Rebuilding the Lakota Nation through Education
Lakol Wicohanki Unci Kiksuye
Grandmother Remembers the Lakota Ways
Wounspe Ihuniyan Hci Lakota Oyate Kin Akta Wicakagapi Kte lo
Oglala Lakota College
Piya Wiconi
Box 490, Kyle, SD 57752
455-6000
FAX 455-2787
Oglala Lakota College Nursing Program
Box 861, Pine Ridge, SD 57770
867-5856
FAX 867-5724
Eagle Nest College Center
Box 476, Wanblee, SD 57577
462-6274
FAX 462-6105
East Wakpamni College Center
He Sapa College Center
127 Knollwood Dr., Rapid City, SD 57709
342-1513
FAX 342-8547
Pejuta Haka College Center
Box 370, Kyle, SD 57752
455-2450
FAX 455-2671
Pine Ridge Village College Center
Box 1052, Pine Ridge, SD 57770
867-5893
FAX 867-1241
Oglala College Center
Box 612, Batesland, SD 57716
288-1834
FAX 288-1828
Box 19, Oglala, SD 57764
867-5780
FAX 867-1243
LaCreek College Center
Wounded Knee College Center
Box 629, Martin, SD 57551
685-6407
FAX 685-6887
Pahin Sinte College Center
Box 220, Porcupine, SD 57772
867-5404
FAX 867-1242
Box 230, Manderson, SD 57756
867-5352
FAX 867-1245
Cheyenne River College Center
P.O. Box 100, Eagle Butte, SD 57625
964-8011
FAX 964-8012
Pass Creek College Center
Box 630, Allen, SD 57714
455-2757
FAX 455-2428
Board of Trustees
Representatives of the Oglala Sioux Tribe
Richard Red Owl
Tribal President's Representative
Jackie Rowland
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
Rhonda Two Eagle
Pahin Sinte
Pheobe Tallman
Pass Creek
Denise Red Owl
Pejuta Haka
Warren Cross
White Clay
John Her Many Horses
Wounded Knee
Aloysios Wounded Head Student Representative
Gerald One Feather
Council of Elders
Pine Ridge Indian Reservation
District College Centers
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FALL 2012 CALENDAR
Support Staff Return
Department Chairs Return
Faculty Return (Assessment Day for Academic Departments)
Registration
Course Cancellation Meeting
ADD or DROP
Classes Begin
Last Week to Drop 100%
Labor Day (Office Closed, Classes Meet)
Native American Day (Office Closed, No Classes)
Departmental Advising
Veteran’s Day Holiday (Office Closed, Classes Meet)
Thanksgiving Day Holiday (Office Closed)
Classes End
Make-up Week
Final Grades due
Department Chairs/Faculty Christmas Holiday
Support Staff Christmas Vacation
July 23rd
July 30th
August 13th
August 13-August 17th
August 21st
August 27-August 31st
August 27th
September 3-September 7th
September 3rd
October 8th
October 22-November 16th
November 12th
November 22-November 23rd
December 7th
December 10-14th
December 14th
December 17-January 3rd
December 24-25th
SPRING 2013 CALENDAR
January 2nd
January 3rd
January 7-11th
January 14th
January 15th
January 14-25th
January 21st
January 21st
th
January 28 to February 1st
February 18th
March 25th-29th
TBA
March 29th
April ?
May 3rd
May 13th
May 12th
May 17th
May 13-17th
May 18th
May 27th
May 31st
June 21-23rd
June 21st
August 9th
Support Staff Return
Chairs/Faculty Return
Registration
General Construction Spring session
Course Cancellation Meeting
ADD or DROP
Martin Luther King Day (Offices Closed)
Classes Begin (Sunday classes begin January 27)
Last Week to Drop 100%
President’s Day (Offices Closed)
Spring Break (No classes)
AIHEC 2013 (TBA)
Easter Holiday (Good Friday)
Application to Graduate Program Due
General Construction Spring Session Ends
General Construction Summer Session Begins
Regular Classes End Sunday
Faculty’s Last Day
Make-up Period
Grades Due
Memorial Day (Offices Closed)
Last Day for Chairs
Graduation/Pow-wow
Last Day for Support Staff (24 pay period)
General Construction Summer Session Ends
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Table of Contents
Page
1
1
2
3
4
5
6-7
7
8
9-10
10
11-17
18-24
25-26
27-37
38-39
40
41-42
43
44
45-61
2-71
72-98
99-116
117-132
133-165
166-173
174-182
183-200
201-206
Board of Trustees
Reservation Maps
Calendar
Table of Contents
Mission and Purposes
President's Message
College History/Accreditation
Facilities
Governance
Policies and Procedures
Assessment Philosophy
Registrar
Financial Aid
Business Office
Instructional Division
Learning Resource Center/Archives
Agriculture & Natural Resource Department
Foundational Studies Department
Community/Continuing Education Department
Student Support Services
Applied Science and Technology Department
Business Department
Education/Early Childhood Department
Humanities & Social Science Department
Lakota Studies Department
Department of Math and Science
Nursing Department
Department of Social Work
Graduate Programs
District Staff/Faculty List
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
WOLAKOLKICIYAPI:
Learning Lakota ways of life in community
Oglala Lakota College is chartered by the Oglala Sioux Tribe.
