursing care to diverse populations. 3. Incorporate professional/legal/ethical accountability into practice, embracing the values of the

profession and assuming the various nursing roles of life-long learner, teacher, client advocate, leader/manager, and care provider.

4. Utilize evidence-based practice and technology to provide safe competent, holistic nursing to clients across the life span.

5. Communicate and collaborate with client, family, healthcare and interdisciplinary teams to provide holistic health care and promotion/disease prevention.

Pre-Nursing Course Sequencing Schedule Fall Semester Spring Semester Engl 103 3 credits. Engl 113 3 credits. SpCom. 103 3 credits. Math 134 4 credits (pre-req for Chem 111/114) 6 credits Psy 103 3 credits 10 credits. Fall Semester Spring Semester Chem 111/114 5 credits Bio 224 4 credits Lak Lang 103 3 credits LHis or LSoc 3 credits Hlth 101 1 credit. Lakota elective 3 credits. 9 credits 10 credits. Formal Admission to Nursing Department- Nursing Course Sequencing Schedule Fall Semester Spring Semester Nurs. 218 8 credits Nurs. 224 4 credits Bio. 234 4 credits. Nurs. 226 6 credits 12 credits Bio. 204 4 credits 14 credits Fall Semester Spring Semester Nurs. 312 2 credits Nurs. 322 2 credits Nurs. 313 3 credits Nurs. 324 4 credits Nurs. 317 7 credits Nurs. 328 8 credits 12 credits 14 credits

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NURSING DEPARTMENT Associate of Arts in Nursing

1. Core Requirements (16 credits) Where Date Grade

Engl. 103 Freshman English I 3 ______________________

SpCm 103 Speech Communications 3 ______________________

Math 134 Intermediate Algebra 4 ______________________

Engl 113 Freshman English II 3 ______________________

Psy 103 General Psychology 3 ______________________

2. Lakota Studies Requirements (9 credits)

Lak 103 Lakota Language I 3 ______________________

LSoc 103 Lakota Culture or LHist. 203 3 ______________________

Elective Lakota Course 3 ______________________

3. Science Course Requirements (18 credits)

Chem 111 Chemistry for Health Sciences Lab 1 ______________________

Chem 114 Chemistry for Health Science 4 ______________________

Bio 224 Human Anatomy 4 ______________________

Bio 234 Human Physiology 4 ______________________

Bio 204 Basic Microbiology 4 ______________________

Hlth 101 Medical Terminology 1 ______________________

4. Nursing Courses (44 credits)

Nurs 218 Foundations of Holistic Nursing 8 ______________________

Nurs 224 Holistic Mental Health Nursing 4 ______________________

Nurs 226 Holistic Maternal Child Nursing 6 ______________________

Nurs 312 Pharmacology I 2 ______________________

Nurs 313 Prof. and Transcultural Nursing 3 ______________________

Nurs 317 Holistic Adult Health Nursing I 7 ______________________

Nurs 322 Pharmacology II 2 ______________________

Nurs 324 Capstone Nursing (Practicum) 4 ______________________

Nurs 328 Holistic Adult Health Nursing II 8 ______________________

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NURSING COURSE DESCRIPTIONS Hlth 101 Medical Terminology (online- Moodle). This course is an introduction to medical terminology used in healthcare professions. The learner will apply a word building system using word roots/combining forms, prefixes, and suffixes as well as abbreviations and pathology terms to expand their knowledge of the language of health care. Learning is reinforced by the use of flash cards, audio pronunciation CD, and interactive activities on DVD. 1 credit. Nurs. 218 Foundations of Holistic Nursing This course will introduce the student to concepts basic to the nursing profession and to the roles of the associate degree nurse. The student will begin to utilize the nursing process as the means of providing basic nursing care to meet the bio-psycho-cultural needs of the individual with emphasis on the healthy elderly. Health promotion techniques as well as basic skills of health assessment and nursing care will be emphasized. Sub concepts of critical thought, therapeutic communication, pharmacology, medication administration and nutrition will be introduced. Lakota values of knowledge, respect, generosity and courage will be integrated into theory and clinical expectations. Clinical experiences will be provided through the I.H.S. Outpatient clinics and Acute Acre Unit, Cohen Residential home/visits to well elderly in the community, and the Bennett County Nursing Home, Martin, SD. Fall Semester Placement, 8 credits (6 theory credit hours, and 2 clinical credit hours ( at 3 to 1 ratio) for 90 clinical hours. Prerequisites: Requires formal admission to the nursing program. Co-requisites: Bio 234. Nurs. 226 Holistic Maternal- Child Nursing. This course will introduce the student to the psycho-social-cultural health of the individual from conception through adolescence. Included are concepts of pregnancy, labor and delivery, post-partum, newborn, child growth and development, health maintenance, and prevention from infancy through late adolescence within the context of the family as a whole. Sub concepts include nutrition, communication, and pharmacology in these populations. The student will further develop health assessment and nursing care skills for the female/maternity/fetal/newborn and pediatric client. Common childhood illnesses and health imbalances will be introduced. The student will expand skills in the use of the nursing process and critical thinking in meeting maternal/child health care needs within the family system, well child and acute care settings. The maternal child unit is viewed as a member of the tiwahe/tiospaye(family) as well as member of the tribe/society. Lakota values of respect, courage, wisdom and generosity are integrated into the didactic and clinical components. . Facilities utilized include I.H.S Hospital Pine Ridge.-Women’s Clinic, Maternity Unit, Well Child Clinic, Head Start facilities on the Pine Ridge Reservation and Rapid City Regional Hospital- Pediatric Unit. Spring Semester Placement, 6 credits (4 theory credit hours, and 2 clinical credit hours (at 3:1 ratio) for 90 total clinical hours. Prerequisites: N. 218, Bio 234. Co-Requisites: N. 224, Micro 204. Nurs. 224, Holistic Mental Health Nursing This course focuses on the health restorative aspects of common mental health problems. The student will continue to expand skill levels in the use of the nursing process by providing care in acute care and community setting for individuals experiencing difficulty with behaviors and/or relationships. The student will further develop therapeutic communication techniques and psycho-social assessments for these individuals. Facilities utilized include I.H.S. Hospital, Pine Ridge, and community agencies. Spring Placement: 4 credits (3 theory credit hours, and 1 clinical credit hour (3:1 ratio) for 45 total clinical hours. Prerequisites: N. 218, Bio 234 Co-requisites: N. 226 and Micro 204.

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Nurs. 312 Pharmacology for Nursing I. This course will be an introduction to drug therapy with the student of specific drug classifications using the nursing process, with a focus on the general principles of pharmacology, therapeutic uses, toxicity, and mechanisms of action for each class of drugs. The course is designed to closely follow the body systems and corresponding health disorders covered in N. 317, offered in the fall semester. Fall Placement: 2 theory hours of credit. Prerequisites: N. 224,226 and Micro 204. Co-requisites N. 317 and N.313. (Or permission from Nursing Chairperson and course instructor for non- nursing students.) Nurs. 313. Professional and Trans-Cultural Nursing with Lakota Emphasis This course will introduce the student to expanded trans-cultural nursing concepts, assessments, and the role of culture in understanding and caring for clients of diverse backgrounds in health care settings. Various cultures will be examined for their concepts of health and illness with special emphasis on providing health care in the Lakota cultural context. The student will also be introduced to the concept of culture of professional nursing, institutional norms, behaviors, and communication patterns that are critical to the student’s transition into the health workplace. Student will gain further self-awareness of their racial, ethnic, and cultural backgrounds as a prerequisite for eliciting and responding to client’s needs. Cross-cultural communication will be addressed to provide the student with skills to negotiate differences between clients and providers around health and illness issues. Fall Placement: 3 theory hours of credit Prerequisites N. 224, N. 226, Micro 204. Co-requisites N. 312, N.317 Nurs. 317 Holistic Adult Health Nursing I. This course will focus on nursing care and the application of the nursing process in the care of the adult experiencing selected pathophysiological processes affecting body regulatory mechanisms. This course builds upon basic nursing knowledge and skills established during the first year of the program. Opportunities to apply theoretical concepts and perform nursing skills specific to adult clients are provided through faculty guided learning experiences in acute health care settings. Clinical experiences will include home health/hospice programs at Chadron Community Hospital, Chadron, Ne. and Bennett County Hospital, Martin, SD, and acute care hospital setting at VA Medical Center, Hot Springs, SD. Fall Placement: 7 credits (4 theory credit hours, 3 clinical hours at a 3:1 ration) 135 total clinical hours. Prerequisites: N. 224, N. 226, Micro 204. Co-requisites: N. 312, N. 313. Nurs. 322 Pharmacology for Nursing II This course is a continuation of N. 312 and continues to present knowledge of specific drug classification using the nursing process, with a focus on general principles of pharmacology, therapeutic uses, and mechanisms of action for each class of drugs. This course is designed to closely follow the body systems and corresponding health disorders covered in the N. 326 course. Spring Placement: 2 credits (theory). Prerequisites: N.312, N.317 Co-requisites: N. 326, N. 324. (Or with permission of Nursing Chairperson and course instructor for non-nursing students) Nurs. 324- Nursing Capstone This course is the culmination nursing practicum course which will begin mid-way during the last spring semester and will allow the students the opportunity to demonstrate competencies with terminal program outcomes and to refine their nursing care practice skills. Knowledge and skills from basic and general education, science and nursing disciplines are integrated while implementing increasingly complex roles to deliver safe, competent quality nursing care to individuals and groups in focused clinical settings. Students will collaborate with faculty and a preceptor in a chosen care setting, planning, organizing, and evaluating a learning experience and practicing professional nursing at the beginning nurse level. Within

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the seminar context, the student will be expected to explore current literature and research utilized for health promotion and protection, health restoration, maintenance and support. Spring Placement: 4 credits (1 credit hour classroom synthesis seminar, 3 clinical hours at a 3:1 ration) total clinical hours 135. Prerequisites: N. 312, N. 313, N. 317. Co-requisites: N. 322 and N. 326 Nurs. 328 Holistic Adult Health Nursing II Prerequistes: N. 312, 313, 317 Co-requisites: N. 322, N. 324 This course is a continuation of N. 317 and will continue to emphasize nursing care and application of the nursing process in the care of the adult experiencing selected pathophysiological processes affecting body regulatory systems. Students will expand their use of critical thinking and the nursing process by providing nursing care, including nursing management skills to individuals in the hospital setting. Clinical experiences will include an emergency room rotation, as well as acute care hospital settings. Facilities utilized will include the Indian Health Service Hospital, Pine Ridge and may include Chadron Community Hospital, Chadron, NE, Fall River Hospital, Hot Springs, and Rapid City Regional Hospital, South Dakota. Spring Placement: 8 credits (6 theory credit hours, 2 clinical hours at a 3:1 ratio) 90 clinical hours during the first half of the semester.

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DEPARTMENT OF SOCIAL WORK Degree offered:

Bachelors in Social Work (BSW)

Jeffrey J Olson, MSW, Ph.D., Chairperson Kathryn Kidd, MSW, PhD, Practicum Coordinator

Josie Chase, MSW, PhD, Faculty Devona Lone Wolf, MA, Faculty

Vision Statement

In line with the OLC vision, the Department of Social Work seeks to educate students to be part of social change processes that more equitably distribute scarce economic and social resources as part of making life better for members of the Oglala Lakota Tribe on the Pine Ridge Reservation. Mission Statement

The Department of Social Work’s mission is to facilitate students to develop the necessary ethics, skills and knowledge to enter beginning social work practice, and over time to move into leadership roles within tribal, state, and federal organizations that focus on the health and well-being of the Lakota people.

