D. Michael Pavel

Tribal Colleges and Universities in an Era of Dynamic Development.

In this article, we discuss the development of a new higher education phenomena within the United States-tribal colleges and universities (TCUs). The article highlights how these institutions have dramatically changed the higher education realm for American Indians and Alaska Natives in just the short time span of 30 years. A historical overview of TCUs portrays the growth of the TCU movement from previous externally imposed Indian education efforts that failed to meet the needs of students. Selected institutional portraits demonstrate the intersections between culture and community as tribal communities create and control their own institutions of higher education. These intersections are further illuminated through examination of broad TCU curricular functions. Successes and challenges experienced by Native teacher preparation programs nationally, as well as a case study of curriculum development for a specific Native teacher preparation program, provide further insight into how community members identify their own educational needs and develop programs that are specifically tailored to meet those needs. The article concludes that TCUs are promoting a new mindset that is leading to renewed economic, social, political, cultural, and spiritual vitality through education. As a consequence, American Indian people are hopeful about regaining their greatness in America with TCUs leading the way.

Using Qualitative Research to Assess Advising.

The authors interviewed junior and senior Hispanic and Native American college students to refine the concept of academic integration in Tinto’s model of institutional departure. The findings suggest that the measurement of academic integration could be strengthened by including indicators that draw upon the substance and process of academic advisement as students experienced it.

Increasing Access to Higher Education Among Low-Income Students: The Washington State Achievers Program

The purpose of this study was to assess how a comprehensive precollege intervention and developmental program among low-income high school students contributed to college enrollment outcomes measured in 2006. Our focus was on the Fifth Cohort of the Washington State Achievers (WSA) Program, which provides financial, academic, and college preparation support to 500 high school students who come from the lowest 35% of Washington state income levels. One important feature of the WSA Program is that it provided funding for complete high school curriculum reform among 16 Washington high schools that have a high prevalence of low-income students. The data set contained three groups of students from these 16 high schools: Funded Achievers who were part of the WSA Program and received funding for college; Nonfunded Achievers who were part of the WSA Program and but did not receive funding for college; and Nonrecipients who were neither part of the WSA Program nor received funding for college. Results from generalized multinomial logistic models found two trends (a) early and continuous financial support for college along with being active in the WSA Program nearly guarantees enrollment in college and increases enrollment in 4-year and highly selective colleges; and (b) even in the absence of financial support for college there are still quantifiable and positive effects on college-going for just participating in the WSA Program and receiving its abundant nonfinancial resources and support. These results persist even with strong controls for selection, background, academic, financial, aspiration, and school-level variables.

The Fate of Faculty

In reviewing these three books about American faculty and the academic life, I write not only as an Associate Professor of Higher Education at a research university but also as an American Indian. More specifically, I reviewed the books in a standard format for a mainstream journal but added insights informed by the perspective of my ancestral Tuwaduq epistemology. Tuwaduq is the traditional name of a Pacific Northwest tribal society now known as Skokomish. I am a tribal member trained in the traditional ritual and ceremonial way of life among the Skokomish. Not unlike the training in a doctoral program, the ritual and ceremonial training among