Table of Contents
About USDA/1994 Program
Values
Strategic Goals
Objectives and Activities by…..
Goal 1
Goal 2
Goal 3
Goal 4
Key External Factors / 1
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MISSION

“Enhancing the capacity of AmericanIndians/Alaska Natives

to attain educational excellence and to contribute positively

to thefulfillment of the USDA's mission.”

Created April 2008

1

Partners in Progress: Creating Avenues For Success

DRAFT 04-10-08

About USDA’s 1994 Program

Background

The United States Government has a unique, legal andpolitical relationship with Indians and their tribal governments asdefined through treaties, statutes, court decisions, and the U.S. Constitution. The U.S. Government has obligations undertreaties and statutes to protect and maintain the lands, resources, andtraditional use areas of American Indians/Alaska Natives. Tribal governments have powers similarto those of State governments. The United States Department of Agriculture (USDA) is committed to working withtribal governments and tribal high schools, colleges, and universities toencourage the development of agribusiness skillsand, whereneeded, curricula.

Executive Order 13270 (Executive Order on Tribal Colleges and Universities), signed by President Bush on July 3, 2002, amended Executive Order 13021 of October 19, 1996, and reaffirmed the Federal Government’s commitment to tribal colleges. The 1994 Land-Grant Institutions are American Indian/Alaska Native- controlled colleges and universities that were given land-grant status under an Act of Congress in 1994. These colleges primarily serve American Indian/Alaska Native populations who are typically located in remote, underserved communities that lack access to higher education. The missions of these colleges include serving their constituents through higher education programs involving teaching, community outreach, and research. The 1994 Land-Grant Institutions take special care to include culturally relevant curricula and programs so that American Indian/Alaska Native students and communities can take pride in their cultural and historical identity.

USDA partners with the American Indian Higher Education Consortium (AIHEC) to conduct programs and activities that will enhance the capability of American Indian/Alaska Natives to attain educational excellence and to contribute positively to the fulfillment of the USDA's mission. This partnership is coordinated through USDA's Office of the Assistant Secretary for Civil Rights.

USDA Structure

In 2003, USDA established the position of Assistant Secretary for Civil Rights (ASCR). The ASCR is responsible for several support functions that include a Diversity Council, 1890 Task Force, and conflict resolution. In 2005, the Tribal Liaison position (between USDA and the AIHEC) and the USDA/AIHEC Leadership Group came under the Office of the ASCR.During this period of time, the 1994Program Office was established to ensure that tribally-controlledcolleges and universities equitably participate in USDA employment, programs, services, and resources.

The Office of the ASCR, which houses the 1994 Programs Office, is one of 11 offices under the USDA structure. Under these 11 offices there are 17 agencies. USDA’s 17 agencies fall under 7 USDA Mission Areas.

The 1994 Program Office works in close partnership with AIHEC and through the USDA/AIHEC Leadership Group made up of USDA Mission Area decision makers and Tribal College Presidents. The 1994 Program staff includes a director, program analyst and a staff assistant.

Definitions

For the purposes of this document, we are using several terms, defined below:

AIHEC Member Institutions: The American Indian Higher Education Consortium, a national advocacy organization, garners significant resources for the Nation’stribal colleges and universities, helps in their quest to achieve land-grant status, and serves as the collective spirit and unifying voice by providing leadership and influencing public policy on American Indian higher education issues through advocacy, research, and program initiatives.

AIHEC also promotes and strengthens indigenous languages, cultures, communities, and tribal nations; and through its unique position, serves both tribal colleges and universities who are member institutions, as well as those that have not yet achieved AIHEC Member Institution status or 1994 Land-Grant Institution status. All 1994 Institutions are AIHEC Member Institutions, but not all tribal colleges and universities are 1994 Land-Grant Institutions.

Tribal Colleges and Universities:Tribal colleges and universities are those institutions cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994 (7 U.S.C. 301 note), any other institution that qualifies for funding under the Tribally Controlled Community College Assistance Act of 1978 (25 U.S.C. 1801 et seq.), and Diné College, authorized in the Navajo Community College Assistance Act of 1978, Public Law 95-471, title II (25 U.S.C. 640a note).