BSW Program Competencies

Graduates of the BSW program are expected to: 1. Identify as a professional social worker and conduct oneself accordingly,

2. Apply social work ethical principles to guide professional practice,

3. Apply critical thinking to inform and communicate professional judgments,

4. Engage diversity and difference in practice,

5. Advance human rights and social and economic justice

6. Engage in research-informed practice and practice-informed research,

7. Apply knowledge of human behavior and the social environment,

8. Engage in policy practice to advance social and economic well-being and to deliver effective social

work services,

9. Respond to contexts that shape practice, and

10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and

communities.

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Application Procedure - BSW

Tracking and Advanced Majors

Initially, students who declare social work as a major are designated as Tracking Majors. In the weeks prior to completing the Introduction to Social Work course during the spring semester of a student’s sophomore year, the student must apply for admission to Advanced Major in order to continue taking Social Work courses.

Application for Advanced Major Students must meet the following criteria to be admitted as Advanced Majors:

1. Students must earn a minimum grade point average (GPA) of 2.50 on all OLC course work as well as all course work completed at other academic institutions,

2. Students must earn a C or better in SOWK 203, 3. Students must adhere to the NASW Code of Ethics, 4. Students cannot exhibit behavior that will infringe on the student’s present or future ability to

fulfill professional responsibilities as a social work professional, 5. Students cannot have documented instances of academic dishonesty on their records, 6. Criminal convictions may result in rejection of the candidate for admission to Advanced Major.

See Policy for Students with Criminal Records in the student handbook.

The student should begin working with the Sowk 203 instructor during the spring semester. Qualified students should submit the application for Advanced Major to the BSW Program Director by the 13th week of the spring semester in which Sowk 203 is being taken.

If a student meets the six criteria above, the BSW Program Director will notify the student in writing that s/he has been accepted as an Advanced Major. If any of the six criteria are not met, the Director will so notify the student. A decision not to accept a student may be appealed: the appeal must include a plan to address how to meet any criteria not met. Appeals will be reviewed by the Program director in consultation with the social work faculty and the student will be notified of the Department’s decision.

The social work major is offered as a sequence of courses that take two years to complete. A full-time student takes a Methods course in each of the four semesters of the junior and senior year. HBSE I & II are taken in the junior year. The social work electives are taken in the spring of the junior and senior years. Social welfare and social work history is taken in the fall of the junior year. Introduction to Research and Evaluation is taken during the fall of the senior year. The Research Project is conducted in the spring of the senior year. The practicum is taken in both fall and spring semesters of the senior year. Part-time programs of study can easily be constructed. Contact Jeffrey Olson, the department chair for the particulars of part-time completion of the BSW.

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DEPARTMENT OF SOCIAL WORK Bachelor of Social Work (BSW)

120 Credits required for graduation (All courses passed with C or better)

A. Core (27 Credits) Where taken Date Grade SpCm 103 Speech Communications 3______________________ Engl 103 Freshman English I 3______________________ Engl 113 Freshman English II 3______________________ Humanities Any humanities course 3______________________ Literature Any Literature course 3______________________ Math 103 Elementary Algebra (or higher) 3______________________ Computing IT 103 or MIS 113 3______________________ Bio 103 Human Biology 3______________________ Social Science - Any social science course 3______________________ B. Lakota Studies Core (15 Credits) Lak 103 Lakota Language I 3______________________ Lak 233 Lakota Language II 3______________________ LSoc 103 Lakota Culture 3______________________ Elective (Suggest LPol 223) 3______________________ Elective (Suggest Native Am. Psych) 3______________________ C. Professional Study Requirements (15 credits)

Sowk 203 Foundations of Social Work 3______________________ Psy 103 General Psychology 3______________________ LHist 203 Lakota History 3______________________ CD 103 Introduction to Alcoholism 3______________________ Quantitative Statistics (Sosc 313 or Math 123)or Math 134 3______________________

D. Social Work Advanced Major Requirements (45 Credits)

Sowk 303 Social Welfare and Social Work History 3______________________ Prereqs: OLC Core, Sowk 203 Sowk 313 Social Work Methods I 3______________________ Prereqs: OLC Core, Sowk 203 Sowk 323 Social Work Methods II 3______________________ Prereqs: Sowk 313 Sowk 413 Social Work Methods III 3______________________ Prereq: Sowk 323 Sowk 423 Social Work Methods IV 3______________________ Prereq: Sowk 413 Sowk 333 Human Behavior in the Soc Environ I 3______________________ Prereqs: OLC Core, Sowk 203, Psy 103 Sowk 343 Human Behavior in the Soc Environ II 3______________________ Prereqs: Sowk 333 Sowk 403 Introduction to Research 3______________________ Sowk 323 & 343, Math 134 or Sosc 313

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Sowk 443 Research Project 3______________________ Prereq: Sowk 403 Sowk 406 Social Work Practicum I 6______________________ Prereq: Sowk 323, 343, and concurrent with or after Sowk 413 Sowk 416 Social Work Practicum II 6______________________ Prereq: Sowk 406, and concurrent with or after Sowk 423 Sowk 433 Social Work Elective 3______________________ Prereq: Sowk 203 or Instructor Permission Sowk 453 Social Work Elective Prereq: Sowk 203 or Instructor Permission 3______________________ E. Two options – choose only one option

1. Social Work General Studies Requirements - 18 Credits

Free electives 6 credits 3______________________

3______________________

Upper Division (300 or 400) Humanities or Social Science

Free Electives - 12 credits 3______________________

3______________________

3______________________

3______________________

2. Chemical Dependency Emphasis - 18 credits (15 credits CD courses and 3 credits upper division Humanities or Social Science electives)

CD 113 Introduction to Drug Abuse 3______________________

CD 233 Foundations of Individual Counseling 3______________________

CD 313 Ethical and Legal Issues for CD Professionals 3______________________

CD 343 Methods of Group Counseling 3______________________

CD 223 Native American Substance Abuse 3______________________

Upper Division (300 or 400) Humanities or Social Science 3______________________

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Social Work Course Descriptions Social Work 203 Foundations of Social Work This course provides an overview of the profession of social work. A third of the course is spent learning the OLC Generalist Model. Another third is spent in discussion of the various roles social workers perform. The final third explores the centrality of professional values and ethics and teaches how to read a research article. The course is designed for sophomores considering this major. Particular emphasis is placed on asking what the practice of social work would look like within the context of Lakota values, traditions and history. A core theme running through all content concerns the role of values and ethics, both personal and professional. Prerequisites: MIS 113, 3 credits. Sowk 303 Social Welfare & Social Work History This course seeks to add to generalist social work orientation by focusing on the connection between the history of social work practice and social welfare policy and the issues that lead to policy formation. Social workers need to possess knowledge and understanding of the development of social welfare policies in response to social issues from the local tribal level to the federal level. To this end a major focus of the course is social welfare history from the Poor Laws forward. A particular focus is health and social welfare policies affecting the Lakota people. Macro-level social welfare policies have existed as long as people have collaborated to meet their social needs. Social workers must grapple continually with the policy questions of "Who should get What? How? When? Where? On what Basis and Why?" The role of professional values and ethics in policy formation is explored in relation to all course content. By the end of the course, students should understand that policies define the context within which social work is practiced and affects all aspects of social work intervention from the smallest client system (micro practice) to the largest (macro practice). Policies, for example, define who becomes clients, and how services are to be delivered including when, where, why and how much. It is essential that social workers be knowledgeable about this larger context for the practice of social work in order to become proficient in assisting those clients who seek social work services. To this end students are asked to understand policy from within the OLC Generalist Model. Pre-requisites: Sowk 203, OLC Core, 3 credits Sowk 333 Human Behavior in the Social Environment I (HBSE I) This first course in a two course sequence covers theories and knowledge of human bio-psycho-social development through the OLC Generalist Model (OLCGM), with a focus on individuals and families. The Human Behavior and the Social Environment sequence provides content about theories and knowledge of human bio-psycho-social development and the range of social systems in which individuals live (families, groups, organizations, communities, and institutions). Particular focus is given to the Lakota worldview and its understanding of human development and social systems.

The sequence teaches students to evaluate theory and examine its application to client situations by identifying what we, as humans, all have in common. Bio-psycho-social theories are critically examined using social work values and ethics as examined through foundational relationships. Students consider interactions between and among human biological, social, psychological, economic and cultural systems as they affect and are affected by human behavior and the ways in which systems promote or deter people in maintaining or achieving optimal health and well-being by experiencing his or her vision of Wo’Lakota (balance, peace and harmony). The sequence addresses different people’s experiences, needs and beliefs, particularly as they relate to race, ethnicity, culture, class, gender, sexual orientation, religion, physical and mental ability, age and national origin. Pre-requisites: Sowk 203, OLC Core, 3 credits

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Sowk 343 Human Behavior in the Social Environment II (HBSE II) This second course in a two course sequence covers theories and knowledge of human bio-psycho-social development through the OLC Generalist Model (OLCGM), with a focus on adult development. The Human Behavior and the Social Environment sequence provides content about theories and knowledge of human bio-psycho-social development. Particular focus is given to the Lakota worldview and its understanding of human development and social systems.

The sequence teaches students to understand human development and the forces at work that determine individual, familial and community developmental trajectories.

The Human Behavior in the Social Environment sequence provides the framework for understanding human development and motivation. It utilizes a traditional textbook from within the OLCGM. In particular, course content is examined through the OLCGM practice theory with continuing reference to “how” unhealthy developmental trajectories can be confronted using the OLCGM practice technique. Pre-requisites: Sowk 333, 3 credits Sowk 313 Methods I Sowk 313, the first of the four methods courses, is an introduction to the common core of essential concepts, skills, values, tasks, and activities important to generalist social work practice with individuals and families. The course will introduce students to the generalist perspective of social work practice including the relationship-building/problem-solving process within an ecosystems (person-in-environment) framework. Special emphasis will be placed on assessment of biological, psychological, and socioeconomic factors (e.g., class, race, gender, and sexual orientation) and how they interact with elements of the environment, and influence intervention. This course also contains content stemming from Lakota values, beliefs and practices. This course contributes to the foundation on which the BSW curriculum builds its generalist practice model. The sequence emphasizes the strengths perspectives which promotes empowerment and social justice for marginalized individuals, groups and communities. Pre-requisites: Sowk 203, OLC Core, 3 credits Sowk 323 Methods II This course is the second in a practice sequence that provides a conceptual framework for generalist social work practice and introduces students to the knowledge, values and skills needed to work with task & treatment groups. The sequence emphasizes the strengths perspective which empowers and promotes social justice for marginalized individuals, groups, and communities. Social Work 323 is designed to teach students the theory and skills necessary to effectively design, implement, and evaluate task & treatment groups within the context of Lakota culture. This course frames task & treatment group work within the OLC generalist model. While specific class activities and learning objectives do not mention the emphasis on Lakota culture and its understandings of group process, this perspective is infused throughout the curriculum. The question, “How would this work with different populations on the reservation?” is an always present question. Pre-requisites: Sowk 313, 3 credits Sowk 413: Methods III This course is the third in a practice sequence that provides a conceptual framework for generalist social work practice and introduces students to the knowledge, values and skills needed to work with community groups, organizations, communities, and the Lakota tribe. Introduction to the roles, tasks and functions of the social welfare practitioner as well as theories and methods of assessment, intervention, and evaluation are provided. The sequence emphasizes strengths and empowerment perspectives as laid out in the theory section of the OLCGM.