Its mission is to provide
educational opportunities that enhance Lakota life. These opportunities include community services,
certificates, GED, Associate, bachelor, and graduate degrees.
Oglala Lakota College provides a
framework of excellence for student knowledge, skills, and values towards piya wiconi - a new beginning
for harmony in fulfillment of aspirations and dreams. Oglala Lakota College is committed to continuous
improvement and is creating Oglala Lakota University through outstanding teaching research, community
service and assessment.
-Tribal*
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provides the Lakota with outstanding graduates.
promotes the study and practice of sovereignty.
works with tribal entities toward building our nation.
supports graduates in achieving meaningful work and healthy lifestyles.
-Cultural-
*
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utilizes Lakota cultural values in all learning framework.
celebrates Lakota culture including sacred songs and ceremonies.
researches, studies and disseminates Lakota language, culture and philosophy.
provides leadership to maintain and revitalize Lakota culture in a diverse and
changing environment.
-Academic-
*
*
*
*
encourages high student learning expectations through active and collaborative
learning frameworks, student-faculty interaction, enriching educational experiences,
research and a supportive campus environment.
practices open enrollment and supports student success towards graduation.
provides knowledge, skills and values for self-fulfillment, civic involvement, and
making a living in a diverse world.
works with other institutions and agencies to further College interests.
-Community-
*
*
*
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supports local communities in development and in working with their educational
systems.
engages people as active, productive members of their tiospaye, communities and
global networks.
offers frameworks for leadership development in the context of communities and
organizations.
provides lifelong learning through continuing education and community activities.
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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; its 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 Winters, Assistant to the President
Faith Richards, Personnel Director
Ruth Cedar Face, 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.
As a result of the comprehensive accreditation review in March of 1998, NCA 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. NCA 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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Oglala Lakota College has been accredited by the North Central Association of Colleges and Schools
since June 20, 1983. This accreditation has been continued and expanded in scope with each subsequent
comprehensive visit.
The most recent comprehensive visit took place in March 2003, by the Higher Learning
Commission, a commission of the North Central Association of Colleges and Schools, 230 South LaSalle
Street, Suite 7-500, Chicago, Il 60604-1413, telephone number 312-263-0456 or 800-621-7440, FAX
312-263-7462. The college offers accredited degree programs and certificates. The programs in
Elementary Education and in Nursing are fully 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. Bachelor of Social Work was accredited by the Council on 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.
Vocational Ed. Building: Agriculture Ed. Office, Applied Science 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 1st 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 (PWO) 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.
ASSESSMENT PHILOSOPHY
The community of Oglala Lakota College emphasizes the following four specific and essential
purposes for institutional assessment:
1.
2.
3.
4.
To develop and utilize methodologies that enhance student learning
To measure learning that has occurred
Analyze results and identify opportunities for improvement
Make evidence based revisions
The foundation of the college’s assessment program relies on a formative philosophy, meaning
that data and information obtained for assessment purposes will be evaluated and implemented by the
respective programs, faculty, staff and administration. All assessment measures will be utilized to
improve and enhance the performance of the students, staff and faculty.
To maintain institutional accountability, assessment efforts will be publicly available for current
and potential stakeholders, to assist in the evaluation and merit of obtaining an education at Oglala Lakota
College. This information is available on the college Web site.
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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.
- 11 -
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
Up to 45 credit hours, the district counselor 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 and follow advice from the department chair or the chair’s designee on
which courses to register for.
After the student has accumulated 45 credit hours, it is the student’s responsibility to decide on a major.
The student must satisfy all admission requirements for the major department and, in conjunction with the
department chair or his/her designee, will 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 or assigned faculty advisor.