1994 Land-Grant Institutions: The 1994 Land-Grant Institutions are American Indian/Alaska Native tribally-controlled colleges and universities that were granted land-grant status under an Act of Congress in 1994. While Congress has now authorized 33 1994 Land-Grant Institutions, two lost their accreditation, leaving31 operating 1994 Institutions. These colleges primarily serve American Indian/Alaska Native populations that are typically located in remote, underserved communities that lack access to higher education. Their missions include serving their constituents through higher education programs involving teaching, community outreach, and research. The 1994 Land-Grant Institutions take special care to include culturally relevant curricula and programs so that American Indian/Alaska Native students and communities can take pride in their cultural and historical identity. There are other tribal colleges and universities that are not designated 1994 Institutions. They may or may not be Member Institutions of the AIHEC, a national advocacy organization which helps tribal colleges achieve land-grant status and garners significant resources for the Nation’s tribal colleges and universities. Land-Grant status confers 1994 Institution access to Federal funding, programs, and services through USDA and other Federal agencies. Being a “tribal” land-grant means, above all, using land-grant status to work for the benefit and well-being of tribal peoples and nations. All 1994 Institutions are AIHEC Member Institutions.

Tribal Sovereignty and Nation-to-Nation Relationship: A special political relationship exists between the U.S.Government and Indian Nations. This relationship is centered on the sovereignty of Indian tribes, legally acknowledged under the provisions of the U.S. Constitution. Tribal sovereignty has special meaning for those Indian Nations negotiating treaties which acknowledged Tribal ownership of indigenous homelands. (This reflects the importance of recognizing that self-determination is the goal of the American Indian/Alaska Native, not to be Americanized.) Tribal lands were ceded to the United States via treaties in exchange for commitments by the Federal Government to provide for the well-being of indigenous people. The remaining unceded lands were reserved (hence the term “reservation”) by treaty, legislation, or executive order for the perpetual use by Indian Nations. The sovereign status of Indian Nations today, as promulgated by this political relationship, is applied to over 560 federallyrecognized tribes throughout the United States. The Federal Government therefore has a Nation-to-Nation relationship with federally recognized tribes, which are sovereign nations. SomeTribal Nations, however, have not achieved either Federal or State recognition, even though they are recognized as distinct American Indian/Alaska Nativecommunities.

American Indian/Alaska Native: The term American Indian/Alaska Native is used to describe American Indian tribal individuals in the lower 48 States, as well as Alaska Natives in Alaska.

Strategic Planning Process

In late 2007, USDA in partnership with the AIHEC Leadership Group was charged with developing a USDA/1994 Strategic Plan for 2008–2010. As part of creating the strategies and areas of emphasis, several sources of information were used to help guide the AIHEC Leadership Group in meeting this challenge. Those sources included but were not limited to:

  1. 1994 Land-Grant Strategic Planning Process(August 2005): This review identified common themes for areas of collaboration between USDA and the 1994 land-grant institutions.
  1. 1994 Land-Grant Survey(October 2006): A priorities document based on a survey of TribalCollege and University Presidents in October 2006.
  1. A Planning Guide for Tribal College Land-Grant Programs(June 2007): The product of ongoing discussions between tribal college and university land-grant administrators, USDA, the First Americans Land-Grant College and Organization Network (FALCON), and the North Central Center for Rural Development.
  1. 1994 (Draft) Strategic Plan – TribalColleges and Universities 2007–2008: This document is a partial draft strategic plan that provided valuable historical information and set the foundation for this strategic planning process.
  1. Interviews with 1994 Land-Grant Institution Leaders(January 2008): A sample of 1994 Institution Presidents and Administrators was interviewed to provide the framework for the strategic plan.
  1. Comments from 1994 Land-Grant Institution Leaders(January 2008): TribalColleges and Universities were forwarded a copy of the draft strategic plan. Several colleges and universities provided comments.