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The challenges facing the macro-practitioner in generalist practice are explored. Practice skills presented in this course build on the OLCGM and content presented in HBSE II, which examined theories regarding communities, organizations, and institutions. Issues regarding social and economic justice, the value of diversity, and populations-at-risk unique to this region and the role of professional ethics are integrated throughout the course. The student will learn the skills and knowledge necessary to enter beginning practice in the role of change agent. Pre-requisites: Sowk 323, 3 credits Sowk 423: Methods IV This course is the fourth and last in a practice sequence that provides a conceptual framework for generalist social work practice and introduces students to the knowledge, values and skills needed to work with tribal and other governments. Introduction to the roles, tasks and functions of the social welfare practitioner as well as theories and methods of assessment, intervention, and evaluation are provided. The sequence emphasizes strengths and empowerment perspectives. Methods IV is a policy-practice course in which students learn how to engage in legislative advocacy, grant writing, and to analyze government and tribal policies relevant to the health and welfare of the Lakota people. Pre-requisites: Sowk 303 & 413, 3 credits Sowk 403 Introduction to Research This course provides the student with the foundations of social work research, preparing the student to become an informed consumer of research. Emphasis is placed upon application: preparing the student to be a consumer and producer of practice-based research, especially evaluation research. Students will learn the design and planning of research, methodologies, and their applications. Both qualitative and quantitative research methodologies will be examined. Ethics of research and cultural competence of research will be emphasized. How tribal values relate to research, especially within the Lakota cultural framework, will be explored. Pre-requisites: Sowk 343 & Math 123 or Math 134 or SoSc 313, 3 credits Sowk 443 Research Project This is the second course in the two course research sequence and is offered in the spring semester of the senior year. It provides students with the opportunity to work on a research project. The research project is a group project arranged by the course instructor with an agency on the reservation or in Rapid City, and involves conducting research (generally needs assessment or program evaluation) on a topic of interest to the agency. Each student will assume leadership for one phase/segment of the research project; all students will participate in all phases and activities. Student input into population to be studied will be obtained spring semester of the preceding year; actual population/agency will be dependent upon agency availability and interest. Pre-requisite: Sowk 403, Introduction to Research, 3 credits Sowk 406 & 416 Practicum I & II – 6 Credits each This course represents the culmination of preparation for entry-level generalist social work practice. The course consists of supervised practice of the social work knowledge, values and skills learned in the classroom. Grading is Pass/Fail only. The generalist practitioner operates within the ethical guidelines prescribed by the NASW Code of Ethics and utilizes the six-step, relationship building/problem-solving process and person-in-environment framework that make up the OLC generalist model.

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During a supervised field experience students are expected to have opportunities to further integrate all educational facets, as articulated in the objectives, for a beginning level of generalist social work practice, with an emphasis on working with the Lakota people in systems of all sizes to promote, maintain and/or restore well-being. This course also emphasizes the professional attributes of the individual in professional practice, e.g. self-awareness, oral and written skills, accuracy and precision, empathy and genuineness, and organization and planning. Students also participate in six hours per semester of seminar, which helps to integrate the field practicum experience with the BSW classroom knowledge and which allows the exploration of additional knowledge. In the field seminar, students will learn the principles of the logic model and its application to the field setting. There are three papers associated with the two-semester field seminar. Pre-requisites: Sowk 406 - Concurrent with, or after Sowk 413 Sowk 416 - Sowk 406 and concurrent with, or after Sowk 423, 3 credits Sowk 433 and 453 Electives The social work elective can change depending on interests of students and instructors. Pre-requisites – Sowk 203 or Instructor Permission 3 credits

CD Course Descriptions CD 103 Introduction to Alcoholism This course introduces the study of alcoholism and the wide range of current approaches to treating and preventing it. It surveys the symptoms and effects of alcohol and abuse and addiction and introduces leading theoretical models of alcohol addiction. It affords students the opportunity to assess their learning in relation the phenomena of alcohol abuse and addiction in their communities. Prerequisites: Engl 103 or higher. 3 credits CD 113 Introduction to Drug Abuse The material in this course will introduce you to the fascinating study of a wide range of mood-altering chemicals, both legal and illegal. You will learn about the symptoms that drugs produce, and about their effects on individuals. You will also explore various approaches to treating and preventing drug abuse and will consider their applicability to the Lakota community.. Prerequisites: Engl 103 or higher. 3 credits. CD 203 Family Counseling and Chemical Dependency This course will engage you in the study of the effects of alcoholism and drug abuse on families. You will consider the special needs of individual family members that alcoholism and drug abuse give rise to and you will learn about methods for addressing those needs. You will learn about self-help techniques for family members, about methods of family intervention, and about methods for helping the active alcohol or drug abuser. Prerequisites: PSY 103 and either CD 103 or CD 113 or instructor permission. 3 credits CD 223 Native American Substance Abuse This course surveys the extent and the consequences of alcohol abuse among American Indians. The causes of origins of the disease of Alcohol will be explored as well as the different theories of addictions. In addition to the reservation experience the urban setting will be discussed. The prevention, treatment and recovery for American Indian Alcoholics will be addressed. Prerequisite: CD 103 or CD 113 or instructor permission. 3 credits.

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CD 233 Foundations of Individual Counseling. This course is designed to cover the skills, concepts, and issues of chemical dependency counseling of individuals. The content provides students with knowledge of the counseling relationship, factors involved in chemical dependency, understand diagnosis, assessment and treatment plans. In addition to examining traits of an effective counselor, the student will work to develop and practice using a theory of counseling. Prerequisites: CD 103, CD 113. 3 credits

CD 313 Ethical and Legal Issues for Chemical Dependency Professionals This course will explore the ethical and legal issues as they apply to Chemical Dependency Counseling. These issues include: confidentiality, dual relationships, competency and referral, counselor values and conflicts, legality and ethics, client welfare, establishing appropriate limits and boundaries in the client relationship, informed consent, and other issues identified. Students will review the professional codes of ethics, values underlying coded of ethics and will focus on the process of ethical decision making. Students will have the opportunity to identify and discuss the ethical and legal issues frequently encountered by prevention and treatment professionals. Prerequisites: CD 103, CD 113. 3 credits

CD 343 Methods of Group Counseling This course covers group leadership skills and various therapeutic techniques of group counseling through lecture and practical application. It focuses particularly on learning about the dynamics of group therapy as a helping and healing process. It covers theories that apply to groups and to addictions work. It introduces related topics of research, ethics, planning, leadership styles, multicultural considerations, and relevant Lakota practices. Prerequisites: CD 103, CD 113, CD 233. 3 credits

CD 403 Continuum of Care This course will cover the relationship between intake, case management, discharge planning and clinical record keeping. Students will learn how to implement plans used in addictions counseling, and about screening, assessment and evaluation procedures. Students will develop an understanding of relapse, including its relationship to the recovery process and the role of the counselor in relapse prevention. The course will cover treatment services provided to Native Americans and to the Lakota in particular. Prerequisites: CD 103, CD 113, CD 233, CD 313, CD 343, 3 credits

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GRADUATE STUDIES DEPARTMENT

Dawn Tobacco-Frank, PhD, Director/Chair Art Fisher, M. Ed, Faculty

Diana Cournoyer, M.Ed.GS Program. Coordinator LAKM Graduate Advisory Board:

LMEA Graduate Advisory Board:

Gerald One Feather Marie Randall Robert Two Crow Alex White Plume (Graduate Student Representative)

Robert Cook Robert Two Crow Gloria Kistopolus Valerie Charging Eagle(Graduate Student Representative)

The Graduate Studies Department issues degrees in Lakota Leadership and Management and Lakota Leadership and Management Education Administration. The following is the framework for both programs. Graduate Program Authorization The Oglala Lakota College was founded in 1970 by tribal leaders who determined an educated Lakota Oyate was necessary to assist the tribe in realizing the operation of its own affairs. Further, the elders envisioned a tribal college was paradoxically the way to preserve the Lakota language and culture. Therefore, the Oglala Sioux Tribe chartered Oglala Lakota College in March 1971. As part of its operation Oglala Lakota College designed and developed a graduate program entitled Managers as Warriors from 1990-1992 and implemented the program in 1993. The Board of Trustees (BOT) created the Graduate Studies Department on April 1995 meeting the increased demand for graduate courses and degrees, thereby sustaining the current Graduate Department and the Master of Arts degree in Lakota Leadership and Management. In 1998, North Central Accreditation Association granted approval for the Education Administration component of the degree. Degrees Authorized Oglala Lakota College is authorized to grant the following degrees: Associate of Arts (1983), Bachelor of Arts (1983) and Master of Arts (1993). South Dakota State Department of Education and Cultural Affairs approved teacher education program(s) (Oglala Lakota College, Self Study Report, North Central Association of Colleges & Schools Commission on Institutions of Higher Education, March 16-18, 1998) and Educational Administration emphasis Master of Arts level (South Dakota State Board of Education, March 20, 2000). Accreditation and Affiliations Education Administration is an approved principal program under the authority of the State of South Dakota. Education Administration adopted the Educational Leadership Constituent Council (ELCC) professional standards. Teacher education is a member of Teacher Education Accreditation Council and South Dakota Association of Colleges of Teacher Education. South Dakota State Board of Nursing and the National League of Nursing approved the nursing program. Affiliations of the nursing programs, University of South Dakota Nursing Program, Salish Kootenai, Sisseton-Wahpeton Nursing Program, Indian Health Service Pine Ridge and Rosebud, Rapid City Regional Hospital, Gordon Memorial Hospital, Veterans Administration Hospital, and Chadron Community Hospital.

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Governance The policy making body of the graduate program is the Graduate Policy and Review Committee. Graduate Policy and Review Committee is chaired by Director/Chair of Graduate Studies Department, composed of Vice President for Instructional Affairs, academic department chairpersons, faculty with earned doctorates, and members of the graduate faculty. A recommendation for degree requirements and curriculum originate within each department, reviewed by the Graduate Advisory Boards, and moves to the Graduate Policy and Review Committee. Finally, it is subject to review by the Graduate Faculty, Vice President for Instructional Affairs, requires action by the President of Oglala Lakota College, and the Board of Trustees.

Master of Arts Degree in Lakota Leadership and Management and Lakota Leadership and Management: Education Administration

Philosophy The belief of the degree program (s) is dedicated to the reality that Lakota leaders and managers must have a foundation in Lakota beliefs, values, thought, and philosophy. Specifically, the curriculum is guided by the principle that traditional Lakota beliefs recognized a leader as someone who works for, with and among the people, rather than above them, someone who lives for the people and takes action that is for the people rather than for personal and material gain. Vision The vision of the Graduate Studies Programs is Wolakota within professionals as they continue in their training to become leaders and managers; Lakota leaders who will live, preserve, and continue the Lakota way of life for coming generations. Mission Statement The Graduate Programs are committed to the belief that the leaders and managers, who will take the Lakota into the 21st century, must have a foundation in; Lakota language, spirituality, belief, values, thought and philosophy. Delivery of the curriculum is guided by the principle that Lakota leaders work for, with, and among the people, rather than for personal or material gain. The rigor of the program will be a source of pride for dedicated professionals. Our graduate candidates strive to demonstrate Wolakota, excellence and confidence as they translate theory into quality practice. Purpose of Graduate Program The purpose of the Graduate Program (s) of the Oglala Lakota College is to develop individual management and leadership skills that are harmonious with Lakota values. Further, the knowledge base of the Graduate Program(s) is designed to produce candidates with expanded intellectual application, independence in reading and research, using critical thinking skills in decision making, and ability to design and implement change through strategic planning. The Goal: To graduate leaders who are sage managers/leaders in the Lakota community. Graduate Program (s) Broad Objective: Overview Oglala Lakota College’s graduate programs of study are designed to expand understanding of contemporary society through a full application of the Lakota culture and its world relationships; to increase knowledge in a particular area; to challenge values and philosophy; to encourage independent research, and implementation through dissemination; to develop and refine communication skills; to foster reflective thinking processes; to provide intellectual stimulation and a foundation for continued study.