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. Academic advising can be requested at any
time by contacting your center counselor or assigned faculty advisor 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 eight
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 make-up 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 may be dropped from a course after three consecutive absences and will be dropped by the
Registrar after five total absences.
There are NO reinstatements and No exceptions for students who are dropped for five absences.
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
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.
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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 one 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.
ELECTRONIC INFORMATION RESOURCES ACCEPTABLE USE 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
Acceptable Use Policy is located in the Student Handbook and all students are agreeing to read the
handbook and its provisions when the registration card is signed.
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, the independent study requires a
mini-mum grade point average of 3.0. 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
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
$5,550.00, 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 Bachelors
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.
x Students with complete submitted applications will be considered for selection. This includes the
application, essay and photograph.
x 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.
x Students must apply for the PELL grant to be considered for selection to determine the financial need
of each student.
x All scholarships require a minimum of 2.0 cumulative G.P.A.
x 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.
x Native American students are to be considered first preference for all scholarships.
x 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.
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 Book 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
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.
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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.
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.
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.
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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)
b)
c)
d)
Freshman (1-30 attempted credit hours) – 1.50
Sophomore (31-60 attempted credit hours) – 2.00
Junior (61-90 attempted credit hours) – 2.00
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
12 hours attempted
= 75%
9
12
= 75%
Term 2
6 hours completed
12 hours attempted
= 50%
15
24
= 62.5%
Term 3
12 hours completed
12 hours attempted
= 100%
27
36
=75%
“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.
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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.
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.
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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
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.
- 23 -
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.
- 24 -
BUSINESS OFFICE
Arlene Quist, Vice President for Business
Eric Christensen, Controller
Vacant, Office Manager
Myreen Iron Cloud, Bookstore Manager
Colleen Sitting Bear, Grants/Contracts Compliance Officer
Holly Provost, Payroll Officer
Vacant, 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.
- 25 -
D. Fees
1. Registration fee is $40.00 per semester.
2. Lab fees vary in courses.
3. Technology fee is $8.00 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.
- 26 -
INSTRUCTIONAL DIVISION
Dr. Ursula Gaertner, Vice President for Instruction
Dr. Loretta Broberg, Director of Institutional Research & Assessment
Jonalynn Clifford, Assistant to the Vice President for Instruction
Wallace White Dress, Computer Support Specialist
The Instructional Division supervises all degrees and courses which grant college credit.
degrees and courses are offered through the academic departments.
These
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
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., Office Technology,
Additional Programs: Secondary Education Certification in Lakota Studies; Lakota Language Certification.
One Year Certificates in General Construction and Office Technology.
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.
- 27 -
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.
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
Engl 103 Freshman English I
Engl 113 Freshman English II
SpCm 103 Speech Communications
Math 100 level or above
MIS 113 Applied Information Processing or Above
Science
Social Science
Humanities
Literature
Credits:
AA CORE Requirements
Engl 103 Freshman English I
Engl 113 Freshman English II
SpCm 103 Speech Communications
Humanities
Mathematics (103 or above)
Science
Social Science
Credits:
AAS CORE Requirements
Engl 103 Freshman English I
CS 103 Ethics in the Workplace
SpCm 103 Speech Communication or OEd 163 Business Communications I
Math 103, OMath 113 or TMath 123
OEd 103 Computer Basics
Credits:
- 28 -
Cr.
3
3
3
3
3
3
3
3
3
27
Cr.
3
3
3
3
3
3
3
21
Cr.
3
3
3
3
3
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
Lak 103 Lakota Language I
Lak 233 Lakota Language II
LSoc 103 Lakota Culture, LHist 203, or LHist 213
Lakota Electives
required:
LAKOTA STUDIES REQUIREMENTS AA
Lak 103 Lakota Language I
LSoc 103 Lakota Culture, LHist 203, or LHist 213
Electives (recommend Lakota Language II or higher)
required:
LAKOTA STUDIES REQUIREMENTS AAS/CERTIFICATE
Lak 103 Lakota Language I
Electives
CR.
3
3
3
6
15
3
3
3
9
3
3
6
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.
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.
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
- 29 -
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
R&W 093
Engl 103
Math 083
Math 093
Math 103
Basic English I
Basic English II
Freshman English I
Basic Mathematics I
Basic Mathematics II
Elementary Algebra
3. Students are required to take the course into which they place within two semesters or they must
retake the placement test.
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.