The analysis of information resulted in a draft 1994 Strategic Plan for 2008–2010. The USDA/AIHEC Leadership Group met in February and March to review and finalize the strategic plan. The USDA/AIHEC Leadership Group members include,

USDA Leadership Group Members / AIHEC Leadership Group Members
Annabelle Romero – USDA Chair
Deputy Assistant Secretary, OASCR
Tedd Buelow
Native American Coordinator, RD
Ron Hicks
Chief Operating Officer, FSIS
Tom Hofeller
Associate Administrator for Operations and Management, FSA
Dennis Kopp
Assistant Secretary for Program and Analysis, CSREES
Lorena Carrasco
Civil Rights Director, FNS
Robin Thompson
Associate Deputy Chief, State & Private Forestry, FS
Terry Clark
Native American Program Coordinator, APHIS / Verna Fowler – AIHEC Co-Chair
President, College of Menominee Nation
Leah J. Carpenter
PresidentLeechLakeTribalCollege
Elmer Guy
President, NavajoTechnicalCollege
Richard Littlebear
President, Chief Dull KnifeCollege
Michael Oltrogge
President, NebraskaIndianCommunity College
John Salois
President, BlackfeetCommunity College
Olivia Vanegas-Funcheon
President, Tohono O’odham CommunityCollege
David Yarlott, Jr.
President, Little Big HornCollege

The goals set forth in the USDA 1994 Strategic Plan represent goals of a partnership, each member with respective mission and responsibilities. Only together can progress be achieved and the goals realized.

The 1994 Strategic Plan Working Group recommended four major Values and Strategic Goals to mirror the American Indian/Alaska Native value of the sacred number four representing the four Directions.

[ graphic? ]

Values

Whileconducting our mission, we value:

Trust / Respond with honest action
Respect / Honor the unique cultures and histories
Commitment / Dedicate ourselves to compassionate service
Partnerships / Work together and share one vision

Strategic Goals

The following is a summary list of USDA’s 1994 Program-AIHEC goals.

Goal 1: / Strengthen TCU capacities and support their full integration into USDA’s Mission Areas/Agency programs and services and AIHEC member institutions.
Goal 2: / Promote careers and professional attainment by engaging students attending TCUs.
Goal 3: / Assist TCUs in achieving their missions to sustain tribal sovereignty
and self-determination.
Goal 4: / Enhance and buildthe research, teaching, and extension capabilities of TCUs.

Goal 1:Strengthen TCU capacities and supportmutual integration between USDA’s Mission Areas/Agency programs and servicesand AIHEC member institutions.

Objective 1:Align the Federal infrastructure to support 1994 program

Activity 1:Fill essential federal positions

  • Implement 1994 Tribal College Liaison Specialist function.
  • Hire 1994 Program Director.

Activity 2:Improve federal lines of communication both horizontally and vertically

  • Engage Agency Coordinators and Liaisons.
  • NAWG manages the implementation of the strategic plan and evaluation of agency level activities and performance.
  • NAWG identifies federal best practices for supporting1994 institutions.
  • Engage Agency Program Managers.
  • Streamline and better coordinate communication within Programs from senior management to field offices.

Activity 3:Provide integrated services

  • Develop a central portal for providing integrated services.
  • Encourage streamlining USDA administrative requirements for TCU programs.

Objective 2:Enhance the AIHEC and TCU infrastructure to better support 1994 programs

Activity 1:Ensure funding and other resources to supportLand-Grant missions

  • Develop and implement a coordinated outreach and advocacy plan.
  • Identify and implement best practices.
  • Elevate TCU needs across USDA.
  • Identify and allocate USDA resources for TCUs.

Activity 2:Provide venues to promote communication between USDA and TCUs

  • Expand use of current portal approach for sharing knowledge/skills.
  • Increase use of technology.
  • Increase face-to-face meetings.

Objective 3:Strengthen 1994 Colleges and University Resource Capacity

Activity 1:Develop a master plan

  • Prioritize community needs.
  • Identify sources of fiscal and human resources.

Activity 2:Collaborate with Federal and other Partners

  • Train TCU staffs on federal student programs.
  • Train USDA managers on TCU programs.
  • Facilitate TCU faculty participation in temporary assignment at federal and other partners’ work environments.
  • Federal and other partners participate in temporary assignment at TCUs.
  • Available federal and other partner resources are used to fill gaps at TCUs (use of labs, etc.).