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Learning outcomes of Graduate Studies programs

Program Learning Outcomes Course Alignment 1. Candidates will integrate their knowledge and development of qualities necessary for Wolakota leadership.

LAKM 613, 623, 633, 643, 653, 663, 673, 683, 693, 703, 706 LMEA 713, 723, 743 796

2. Candidates will specify and implement how Lakota values, belief systems, and life-styles of leaders and managers impact peoples and societies.

LAKM 613, 623, 633, 693 LMEA 703, 713, 723, 733, 753, 796

3. Candidates will recognize and practice listening, Lakota oratory skills, and other appropriate methods in the expression of Lakota values.

LAKM 613, 633, 643, 703, 706 LMEA 703, 713, 743, 796

4. Candidates will assess how historical processes of colonization affected Lakota culture and the social organization of indigenous peoples. Use the assessment to develop a plan of action for change.

LAKM 633, 653, 703, 706 LMEA 733, 796

5. Candidates will practice concepts of organizing communities and constructing change.

LAKM 663, 643, 653 LMEA 713, 733, 753, 796

6. Candidates will examine and evaluate financial management systems and recommend strategies for monitoring these systems

LAKM 673 LMEA 743, 796

7. Candidates will identify, synthesize and interpret forces that underlie environmental issues using the Lakota world view of Mitakuye Oyasin. Determine how people and nature influence and affect environment, community, and curriculum.

LAKM 683 LMEA 733, 796

8. Candidates will analyze and apply the development and implementation process of exercising of tribal rights.

LAKM 693, LMEA 723, 603, 796

9. Candidates will comprehend, interpret, and demonstrate the nature and significance of research, and provide them opportunities for application and implementation of research techniques.

LAKM 706, 603 LMEA 763, 773, 796

10. Candidates will design, implement and evaluate existing community development circumstances from a Wolakota perspective

LAKM 703A I, LAKM 703B II

11. Candidates will demonstrate an understanding of the larger political, economic and legal context within policies benefiting the diverse learner needs and school community.

LMEA 723, 753, 603

South Dakota State Competencies (SDSC) and the Educational

Leadership Constituent Council (ELCC)

The above learning outcomes of Graduate Studies Department Lakota Leadership and Management: Education Administration degree program (LMEA) are designed to meet the following state and specialized professional accreditation, and to reinforce the Lakota standards of Lakota Leadership and Management emphasized in the Four Directional Model of Bear Shield et. al (2000).

Lakota Standards see Graduate Studies Four Directional Model listed below.

South Dakota State Administrative Rule § 24:53:08:01 inclusive. South Dakota State Competencies §24:53:04, §24:53:05, and §24:53:06 inclusive.

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ELCC Standards see Educational Leadership Constituents Council, National Policy Board for Educational Administration (2002) Standards for advanced programs in educational leadership for principals, superintendents, curriculum directors, and supervisors.

Four Directional Conceptual Framework Model

The Oglala Lakota College Graduate Studies Department incorporated Lakota values and concepts in efforts to maintain and strengthen the Lakota culture within Individuals and communities. The four directional conceptual framework model evolved by integrating the concepts and symbols of the Lakota Mental health Model (Bear Shield, et al, 2000), medicine wheel, and the Oglala Lakota College Logo. The Four Directional Model is the framework for all program (s) within Graduate Studies Department.

WIYOHPIYATA (West) - Admission/Entrance Requirements

Wiyohpiyata meaning the cardinal direction of west is represented by the color black. The cycle begins in the west and continues clockwise. This direction is also known as the Wakinyan Oyate meaning Thunder Nation who teaches us that we must be courageous to overcome obstacles and difficulties in life (Bear Shield, et al, 2000). Graduate Students are required to demonstrate Wowacin Tanka meaning fortitude, Wohitika meaning courage and bravery, as well as Woksape meaning wisdom. Entering graduate students must endure and balance day-to-day obstacles of a family, geographical location, financial and personal responsibilities. The completion of the necessary core requirements for Graduate Studies Program(s) requires fortitude, courage and wisdom. Therefore, this is the starting point and the first stage of the entering graduate students’ educational journey toward becoming a “Masters Candidate” and program completion.

Wounspe na oitancan un wolakolkiciyapi meaning learning Lakota ways of life in community through education and leadership is the philosophy for the Four Directional Conceptual Framework Model incorporating Oyate IkceTatuye Topakiya Wocicala Hena Wopasi, meaning measuring knowledge of the four directions to capture the capstone experiences for the program. The Four Directional Conceptual Framework model demonstrates the unique organization of the overall institutional structure of shared leadership and shared vision of the Oglala Lakota College correlating with the programs.

The Four Direction Model also known as the Lakota Mental Health Model was developed from Bear Shield et al. (2000) who utilized cultural indicators to measure human development. These indicators assist in determining the disposition of the candidate and their capabilities of acquiring content knowledge, pedagogical and professional knowledge, skills, decision making, and the importance of stewardship within organizations as the candidate move towards completion of the degree. The four dimensions of measurement include: 1) Wiyohpeyata (West) 2) Waziyata (North) 3) Wiyohinyanpata (East) 4) Itokagata (South). All four directions correspond equally to the four stages of growth, which include spiritual, physical, intellectual, and emotional components of development. These stages balance an individual. Therefore, the Four Directional Conceptual Framework Model is grounded in the Lakota world view and cannot be separate from the intellectual component of human development. This world view is utilized in this Four Directional Conceptual Framework Model which demonstrates educational excellence and high standards within the program.

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Admission/Entrance Requirements The Oglala Lakota College Graduate Studies Department accepts applications from new entering students two times per year for fall and spring entry. Applications are due the last Friday of April and October of each semester. Applications must be complete. All late applications will be reviewed for entry into the next semester year. Incomplete applications will not be accepted and will be returned as incomplete. All new entering students must meet the admission requirements listed below in order to be accepted into one of the degree programs. Accepted students are required to attend the Annual Graduate Studies Orientation, before registering for courses. The Graduate Studies Orientation is held in August and December of each year. All LMEA students must attend portfolio orientation. All graduate students must attend seminars as scheduled. Admission process - Lakota Leadership and Management (LAKM) and Lakota Leadership and Management: Education Administration (LMEA) Entering students must apply for acceptance into one of the degree programs by completing and submitting the following:

1) Graduate application 2) OLC admissions application 3) $15.00 application fee 4) Submit all official transcripts specifying the date the degree was conferred 5) Submit degree of Indian blood or lineage form 6) Submit current resume 7) Submit copy of current and valid teaching certificate in elementary or secondary education (for

LMEA degree only) 8) Submit three (3) reference letters from employers, community members, or colleagues, etc.

reference letters cannot be from immediate family members. Reference letter criteria: Lakota leadership and Management (LAKM) reference criteria:

a. Reference letters must explain why the student is an excellent candidate for the Masters of Arts degree in Lakota Leadership and Management.

b. Distinguish the students’ Lakota Leadership professional and personal disposition. c. Explain student professional and personal ethics. d. Elaborate on the student’s civic engagement within the work place and/or community.

Lakota Leadership and Management: Education Administration (LMEA) reference criteria:

a. Reference letters must explain why the student is an excellent candidate for the Masters of Arts degree in Lakota Leadership and Management: Education Administration.

b. Distinguish the students’ Lakota Leadership professional and personal disposition. c. Explain student professional and personal ethics d. Elaborate on the student’s civic engagement within schools and community. e. Verify the students three (3) years of teaching experience on a valid certificate in an

accredited K-8, 9-12, or K-12 school. f. Verify additional educational experiences within an education system.

9) Submit and receive a rating of 15 (proficient) or higher on each writing sample: Autobiography

and Philosophy of leadership. (Note, the Autobiography and the Philosophy must follow American Psychological Association (APA) professional writing style. For assistance follow this link: http://owl.english.purdue.edu/owl/resource/560/01/) or refer to APA manual. Writing sample criteria must be in APA style writing:

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Lakota leadership and Management (LAKM) writing sample criteria:

a. Autobiography highlighting family, life experience and disposition that emphasize key points to describe why you would be an excellent candidate for the Lakota Leader in Lakota Leadership and Management program. Question: What distinguishes you as an excellent candidate for the Lakota Leadership and Management program? (see rubric)

b. Philosophy and vision of leadership emphasizing current issues in native communities serving native populations or underrepresented groups. Discuss your steps and explain how you plan on using the Lakota Leadership and Management degree within your work, personal life, and/or community to achieve your Philosophy and vision. Question: What is your philosophy and vision of leadership and how does this tie into addressing current issues in native communities or communities serving native populations. (see rubric)

Lakota Leadership and Management: Education Administration (LMEA) writing sample criteria:

a. Autobiography highlighting family, life experience and disposition that emphasize key

points to describe why you would be an excellent candidate for the Lakota Leader in Lakota Leadership and Management program. Question: What distinguishes you as an excellent candidate for the Lakota Leadership and Management program? (see rubric)

b. Philosophy and Vision of Education emphasizing current issues in native communities serving native populations or underrepresented groups. Discuss your steps and explain how you plan on using the Education Administration degree within your work, personal life, and/or community to achieve your philosophy and vision. Discuss how your philosophy and vision aligns purpose of the Graduate Studies program. Question: What is your philosophy and vision of educational leadership in relation to Educational administration, curriculum, communication, instruction, and community within native communities or communities serving native populations. (see rubric)

Students must have a baccalaureate degree from an accredited institution matching the admission requirements for the degree in which they are applying. A complete application with official documents must be mailed directly to the Graduate Studies Department: Attention Graduate Studies Admissions, P.O. Box 490, Kyle, SD 57752. Candidates must meet the following entrance requirements listed above before being accepted as pre admission status. Lakota Leadership and Management (LAKM) entrance requirements:

1. Must have a bachelor’s degree from a regionally accredited institution. 2. Must have a 2.50 cumulative GPA 3. Must have a 3.00 GPA in undergraduate major field in 300 or higher level course work 4. Must have a 3.00 GPA in all undergraduate Language Arts course work. 5. Receive a score of 15 (proficient) or higher on each writing sample: Autobiography and

Philosophy of leadership. Must have at least 2 years of experience working with for profit or nonprofit organizations, and/or community organizations, and/or grassroots community.

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Lakota Leadership and Management: Education Administration (LMEA) entrance requirements.

1. Must have a bachelor’s or master’s degree from a regionally accredited institution. 2. Must have received an undergraduate educational bachelor’s degree from an accredited

institution. 3. Three years of verified teaching experience at the elementary level and/or secondary level on

a valid elementary and/or secondary teachers certification or another endorsement which includes elementary and/or secondary grades. Two years must include classroom teaching.