- 30 -
Foundational Studies Registration Flowchart
Test Results Determine Placement
Students may place into
either Math 083 or 093
depending on test scores
but all placing students
enter Basic English I.
Lak 103
Lak 233
LArt 103
LArt 113
Art 103
Art 133
Art 143
ĂƐŝĐDĂƚŚϬϴϯ
ĂƐŝĐŶŐůŝƐŚ/Ϭϴϯ
Advancement to Basic
English II or English 103 are
determined by an exit exam
given at the end of the
semester.
ĂƐŝĐDĂƚŚϬϵϯ
džŝƚdĞƐƚŝŶŐ
English 103
Math 103
Math 134
English 113
- 31 -
Foundational Studies Students
may take the courses listed
below concurrently with
Foundational Studies courses
but no more than 12 credit
hours in total.
GENERAL EDUCATION VISION
Wolakolkiciyapi, learning the Lakota way of life in community and the general education core of
Oglala Lakota College will provide opportunities for students to acquire and apply the skills and tools to
demonstrate and gain knowledge. Students will become effective life-long learners and healthy
contributing members of their diverse local and global communities.
GENERAL EDUCATION PHILOSOPY AND MISSION
Oglala Lakota College is committed to providing the opportunity for students to acquire the skills
and knowledge to think critically utilizing a natural, moral and/or metaphysical philosophy, indigenous
concepts, history, culture, theories, principles and resources to express fundamental knowledge of Oglala
and Mainstream Global societies and how they interrelate. This will endorse a well-rounded education
from Oglala Lakota College.
GENERAL EDUCATION GOALS AND OBJECTIVES
Goal 1: Students will communicate effectively in writing and speaking.
Objectives:
1. Write effectively using Standard English convention in spelling, grammar, punctuation and word
usage.
2. Develop essays and research papers with effective organization and references relevant to an
assigned or chosen topic.
3. Present orally ideas, opinions or persuasive statements effectively.
4. Communicate orally basic ideas in the Lakota language.
*************************************************************************************
Goal 2: Students will demonstrate the acquisition of new knowledge (Reading, Writing, Listening and
Research).
Objectives:
1. Identify reference or research facts, themes, suppositions and conclusions presented through oral
and written materials.
2. Identify information addressing questions of interest and locate such in printed, electronic and
recorded oral sources.
Communications – 3 Hours
This basic skills course will assist the student in presenting and defending positions verbally.
SpCm 103 Speech Communications, 3 hours
Composition – 6 Hours: (Developmental courses do not meet General Studies requirement.)
These courses will facilitate students with developing the skills of reading and writing.
- 32 -
Engl 103 Freshman English I, 3 hours
Engl 113 Freshman English II, 3 hours
Associate of Applied Science:
Engl 103 Freshman English I, 3 hours
******************************************************************************
Goal 3: Students will understand and apply mathematical principles and methods.
Objectives:
1. Use mathematical symbolism and mathematical structure to model and solve problems.
2. Communicate in mathematical terms.
3. Analyze quantitative information to make judgments in real world situations.
Mathematics – Dependent on Degree (Developmental courses do not meet General Studies
requirement.)
Basic mathematical skills are required in all fields. These courses are dedicated to assist students in
developing those skills. Most degree programs require more than minimal competence in this area.
Associate of Applied Science:
Math 103, Elementary Algebra, 3 hours or
OMath 113, Occupational Math, 3 hours or
TMath 123, Construction Trade Math, 3 hours
Associate of Arts:
Math 103, Elementary Algebra, 3 hours
or higher
Bachelors: (Depends on Degree)
Math 134 or above, or (2) Math 103 and a Quantitative Reasoning Course, 3 or 6 hours
******************************************************************************
Goal 4: Students will demonstrate the use of technology in learning, problem solving and
communicating.
Objectives:
1.
2.
3.
4.
Produce documents using word processing software.
Communicate with others utilizing technology.
Analyze numerical information using appropriate software.
Locate needed information using different computer platforms.
- 33 -
Computer Technology – 3 hours
In the modern world, some familiarity with information technology is necessary in every
professional field. Courses in this area include both basic ability to interact (keyboarding) and basic
computer skills. Placement exams are available to determine the appropriate skill level for
keyboarding.
Associate of Applied Science:
OEd 103, Computer Basics, 3 hours
Bachelors:
MIS 113, Applied Information Processing, 3 hours
or above
******************************************************************************
Goal 5: Students will analyze the social structures and elements of culture in society.