Goal 2:Promote careers and attainment by engaging students attending TCUs.

Objective 1: Engage students in USDA programs

Activity 1:Raise studentawareness of Land-Grant mission and USDA mission

  • Implement a USDA awareness day to expose first year students to agricultural careers.
  • Develop orientation programs to educate students about the mission of specific programs, both in headquarters and field locations.
  • USDA Agencies visit TCUs for the purpose of educating students and promoting public service and careers within USDA.

Activity 2:USDA/Agencies learn about student needs and interests

  • Studentinterests are identified.
  • Managers and program staff visit TCUs for the purpose of educating andconnecting student interests with USDA programs.
  • Data base of TCU programs are available to all TCUs and USDA.

Objective 2: Promote employment opportunities in the USDA for students

attending TCUs

Activity 1:Identify current agency vacancies, underrepresented areas, and projected areas of need.

  • Areas of underrepresentation of American Indian/Alaska Natives are identified and documented as required by Federal Employment Opportunity Recruitment Program and Management Directive-715.
  • USDA brief USDA/AIHEC Leadership Group on current and anticipated shortages.
  • Collaborate with TCUs to develop career pathways within USDA.

Activity 2:Conduct targeted recruitment activities at TCUs

  • Monitor and assess recruitment efforts of interns and hires on an annual basis.
  • Student Temporary Employment Program targets American Indian/Alaska Native students.
  • Student Career Employment Program targets American Indian/Alaska Native students.
  • Federal Career Intern Program targets American Indian/Alaska Native students.

Activity 3:Expand and disseminate USDA employment opportunities in TCUs

  • Establish baseline and monitor data.
  • USDA/AIHEC Leadership Group strategizes with Human Resources to take full advantage of hiring authorities.
  • Educate TCUs and students on Federal authorities for career opportunities.
  • Student Career Employment Program targets American Indian/Alaska Native students.
  • Career Intern Program targets American Indian/Alaska Native students.
  • Student Temporary Employment Programs.
  • Special Appointment Authorities.

Activity 4:Implement USDA Tribal Scholars Program

  • Monitor and assess applicant and selection data.
  • Inspire USDA agencies to support scholars.
  • Encourage agencies to place scholars in field offices close to the student’s home.
  • Market the USDA 1994 Tribal Scholars Program throughout USDA, AIHEC, and TCU networks
  • Provide new scholars with USDA orientation.
  • Involve the scholars in a nurturing atmosphere which includes mentoring, tutoring and leadership training.

Objective 3: Retain American Indian/Alaska Native employees

Activity 1:Develop and Implement Retention Strategies within USDA

  • Establish baseline data for retention of employees within USDA.
  • Promote involvement in internal employee associations, external community-based organizations, and other activities that engage American Indian/Alaska Native employees (i.e., mentoring, networking, etc.).
  • Provide resources for employee support services.
  • Identify factors that affect retention, e.g., incentives or Cost of Living Allowance Adjustment (colas) for rural employees.
  • Implement strategies to correct adverse factors.

Goal 3: Assist TCUs in achieving their missions to sustain tribal sovereignty

and self-determination

Objective 1: Educate USDA on Tribal Sovereignty and Self-determination

Activity 1:Promote awareness of tribal sovereignty to strengthen USDA-AIHEC

relationship

  • AIHEC conducts workshops for USDA to help define tribal sovereignty and self-determination.
  • USDA promotes workshops and AgLearn training that offers accurate information about AI/AN.

Objective 2: USDA and AIHEC are true and full partners

Activity 1:Promote full and equitable TCU participation in USDA Programs

  • Inventory USDA legislation that does not include TCUs.
  • USDA/AIHEC develops recommendations to correct USDA legislation, regulations, and policies that limit TCUs as full partners.
  • Monitor progress.

Objective 3: USDA/AIHEC Leadership Group coordinates policy recommendations

between TCUs and USDA’s leadership

Activity 1:Assess USDA Legislation that could better meet tribal community needs

  • Inventory of USDA legislation is identified and reviewed.
  • TCU definecommunity basedneeds.
  • Identify common priority areas.

Activity 2:Develop and implement a plan for making changes