4. Must have a current and valid teaching certificate in elementary or secondary education 5. Must have a 2.50 cumulative GPA 6. Must have a 3.00 GPA in undergraduate major field in 300 or higher level course work 7. Must have a 3.00 GPA in all undergraduate Language Arts course work. 8. Receive a score of 15 (proficient) or higher on each writing sample: Autobiography and

Philosophy and Vision of leadership. Students must meet all graduate entrance requirements to gain full admission to the program. Students may be placed on conditional status dependent on writing sample scores, cumulative GPA, Language Arts GPA and Upper Division course GPA. Students who are placed on conditional status are required to attend the Introduction to Graduate School Seminar. Students who did not meet graduate entrance requirements are welcome to reapply. Students will not be considered for enrollment into any of the courses as a degree seeking student until they have meet entrance requirements and have been officially accepted into the program. Students may enroll in graduate core courses LAKM 603, LAKM 613, LAKM 633 after acceptance. Course work is to be taken sequentially. Lakota Leadership/Management Core course descriptions Students must successfully complete the core courses: LAKM 613, LAKM 633 and LAKM 603 with a B or better each course. Students must complete the core then apply for candidacy in the degree program they are seeking, in order to become a “Master Candidate”. Successful completion is needed to enter into Waziyata, the direction of the North. LAKM 603 Wowapi Woecun Na Wounspe Wankatuyahci Glustanpi Kte Kin Hena (Research, Writing, and Statistics for Graduate Work) This course is designed for new graduate students. The purpose of the course is to provide students an introduction to graduate study developing specific writing skills and a knowledge base needed to be successful in the graduate program, i.e. Formulating the question, developing hypothesis, developing a project model, reviewing literature, data collection, technical writing using APA style, and adapting research to appropriate audiences. This course will emphasize Lakota values of honesty, courage, and fortitude. Lakota language will be spoken as much as possible during class hours. 3 graduate credits LAKM 613 Lakota Woitancan Na Wokicanye Kin Un Oegleyapikte (Lakota Foundations for Leadership/Management) This course is the introductory course to the graduate program. Students will explore Lakota philosophy and theology, the foundation of Lakota leadership/management. Students will examine Lakota Leadership and management strategies by studying contemporary and historical Lakota leaders and managers’ strategies, thereby developing their management strategies to address the unique environment of the reservation. The Lakota values emphasized in this course: respect, generosity, and humility. Lakota language will be spoken as much as possible during class hours. 3 graduate credits

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LAKM 633 Tiospaye (Lakota Social Organization) This course is an in-depth analysis of Lakota political, economic, religious system, and a strong emphasis on interpreting the relationships between various aspects of Lakota social organization and Lakota leadership and management practices. This course will emphasize the Lakota values of respect and humility. Lakota language will be spoken as much as possible during class hours. 3 graduate credits

WAZIYATA (North) – Candidacy/Professional Core Requirements Waziyata, the cardinal direction of the North is represented by the color red. This direction is also known as the Tatanka Oyate meaning Buffalo Nation who brings us the laws, beliefs, and teachings. These teachings provide the basis for Lakota identity and importance of living a good, productive life (Bear Shield, et al, 2000). Within the profession, students need a solid theoretical base for understanding of laws, beliefs, and teaching in order to transition as a Master Candidate. These skills are needed to become proficient within their field of study. Candidates are required to demonstrate Wowacin Tanka meaning patience and fortitude as well as Woonspe meaning lessons during this stage. Graduate students must complete and submit candidacy application 30 days following the successful completion of the core courses: LAKM 613, 633, 603, in order to be considered a Master Candidate in their chosen degree area. When students become a Master Candidate, they can proceed toward completion of their professional requirements. Candidates must maintain candidacy status throughout their program. Candidacy requirements of Lakota Leadership and Management (LAKM) Degree: The following documents are needed to apply for candidacy to receive Master Candidate status within the Lakota Leadership and Management program.

1. Submit candidacy application form, attach documents and receive validation of meeting candidacy. a. Submit OLC IRB approved training certificate (National Institute on Health

http://phrp.nihtraining.com/users/login.php). b. Successfully complete the core courses LAKM 613, 633, & 603 with a B (3.00) or better

in each course.

2. Maintain Candidacy status: a. Have and maintain a 3.00 GPA or higher for program of graduate study. b. Successful completion of professional requirements with a B (3.00) or better each

course. c. Complete program requirements within six (6) years of acceptance. d. Complete Capstone Option 1: LAKM 706 within three years of completing 30

credit hours of the required course work, or, Option 2: LAKM 703A and LAKM 703B within six (6) years of entrance.

e. Attend and participate in all applicable graduate seminars as scheduled f. Must meet or exceed LAKM graduate expectations prior to graduation. g. Uphold academic honesty and personal responsibility toward completion of

degree.

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Candidacy requirements of Lakota Leadership and Management: Educational Administration (LMEA) degree. The following documents are needed to apply candidacy and maintain Master Candidate status within the Education Administration program plan of study:

1. Submit candidacy application form, attach documents and receive validation of meeting candidacy. a. Submit OLC IRB approved training certificate (National Institute on Health

http://phrp.nihtraining.com/users/login.php). b. Successfully complete the core courses LAKM 613, 633, & 603 with a B or better (3.00)

or higher in each course. c. Complete and meet expectations of appropriate portfolio indicators for LakM 613, 633, &

603. d. Maintain current and valid teaching certification. e. Meet program requirements for the elementary principal and/or secondary principal

certification: i. Elementary Principal

1. A bachelor’s or Master’s educational degree from a college or university approved for teacher education as defined in §24:53:04 inclusive.

2. Three years of verified teaching experience at the elementary level, on a valid elementary teachers certification or another endorsement, which includes elementary grades.

3. Program required internship hours specific to principal responsibilities of elementary schools.

ii. Secondary Principal 1. A bachelor’s or masters educational degree from a college or university

approved for teacher education as defined in §24:53:04 inclusive. 2. Three years of verified teaching experience at the secondary level, on a

valid secondary teacher certificate or another endorsement, which includes secondary grades.

3. The completion of an approved program for secondary principals at an accredited college or university.

4. Program required internship hours specific to principal responsibilities of secondary schools.

2. Maintain Candidacy status: a. Have and maintain a 3.00 GPA or higher for program of graduate study. b. Successful completion of professional course requirements with a B or better (3.00)

higher in each course. c. Complete portfolio indicators and upload artifacts upon completion of each

professional course. d. Complete LMEA796 within three (3) years of completing 30 credit hours of

required course work. e. Attend and participate in all applicable graduate seminars as scheduled. f. Complete all program requirements within six (6) years of entrance. g. Must meet or exceed LMEA graduate expectations prior to graduation. h. Uphold academic honesty, personal responsibility toward completion of degree.

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WIYOHINYANPATA (East) - Professional Requirements Wiyohinyanpata, the cardinal direction East, is represented by the color yellow. This direction is also known as the Hehaka Oyate, or Elk Nation who possess Woksape meaning wisdom encompassing survival skills, a sense of destiny, and vision for the future. These teachings are to be modeled by Ikce Wicasa meaning the common man (Bear Shield, et al, 2000).This is the third stage fulfilling the professional requirements as Master Candidate. Candidates depend upon survival skills, which include the constructs of appropriate vision for self, the educational community of learners and the community; then begin to demonstrate professional wisdom within their profession. Lakota Leadership and Management (LAKM) professional course descriptions LAKM 623 Lakota Woitancan Na Wowasi Icicakagapikte (Lakota Leadership and Professional Development) This course is designed for candidates to examine values, belief system, and life style to gain an understanding of and to determine their leadership style. Candidates will analyze leadership to determine the impact they have on society. Finally, Candidates will study leadership styles and develop strategic plan(s) for professional development. The course will emphasize Lakota values: respect, courage, humility, and generosity. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LAKM 643 Lakota Woitancan Un Woglaka Unspe Iciciyapikte (Lakota Leadership Communication Skills) This course is designed to furnish candidates an awareness of, to gain knowledge of, and to practice listening skills, Lakota oratory, and appropriate methods of expression of Lakota values. It will examine and explore non-defensive and non-offensive speaking styles, oral advocacy, and working within conflict situations. Further an in-depth study of skills in decision making, self-expression, consensus building techniques and strategies of negotiation. Finally, a comparison and contrast of combative communication styles of communication with the Lakota style of communication. This course will emphasize the Lakota value of respect The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LAKM 653 Wowasake Na Tiospaye Wounspe (Power and Community) The principle objectives of this course are to assess how historical processes associated with European expansion and colonization have affected the culture and social organization of indigenous peoples, and to discuss ways of using assessment to form action for change. Further, study into the effects of the market system, of missionizing, of integration into the capitalist world system, and of colonization, on community life. Final study will include an examination of past and ongoing resistance and struggle of indigenous and oppressed people in North and South America to protect their communities, preserve their cultures, and to achieve self-determination. The course will emphasize the Lakota values of respect, humility and courage. The Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LAKM 663 Tiyospaye Okolakiciye Wounspe (Community Organizing) Course content is a critical examination of the process of organizing communities and achieving com-munity change. The course emphasizes Lakota values: respect and courage. The Lakota language will be spoken as much as possible during class hours. Prereq.: LAKM 603, LAKM 613, LAKM 633. 3 grad.crs.

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LAKM 673 Maza Ska Okicanye Wounspe (Financial Management) A course designed to develop understanding of and the ability to monitor financial management systems. Focus: Budgets and business management accounting for nonprofit and profit organizations, audit analysis and spreadsheets and Indian School Equalization Program (ISEP). The course will emphasize Lakota values of respect and honesty. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LAKM 683 Lakota Tamakoce Un Wokicanye Na Woanwanyanke Wounspe (Lakota Environment Management and Protection) This course is designed for candidates to examine global, political economic and ideological forces that underlie the environmental crises. It is further designed for candidates to compare the Lakota view of the relationship of human beings to nature with those of other cultures. Finally, strategies and tactics that can be implemented to protect the environment will be explored. This course emphasizes Lakota values of respect and courage. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

LAKM 693 Lakota Kin Iyecinka Igloayapi Kta Un Hecel Eglepli kte Wounspe (Establishing Lakota Sovereignty) This course is designed for candidates to examine: The constraints and the possibilities permitted under the current federal-Indian relationship. They will learn the development and implementation process of asserting and exercising tribal rights to make decisions as a society with the full attributes of a sovereign nation including recognition by other governments. Course will include a review of past and current activities of tribal involvement at the international level. This course emphasizes Lakota values of respect and courage. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits Lakota Leadership and Management: Educational Administration (LMEA) professional course descriptions The courses LAKM 613, 633, and 603 are core requirements to Educational Administration emphasis. Course work is to be taken sequentially. LMEA 703 Wowapi Wounspe Itancan (Instructional Supervision) This course is designed for candidates to examine values, belief systems, and life styles to gain understanding of and determine their leadership style. Candidates will study and understand the role of administrators in general supervision of educational programs within the K-12 school system. Candidates will examine leadership styles and develop strategic plans emphasizing professional development. This course will emphasize the Lakota values of wisdom, courage, respect, generosity, fortitude and humility. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

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LMEA 713 Wayawapi Itancan – (School Administration) 713 (E) Kucila (Elementary); 713 (M) Eyokogna (Middle); 713(S) Wakatuya (Secondary)

Candidates will examine and explore non-defensive and non-offensive speaking styles, oral advocacy, and working within conflict situations. In-depth study of skills in decision-making, self-expression, consensus building, strategies of negotiation, and a comparison and contrast of combative communication styles will be presented and practiced. A study of problems and practices in organizing and administering school programs encompassing the K-12 systems will be covered in this course.. This course will emphasize the Lakota values of wisdom, courage, respect, generosity, fortitude and humility. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LMEA 723 Woksape (Counseling Theories and Socio-culture Foundations) Candidates will examine how historical processes associated with European expansion and colonization affected culture and social organization of indigenous peoples. Particularly focus will be placed on the effects of the market system, missionizing, integration into the capitalist world system, and colonization. Candidates will explore current counseling theories, emphasizing relationships and intervention strategies, which focus on counseling methods for K-12 schools and agencies. This course will emphasize the Lakota values of patience, fortitude and wisdom. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LMEA 733 Oyate Wicoun (Fundamentals of Curriculum Development) This course is designed to focus on school curriculum through an examination of principles and practices essential to developing and administering curricular programs, including knowledge and understanding of measurability, scope and sequence taxonomy, program designs, and fit between a planned program and an implemented one. This course will emphasize the Lakota values of wisdom, courage, respect, generosity, fortitude and humility. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LMEA 743 Mazaska Wounspe Okicanye (School Finance) A course designed to develop understanding and the ability to monitor financial management systems. Focus: Budgets and business management accounting for nonprofit, audit analysis and spreadsheets, Indian School Equalization Program (ISEP), k-12 public school finance, management of plant, equipment, insurance, transportation, and food services. This course will emphasize the Lakota values of honesty, fortitude and wisdom. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

Lakota Leadership and Management: Education Administration (LMEA) Electives (6hrs.): LAKM 683 Lakota Tamakoce Un Wokicanye Na Woawanyanke Wounspe (Lakota Environment Management and Protection) This course is designed for candidates to examine, global, political, economic, and ideological forces that underlie the environmental crises. It is further designed for candidates to compare the Lakota view of the relationship of human beings to nature with those of other cultures. Finally, strategies and tactics that can be implemented to protect the environment will be explored. This course emphasizes Lakota values of

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respect and courage Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LAKM 693 Lakota Kin Iyecinka Igloayapi Kta Un Hecel Eglepli kte Wounspe (Establishing Lakota Sovereignty) This course is designed for candidates to examine: The constraints and the possibilities permitted under the current federal-Indian relationship. They will learn the development and implementation process of asserting and exercising tribal rights to make decisions as a society with the full attributes of a sovereign nation including recognition by other governments. Course will include a review of past and current activities of tribal involvement at the international level. This course emphasizes Lakota values of respect and courage. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LMEA 603 Owayawa Ta Woupe (School Law) Principles of law applicable to practical problems of school organization and administration. Study of organizational structure and administrative procedures at the federal, state, and local government level used in education/special education service delivery systems. This course will emphasize the Lakota values of wisdom and honesty. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LMEA 753 Nagi Wounspe Wakatuya (Advanced Educational Psychology) Learning process with special emphasis on human abilities, early and contemporary learning theories with applications to selected developments in teaching and persistent problems and issues in education. This course will emphasize the Lakota values. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LMEA 763 Wopasi Wounspe (Statistics) An introductory yet comprehensive survey of elementary statistical analysis in educational research. Computer-oriented. This course will emphasize Lakota values of honesty courage and fortitude. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits LMEA 773 Wopasi Woecun (Survey Design) A course designed to prepare graduate candidates in social context of question asking and designing questionnaires from start to finish. This course will emphasize the Lakota values. Lakota language will be spoken as much as possible during class hours. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits

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ITOKAGATA (South) Capstone experience Community Action Project (CAP) and School Community Action

Project/Internship (SCAP) and Induction Itokagata, the cardinal direction for South is represented by the color white. This direction is also known as the Wamakaskan Sitomni or the Animal Nation. The Animal Nation teaches us how to live and work together living in harmony with Unci Maka (Grandmother Earth). These teachings strengthen our understanding of the world and create a solid foundation in preparing the candidates for their educational journey. Candidates recognize their origins and demonstrate their appreciations (Bear Shield, et al., 2000). This is the fourth stage of the educational journey. Candidate will begin their first year putting to practice pedagogical knowledge and skills as well as working within the profession. Candidates are required to demonstrate Wacante Ognaka meaning compassion and generosity. Effective Lakota leaders demonstrate compassion and generosity through the delivery and giving of their knowledge, skills and ability to the educational and local communities. Lakota Leadership and Management (LAKM) Capstone experience The Lakota Leadership and Management degree has two options within the capstone experience. Candidates must select an option when applying for candidacy in one of the degree programs. Options are listed below Option one: Community Action Project (CAP) Option 1 is the Community Action Project (CAP). This is a year- long six credit hour course. Preparation for this course begins one semester prior to enrollment, usually held in April. Candidates must attend the CAP seminar and meet all deadlines prior to enrollment. Candidates can refer to the Graduate Studies Handbook for full CAP requirements and process. LAKM 706 Tiospaye Ecel Waecunpi kta Wounspe (Community Action Project) Community Action Project is original research designed collaboratively by candidate and faculty advisor. Results of research are presentation and adherence to the process of research and writing. The Process: Topic selection, proposal submission, project development, project documentation (technical paper), and APA writing style. Note: only those candidates who have completed 30 hours of the program may register for this course. Prerequisite: All core and professional core requirements 30 credit hours. 6 graduate credits Option two: 703 A& B Community Development and Sustainability I & II The Graduate Studies Department created a non-thesis option as an alternative to the Community Action Project within the Lakota Leadership and Management Degree. Option two is a capstone educational experience in applied management for the Master of Arts in Lakota Leadership and Management degree. Graduate Candidates will apply the selected Leadership and Management skills in the public and private sector in; tribal and non-tribal governmental and social structures, social or enterprise operations in the development, management, and ongoing evaluation of programs. These two courses are designed to provide an opportunity for the Graduate Candidate to demonstrate the Lakota Leadership and Management skills and concepts through a Wolakota perspective. This course is an immersive leadership experience encouraging the Graduate Candidate to use discretion in decision-making, analysis, and evaluation beyond the exercise of routine tasks with the mentorship of faculty and community leaders.

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LAKM 703A Community Development and Sustainability I This course is designed for Lakota Leadership and Management Candidates from a tribal treaty context focusing on community development and sustainability. This course offers lectures, student collaboration and inquiry based learning from a Wolakota perspective. Master Candidates will gain a comprehensive understanding of public and private programs, and strategies; administrative tools and data analysis methodologies. Master Candidates will develop a conceptual framework for a tribal or community private/public program or enterprise such as; a human service program or community development organization. Candidates are required to demonstrate Woksape meaning Wisdom and Wacante Ognaka meaning holding people in their heart through compassion and generosity when developing their conceptual framework. Prerequisite: 24 credit hours of the Lakota Leadership and management required courses. LAKM 603, LAKM 633, LAKM 613 Professional Core LAKM 623, LAKM 653, LAKM 663, LAKM 673, LAKM 693 LAKM 683, LAKM 643. 3 graduate credits LAKM 703 B Community Development and Sustainability II This course is designed for Lakota Leadership and Management Candidates from a tribal treaty context focusing on community development and sustainability. This course is for candidates who have completed a conceptual framework in community development and sustainability I. Candidates will identify similar programs and best practices, to evaluate and critique from a Wolakota perspective. Candidates will be required to demonstrate Lakota Leadership through presentation and implementation of findings. Candidates are required to demonstrate Wacante Ognaka meaning holding people in their heart through compassion and generosity. Effective Lakota Leaders demonstrate compassion and generosity through the delivery and giving of their knowledge, skills and ability to the educational and local communities. Prerequisite: LAKM 613 A Community Development and Sustainability I. 3 graduate credits Lakota Leadership and Management: Education Administration (LMEA) Capstone experience School Community Action project (SCAP)/internship and Induction The School Community Action Project (SCAP) is a year- long six credit hour course. Preparation for this course begins one semester prior to enrollment, usually held in April. Candidates must attend the SCAP seminar and meet all deadlines prior to enrollment. Candidates also prepare for the 120 hour internship completed in conjunction with the written paper. Candidates can refer to the Graduate Studies Handbook for full SCAP requirements and process LMEA 796 Wayawa Tiyospaye Woecun Wicokan (School Community Action Project/Internship) School Community Action Project (SCAP) is original research designed collaboratively by candidate and faculty advisor. Results of research are presentation and implementation of project. The process: Topic selection, proposal submission, project development, project documentation (technical paper), and a semester of internship that culminates an implementation of School Community Action Project (SCAP). Internship is on-the-job experience while implementing SCAP, under the supervision of Graduate program staff. Internship is part of the School Community Action Project (SCAP) course. Internship is designed to take place over a period of two (2) semesters serving under a licensed principal at elementary, middle, or secondary level. Candidates are required to have completed thirty (30) hours of their program before applying for Internship. Candidates can be placed in any accredited South Dakota school and schools in other states having reciprocity with South Dakota. Director of Graduate Programs and faculty of LMEA 796 will supervise Candidates serving an internship. Note: only those Candidates who have completed 30 hours of the program may register for this course. Prerequisite: All core and professional core requirements 30 credit hours. 6 graduate credits

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Internship Education Administration Candidates are required to complete 120 hours of principal internship over a period of two (2) consecutive semesters serving under a licensed principal at the elementary, middle, or secondary level. Candidates must meet or exceed internship requirements. Internship placement, mentor and calendar must be approved by the Director of Graduate Studies and the LMEA796 Instructor prior to beginning internship. Experiences and artifacts must meet ELCC standards. See graduate handbook for internship process and assessment. Exit requirements/Induction All graduate candidates are expected to meet or exceed graduate expectations upon exiting the program as defined in the Graduate Studies Handbook. All graduate students must complete a satisfaction survey. LMEA candidates within the graduate program will be provided induction services for their first year as a school leader. Induction services may include mentoring, coaching and periodic assessment. See Graduate Studies handbook for induction procedures, requirements, and assessment. All supervisors of 1st year and 3rd year principals will be asked to participate in an employee performance survey.

Lakota Leadership and Management Ideal Program of Study The following is an ideal program of study to earn a Lakota Leadership and Management degree with Option one: LAKM 706 Community Action Project or Option two: LAKM 703A & LAKM 703B Community Development and Sustainability I&II. Option one: LAKM 706 Community Action Project

Year 1 Year 2 Year 3 Year 4 fall spring fall spring fall spring fall spring

LAKM 603 LAKM 633 LAKM 643 LAKM 693 LAKM 653 Cap prep seminar

LAKM 706 LAKM 613 LAKM 623 LAKM 673 LAKM 683 LAKM 663

Option two: LAKM 703A & LAKM 703B Community Development and Sustainability I&II.

Year 1 Year 2 Year 3 fall spring fall spring fall spring

LAKM 603 LAKM 633 LAKM 643 LAKM 693 LAKM 703A LAKM 703B LAKM 613 LAKM 623 LAKM 673 LAKM 683 LAKM 663 LAKM 653

Lakota Leadership and Management: Education Administration Ideal Program of Study

The following is an ideal program of study to earn a Lakota Leadership and Management: Education Administration degree. Candidates can choose two out of six electives identified on the Education Administration status sheet.

Year 1 Year 2 Year 3 Year 4 fall spring fall spring fall spring fall spring

LAKM 603 LAKM 633

LMEA 713 Elective 1

LMEA 743

SCAP internship preparation

LMEA 796 SCAP and

Internship LAKM 613 LMEA

703 LMEA

723 LMEA

733 Elective 2 Final

Portfolio Review

60 hrs. Internship

60 hrs. Internship

New entering students are required to attend the Graduate Studies Orientation held in August of each year. All students are encouraged to participate in any scheduled seminars. For more information please contact: Graduate Studies Director/Chair, P.O. Box 490, Kyle, SD 57770 (605) 455-6006 or 6007, fax (605) 455-6131. See Graduate Program Handbook and Graduate Policy for more information. The revised Graduate Policies have been approved by BOT, May 29, 2002, amended June 2012. Information is available at www.olc.edu.

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GRADUATE STUDIES DEPARTMENT MASTER OF ARTS IN LAKOTA LEADERSHIP AND MANAGEMENT

Core LAKM 603* Wowapi Woecun Na Wounspe Wankatuyahci Glustanpi Kte Kin Hena (Research, Writing and Statistics for Graduate work.) 3 hrs. LAKM 613* Lakota Woitancan Na Wokicanye Kin In Oegleyapikte (Lakota Foundations for Leadership and Management) 3 hrs. LAKM 633* Tiospaye (Lakota Social Organizations) 3 hrs. Professional LAKM 623 Lakota Woitancan Na Wowasake Icicakagapikte (Lakota Leadership & Professional Development) 3 hrs. LAKM 643 Lakota Woitancan Un Woglaka Unspe Iciciyapikte (Lakota Leadership & Communication Skills) 3 hrs. LAKM 653 Wowasake Na Tiospaye Wounspe (Power and Community) 3 hrs. LAKM 663 Tiospaye Okolakiciye Wounspe (Community Organizing) 3 hrs. LAKM 673 Maza Ska Okicanye Wounspe (Financial Management Administration) 3 hrs. LAKM 683 Lakota Tamakoce Un Wokicanye Na Woawanyanke Wounspe (Lakota Environmental Management and Protection) 3 hrs. LAKM 693 Lakota Kin Iyecinka Igloayapi Kta Un Hecel Eglepikte Wounspe (Establishing Lakota Sovereignty) 3 hrs. Capstone experiences - Choose one option when applying for candidacy in one of the degree programs. Option one LAKM 706** Tiyospaye Ecel Waecunpi Kta Wounspe 6 hrs. (Community Action Project) Option two LAKM 703A Community Development and Sustainability I 3hrs. LAKM 703B Community Development and Sustainability II 3hrs. Total 36 hrs. *Core required courses. These courses must be successfully completed prior to enrollment in LAKM professional courses. **LAKM 706 taken after 30 hours of successfully completing coursework. LAKM 703A and B can be taken with professional course.

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GRADUATE STUDIES DEPARTMENT MASTER OF ARTS IN LAKOTA LEADERSHIP AND MANAGEMENT

EMPHASIS IN EDUCATION ADMINISTRATION Core LAKM 603 Wowapi Woecun Na Wounspe Wankatuyahci Glustanpi Kte Kin

Hena (Research, Writing and Statistics for Graduate work) 3 hrs. LAKM 613 Lakota Woitancan Na Wokicanye Kin Oeglayapikte (Lakota Foundations for Leadership and Management) 3 hrs. LAKM 633 Tiospaye (Lakota Social Organization) 3 hrs. Professional Required LMEA 703 Wowapi Wounspe Itancan (Instructional Supervision) 3 hrs. LMEA 713 Wayawapi Itancan – (School Administration) Kucila (Elementary), Eyokogna (Middle), Wakatuya (Secondary) 3 hrs. LMEA 723 Woksape (Counseling Theories and Socio-culture Foundations) 3 hrs. LMEA 733 Oyate Wicoun (Fundamentals of Curriculum Development) 3 hrs. LMEA 743 Mazaska Wounspe Okicanye (School Finance) 3 hrs. Electives (2) LAKM 683 Lakota Tamakoce Un Wokicanye Na Woanwanyanke Wounspe (Lakota Environment Management and Protection) 3 hrs. LAKM 693 Lakota Kin Iyecinka Igloayapi Kta Un Hecel Eglepikte Wounspe (Establishing Lakota Sovereignty) 3 hrs. LMEA 603 Owayawa Ta Wounspe (School Law) 3 hrs. LMEA 753 Nagi Wounspe Wakatuya (Advanced Educational Psychology) 3 hrs. LMEA 763 Wopasi Wounspe (Statistics) 3 hrs. LMEA 773 Wopasi Woecun (Survey Design) 3 hrs. SCAP LMEA 796 Wayawa Tiospaye Woecun Wicokan (School Community Action Project and Internship) 6 hrs. Total 36 hrs. *Core required courses. These courses must be successfully completed prior to enrollment in LMEA professional course work. **LMEA 796 to be taken after 30 hours of all required coursework is successfully completed.

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DISTRICT STAFF CHEYENNE RIVER C.C. Gladys Looking Horse Aaron West Sarah Bad Warrior EAGLE NEST C.C. Georgia Rooks Wesley Hawkins Phyllis Swift Hawk EAST WAKPAMNI C.C. Colleen Provost Trina Lone Hill LACREEK C.C. Pearl Cottier Keeley Clausen Hope Conquering Bear PAHIN SINTE C.C. Janice Richards Jami Fast Wolf Alva Good Crow PASS CREEK C.C. Roberta Wounded Head William Spotted Eagle PEJUTA HAKA C.C. Stephanie Sorbel Gina Ferguson Anthony Barajas PINE RIDGE C.C. Shirley Brewer Loretta Red Feather Cassie Big Crow Bessie LeBeau Chrysan Smallwood RAPID CITY EXTENSION Shirley Lewis Madonna Wright Ginna Arguello Leatrice Wilson Darelyn Runnels WHITE CLAY C.C. Donna Red Ear Horse Caroline Williams Javon Ten Fingers WOUNDED KNEE C.C. Vacant Director Elizabeth Gibbons Vevina White Hawk

INSTRUCTIONAL FACULTY Al-Asfour, Ahmed B.A. Business Administration New York Institute of Technology M.S. Business Administration New York Institute Albers, Terry B.S. Health Ed/Psy/Biology M.S. Black State University Amiotte, Dianne B.S. Elementary Education Oglala Lakota College M.A Lakota Leadership & Mgmt. Oglala Lakota College Amiotte, Shannon B.S Elem.Ed. & Sp.Ed. M.S. Curriculum & Instruction Black Hills University Ed.D. University of So. Dak. Auer, Susanne M.S. Cultural Anthropology University of Zurich Bad Warrior, Margaret B.A. Music University of California Master in Public Health Tufts University School of Med. Juris Doctor Northeastern University Benson, Dorraine B.S. Elementary Education Davis & Elkins College M.S. Curriculum & Instruction Western M.D. College Bettelyoun, Kimberly B.S. English M.A. English Chadron State College Brave, Merle B.A. Biology Colorado Women’s College M.A. Middle/Junior H.S. Univ. of Northern Colorado

Bruns, Michelle B.S. in Nursing South Dakota State Univ. M.S. Nursing South Dakota State University Brunsch, Grady B.S. Elementary Education Haskell Indian Nation Univ. Bull Bear, Marcell B.S. Human Services Oglala Lakota College Byrd, Sandra B.S. in Information Technology B.S. in Elementary Education Oglala Lakota College Chase, Josephine B.S. Psychology Portland State University Masters in Social Work University of Denver Ph.D. Candidate Clinical SW Smith College Charging Eagle, Stephanie B.S. Secondary Education Black Hills State University M.A. Gifted-Talented Education Oklahoma City University Close, Kiri Ph.D. in Philosophy European Graduate School Cordova, Sharon B.S. in Nursing Regis Univ. M.S. in Nursing Regis Univ. Costin, Kirk B.A. in Anthropology Sunny Buffalo M.A. in Anthropology Ph.D. in Anthropology University of Pittsburgh Cournoyer, Gerald M.F.A. Painting University of Oklahoma M.A.I.S. Interdisciplinary Stds. B.F.A. Studio Painting University of South Dakota

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Dudek, Jim B.A. in Art Hastings M.A. in Business Education Chadron State College Dunn, Laura B.S. in Nursing South Dakota State University M.S. in Nursing University of Phoenix Fisher, Art B.S. in Elementary Education Oglala Lakota College M.Ed. Oklahoma City Univ. Frank Dawn B.S in Human Services M.A. Lakota Ldrshp & Mgmt Oglala Lakota College Ph.D. in Biological Sciences South Dakota State University Gauer, Lawrence B.S. Social Science B.S. English M.S. School Administration Northern State University Graham, Judith M.S. Language Arts Northeastern State Univ. OK B.A. English Univ. of Central Oklahoma Higa, Alessandra M.S. in Biological Science Brazil Houston, Pam B.S. Corporate & Public Fin. SiTanka College Hudson Lenora B.S. Interdisciplency Science S.D. School of Mines & Tech. M.S. in Sociology, English Minnesota State University Jacobson, Wendy B.S. in Nursing Montana State Univ. M.S in Nursing SDSU

Janis, Stanley Automative Technician Cert. Mitchell Vocational Tech. Instit. ASE Certified Master Tech. Jarding, Lilias M.S. Public/Human Serv. Adm. Minnesota State University Ph.D. Political Science Colorado State University Johnson, Julie B.A. Accounting & Mgmt. M.S. Business Administration Chadron State College Jones-New Holy, Veronica B.S. in Elementary Education Oglala Lakota College Kidd, Katherine Masters in Social Work University of Tennessee Kirk, Joe Certificate in Diesl Technology Wyoming Technical Institute ASE Certified Master Tech. Krejci, Ann Doctor of Philosophy European Graduate School LaGarry, Hannan Ph.D. Geology University of Nebraska Lee, Patrick B.S. Education Black Hills State College J.D. Ariz. Univ. Clg. Of Law 37 Grad. Hrs Business Ed. Northern Arizona Univ. Lindskov, Loris B.S. Education Northern State Teachers College M.S. Administration Northern State University Lone Hill, Karen B.S. Secondary Education Black Hills State College M.A. Education-SDSU Known Expertise in Lak. Stds.

Lone Hill, Leonard A.A.S. Construction Trades Western Dakota Voc.Tech.Instit. SBA Minority Businessman of the Year, State of S.Dak. Lone Wolf, Devona M.A. Education Chadron State College B.S. Human Service A.A. Human Service Oglala Lakota College Melvin, Michel B.A. Business Administration Oglala Lakota College Mesteth, Wilmer Known Expertise in Lak. Stds. Olson, Jeffery Ph.D.Social Work Univ. of Washington. WA MSW Social Work B.A. in Liberal Arts Raymond College Univ, of the Pacific, Stockton, CA Paulson, Crystal B.S. Business Admin. Oglala Lakota College M.A. Education American InterContinental Univ Raymond, Thomas B.S in Elementary Education University of South Dakota M.S. Elementary Education Black Hills State University Reeves, Jean B.S. Elem. Ed. Chadron State M.S. Elementary Education & Adm. Black Hills State University Red Bear, Ida B.S. Math Education Chadron State College M.S.T. in Mathematics University of Wyoming Reinhart, Shawn B.S. Business Administration Oglala Lakota College M.S. Business Administration National American University

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Rodin, Jenni A.B. Math,Smith College, MA M.A. in Mathematics Education Teachers College, Columbia Unv. Sandoval, Deig Ph.D. Chemistry University of Arkansas Sarmiento, Christine M.S. Information Security Capella University Silva, A.J. Ph.D. M.S. Hazardous Waste Mgmt. Idaho State Univ. B.S. Mining Engineering S.D. School of Mines & Tech. B.S. History Education Univ. of South Dakota Tinant, Jason M.S. Civil & Environ. Engineer S.D. School of Mines & Tech. Uses the Knife, Matthew B.A. in Studio Arts University of Min. at Morris Known Expertise in Lak.Studies West, Anna B.A. Sociology/Psychology M.S. Counselor Education Northern State University White, Verine B.S. Elementary Education M.S. Education Black Hills State College Known Expert. in Lak. Studies White Buffalo, Charles M.A. Lakota Ldrship. & Mgmt. B.S. Lakota Studies Oglala Lakota College Known Expert. in Lak. Studies White Thunder, Joanne B.S. Business Administration Oglala Lakota College M.F. Mgmt. Info. Systems University of South Dakota EdD Adult Education University of South Dakota

Wilson, Lyle Carpentry & Masonry Cert. Albuquerque Tech. Voc. Instit. Welding Certification San Juan Community College EDA Certified Universal Tech. Yellow Boy, Corey B.A. in Lakota Studies Oglala Lakota College Young, William Doctor of Philosophy University of Nevada Zimiga, Thedna A.A. General Studies/Sci.,Eng.,Math Oglala Lakota College B.S. Biology Univ. of South Dakota ADJUNCT FACULTY Ahrens, Constance B.S. Elementary Education Sinte Gleska University M.A. Curriculum & Instruction South Dakota State Unversity Arnold, Mary Jo B.A. English Duchesne College Sacred Heart M.S. Counseling & Human Resource Development South Dakota University Arguello, Louis B.S. Interdisciplinary Sciences SDM&T Attack Him-Dubray, Lolita A.A. General Studies Oglala Lakota College Known Expertise in Lak.Studies Baak, Charlotte B.S. Human Services Oglala Lakota College Bettelyoun, Gina A.A. in Elem. Ed./Gen. Studies B.S. in Elementary Education M.A. in Lak. Ldrshp. & Mgmt. Oglala Lakota College

Bordeaux, Mary B.A. Arts Institute of Am. Indian Arts M.A. Fine arts The University of the Arts Brewer, Josephine M.A. Educational Admin. South Dakota State University Brewer, Shirley B.S. Human Services Oglala Lakota College M.A. Educational Admin. University of South Dakota Bump, Brett M.S. Arts & Humanities B.A. Speech Chadron State College Carlow, Michael Lakota Language Certificate B.S. Elementary Education Oglala Lakota College Casey, Thomas B.A. Political Science Univ. of Colorado M.S. in Sociology Univ. of Colorado Chasing Hawk, Jerilyn B.S. Business Administration M.A. Lakota Leadership & Mgt. Oglala Lakota College Clausen, Keeley A.A. General Studies A.A. Lakota Studies B.S. in Human Services Oglala Lakota College Clifford, Stormie B.S. Business Administration Oglala Lakota College Cline, Robin B.S. Elementary Education B.S. Special Education Black Hills State University M.A. Special Education Colorado University

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Conroy, Cornell SD Teaching Certificate Known Expertise in Lak.Studies Davies, Mary A. A. Chemical Dependency B.S. Human Services Oglala Lakota College Delong, Clifford B.S. in Computer Science, Physics, Mathematics Chadron State College M.S. Tech. Systems Ed. Computers DSU Delong, Linda B.S. Business Administration A.A. Nursing Oglala Lakota College Delores, Elaine A.A. General Studies A.A. Elementary Education B.A. Elementary Education M.S. Lakota Leadership & Mgt. Oglala Lakota College Earring, Lynda M.S. Educational Admin. University of South Dakota Ph.D. Educational Admin. University of South Dakota Eastman, Gloria A.A. General Studies A.A. Accounting A.A. Lakota Studies B.S. Business Administration M.A. Lakota Leadership & Mgmt. Oglala Lakota College Eisenbraun, Moncia B.S. Elementary Education Black Hills State University M.S. Technology for Ed. & Trg. University of South Dakota Ellis, Thalia B.S. Human Services Oglala Lakota College M.S. Counseling South Dakota State University

Farrington, Mary Jo B.A. History Education Colorado Women’s College M.A. College Administration Columbia University Fisher, Cindy B.S. in Elementary Education Oglala Lakota College Gaddie, Helen A.A. in Nursing B.S. in Natural Science Oglala Lakota College Good Iron, Kathy A.A. Business Admin. Univ. of South Dakota B.S. Business Admin Oglala Lakota College Green, Sharon B.S. Political Science/Social Sci Black Hills State University M.Ed. Cnslg., Guid.& Per. Serv. South Dakota State University Haas, Cecilia B.S. Ed, Social Science M.S. Business Education Black Hills State University Haas, John B.S. Industrical Education Chadron State University M.A. Ed. Adm./Psy. & Guid. University of South Dakota Han, Xiaohong M.A. Industrical Mgmt. Engr. MSU, Montana Harris, Denise B.S. Business Administration Oglala Lakota College Harris, Sarah B.A. Criminal Justice Dakota Wesleyan University JD, University of South Dakota

Hatfield, Heather B.S. Environmental Science Oglala Lakota College M.S. in Biological Sciences South Dakota State University Ph.D. Biological Science South Dakota State University Hemingway, Cheryl B.A. in Lakota Studies M.A. in Lakota Ldrshp &Mgmt. Oglala Lakota College Henry, Leslie B.S. in Animal Science Iowa State University MS.Candidate -Agricultural Ed. Adult Voc. Ed. Emphasis University of Nebraska Heriba, Adel B.A. Petroleum Engineering Cairo Univ., Egypt M.A. Ph.D Geological Engr. S.D. School of Mines & Tech High Horse, Bryant B.A. Human Services Oglala Lakota College M.S. Counseling & Guidance University of South Dakota Hornbeck, Billi B.S. Business Admin Oglala Lakota College Iron Cloud, Richard M.A. Lak. Leadership & Mgmt. Oglala Lakota College B.A. in Sociology & Hum. Serv. Ft. Lewis College Emergining Leaders Fellowship Program of North Carolina Jones, Gary B.S. Speech/English Univ. of South Dakota M.S. Sec. School Admin. Northern State College M.A. Speech Univ. of Nebraska at Kearney

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Jones, Richards B.A. History/Education Met. State College M.S. Ed/L.D. Chadron State College Jordon, Crystal B.A. Political Science Columbia College J.D. Hofstra Univ.School ofLaw MPH Health & Political Science Columbia University King, Cathy BSW Social Work MSW Social Work Florida Atlantic University Lee, Angel B.S. in Biology Northern State University Lee, Candace B.S. Administrative Systems Northern State University M.S. Administrative Studies University of South Dakota Legros, Deborah B.A. English/Lang. Arts Dakota Wesleyan University M.S. Curriculum & Standards College of St. Scholastica Linda, Karlin B.S. Physics South Dakota of Mines&Techn. M.S. Material Science Lloyd, Carmen B.S. Continuing Studies Indiana University MFA Creative Rdg. & Writing Columbia College M.A. in Education Curriculum M.S. in Leadership University of Colorado Long Fox, Bruce B.A. English M.B.A Business University of South Dakota

Long Fox, Paula B.A. History M.A. Education Admin. M.A Counseling, Guidance and Personnel Services University of South Dakota Longbrake, Faye B.S. Elementary Education Black Hills State University M.S. Elem. School Admin. Black Hills State University Looking Horse, Wanblee Known Expertise in Lak.Studies Mack, Thomas B.S. History Dakota Wesleyan University M.A. History University of South Dakota Makes Him First, Valentina B.S. K-12 Elem. Education B.A. in Early Childhood Oglala Lakota College Martin, David B.A. in History Fort Lewis College M.S. in Mathematics University of Wyoming Matejcik, Frank M.S. in Statistics Western Michigan University M.S. in Mathematics Bowling Green State University Ph.D. in Industrial English Ohio State University Matejcik, Ruby B.S. in Statistics University of the Philippines M.S. in Applied Statistics Bowling Green State University Merdanian, Valentina B.S. Business Administration M.A. Lakota Leadership & Mgt. Oglala Lakota College Mesteth, Leslie B.S. Business Administration Oglala Lakota College

Mousseaux, Misty B.S. Secondary Education Oglala Lakota College Noles, David B.S. Education M.S. Education Univ. of Tennessee at Martin Overturff, Teresa B.S. Art Education University of Cental Arkansas Palezawsk, Jessie B.S. Fine Arts Black Hills State University MFA, Univ. of North Dakota Parks, Lila B.S. Business Administration Oglala Lakota College Phelps, Peggy B.A. Sociology M.S. Education South Dakota State University Peterson, Doug B.S. Education/History Black Hills State University M.S. Curriculum & Instruction Black Hills State University Randle, Ron B.S. Social Science Black Hills State University M.Ed. Education Administration South Dakota State University Red Bear, Emmanuel Known Expert. in Lakota Stds. Red Bear, Martin B.A. Visual Arts and Ed. College of Santa Fe M.A. Art Education University of New Mexico Red Elk, Dolly Lakota Language Certificate Oglala Lakota College Known Expertise in Lakota Studies

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Richards, Janice B.S. Human Services Oglala Lakota College Sanonia, James B.S. Geological Engineering S.D. School.of Mines & Tech. Schwarting, Lavon B.S. Education Chadron State College Library Media Degree 2nd major In Business/Office Education M.A. K-12 Education Sinte Gleska University Silcott, Loma B.S. Education Valparaiso Univ. M.S. Guidance & Counseling Purdue University Slama, Andrew B.A. History & Pre-Med. Montana State University M.S. Biomedical Science Chicago Medical School Sorensen, Jenifer B.S. in Biology University of Wisconsin M.S. in Geological Engineering Ph.D. in Geol.&Geological Eng. S.D. School of Mines & Tech. Spider, Verola A.A. in General Studies A.A. in Human Services Oglala Lakota College Known Expert in Lakota Studies Starr, Edward M.A. Lakota Leadership/Mgt. Oglala Lakota College B.A. Business Admin. Oglala Lakota College Swift Hawk, Phyllis A.A. General Studies B.A. in Lakota Studies Oglala Lakota Studies Ten Fingers, Ronald B.S. Elementary Education A.A. Elementary Education Oglala Lakota College

Ten Fingers, Anthony M.S. in Education University of Guam M.S. in Public Health Univ. of Hawaii at Manoa B.S. Human Services Oglala Lakota College Thompson, Andrew B.A. Economics M.B.A Financial Mgmt. Ed.D. Educational Admin. University of South Dakota Two Crow, Robert M.S. Elementary Admin. South Dakota State Univ. B.S. Elementary Education Oglala Lakota College Vogel, Tim B.S. Education Northern State College M.S. Fine Arts Mankato State Univ. Watts, Keith B.S. in Commerical Economics South Dakota State University Webb, Yvonna B.S. Secondary Education Northern State University Wilson, Iris B.S. K-12 Elementary Ed. M.A. Educational Admin. Oglala Lakota College White, Doris B.S. Business Administration Northern State University White Butterfly, Karen A.A. in General Studies A.A. in Social Work & Cnslg. A.A. in Lakota Studies A.A. in Drug & Alcohol Abuse B.A. in Sociology B.S. in Human Services Oglala Lakota College Yellow Hair, Warren A.A. General Studies/Bus. Adm. Oglala Lakota College Known Expertise in Lak Studies

Yellow Horse, Hopa B.S. in Civil Engineering S.D. School of Mines & Tech. Young, Theresa B.S. Elementary Education University of South Dakota M.S. Education Sinte Gleska University Zephier-Loafer, Marilyn Faye B.S. K-12 Education Oglala Lakota College Known Expertise in Lakota Studies

(605) 455-6000 • Fax (605) 455-2787 • P.O. BOx 490 Kyle, SD 57752 www.Olc.eDu

incorporating Lakota values and symbols in its efforts to maintain and strengthen Lakota culture, has adopted a symbol that could

be called the Education Shield of the Oglala Division of the Teton Nation. The shield incorporates the traditional Lakota values and symbols with contemporary goals, objectives, and philosophy of

the Oglala Lakota College.

The peripheral feathers represent the districts of the Pine Ridge Reservation. The four pipe feathers represent the sacred concept

of the four winds and the four virtues of bravery, generosity, fortitude, and wisdom. Finally, and certainly not the least, is the crossed sacred pipes in the center, used for healing and as an

instrument for peace.

Edwin Fills the Pipe

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