Objectives:
1. Explain basic concepts and theories of select social science disciplines.
2. Apply select social science concepts and theories to contemporary issues.
3. Apply Oglala concepts of community to contemporary issues.
Social Science and Humanities – 9 hours
Knowledge of people, groups and institutions is critical for relating to and interacting with others and
for developing increased self-understanding. Students are also expected to have a basic familiarity
with cultural and artistic expression. Broadening ones understanding of the richness of human culture
requires familiarity with literature of other cultures.
Associate of Arts and Bachelors:
Social Science Courses:3 hours
Econ 203, Principles of Microeconomics, 3 hours
Geog 213, World Regional Geography, 3 hours
HISA 203, American History I up to 1865, 3 hours
HISA 213, American History II from 1865, 3 hours
Pols 203, American Government, 3 hours
Psy 103, General Psychology, 3 hours
SoSc 103, Introduction to Social Science, 3 hours
Humanities/Literature Courses:6 hours
Art 103, Drawing I, 3 hours
Art 113, The Business of Art, 3 hours
Hum 203, Introduction to Philosophy and Critical Thinking, 3 hours
Hum 213, Music and Culture, 3 hours
- 34 -
Hum 243, Art Appreciation, 3 hours
Lit 203, Introduction to Literature, 3 hours
******************************************************************************
Goal 6: Students will apply scientific methods of inquiry to investigate the natural world utilizing
fundamental principles of the natural sciences with Oceti Sakowin and Oglala perspectives.
Objectives:
1.
2.
3.
4.
Gather and critically evaluate data using scientific methods.
Explain the basic concepts and theories of select natural sciences.
Apply select natural science concepts and theories to contemporary issues.
Apply Oglala Perspectives of the natural world to contemporary issues.
Science – 3 hours
Some knowledge of basic biological and physical processes and how they are studied is essential to
functioning in modern society.
Associate of Arts and Bachelors:
AnSc 103, Animal Science, 3 hours
Bio 103, Human Biology, 3 hours
Bio 113, People and the Environment, 3 hours
Bio 153, Biology, 3 hours
Chem 103, Survey of General Chemistry, 3 hours
Geol 143, Physical Geology, 3 hours
Geol 153, Historical Geology, 3 hours
Phys 113, Survey of Physics, 3 hours
NaRs 113, Watershed Principles, 3 hours
NaRs 123, Forest Principles, 3 hours
NaRs 143, Introduction to Natural Resources, 3 hours
NaRs 133, Dendrology (Tree Identification), 3 hours
NaRs 233, Bison Science, 3 hours
Rang 103, Botany of the Great Plains, 3 hours
Rang 113, Range Principles, 3 hours
******************************************************************************
Goal 7: Students will exemplify Wolakota Wolakolkiciyapi values, culture, diversity and the complexity
of the indigenous experience.
Objectives:
1. Identify and explain Oglala aesthetic, philosophical, ethical and spiritual views.
2. Identify and explain social or aesthetic values of different cultures.
- 35 -
3. Identify and explain the contributions of Oceti Sakowin and Oglala Perspective cultures to other
cultures.
Lakota Studies – Dependent on Degree
As an Oglala institution, the primary mission of the college is preservation and promotion of the
Lakota Language and Culture. Basic competencies, Lakota Language and Culture are expected of all
Oglala Lakota College students. New students with competence in Lakota language may obtain credit
by examination for Lakota Language courses.
Associate of Applied Science: 6 hours
Lak 103, Lakota Language I, 3 hours
Lak elective, 3 hours
Associate of Arts: 9 hours
Lak 103, Lakota Language I, 3 hours
LSoc 103, Lakota Culture, 3 hours or
LHist 203, Lakota History, 3 hours
Lak elective, 3 hours (Lakota Language II or higher is recommended)
Bachelors:15 hours
Lak 103, Lakota Language I, 3 hours
Lak 233, Lakota Language II, 3 hours
LSoc 103, Lakota Culture, 3 hours or
LHist 203, Lakota History, 3 hours
Lak electives, 6 hours
LLaw 203, Contract Law, 3 hours
LLaw 213, Legal Research and Writing, 3 hours
LLaw 303, Criminal Law and Procedures, 3 hours
LLit 103, Lakota Oral Literature, 3 hours
LLit 313, Contemporary Indian Literature, 3 hours
LMus 203, Lakota Dance Styles, 3 hours
LPol 213, American Indian Political Systems, 3 hours
*************************************************************************************
- 36 -
The Four Direction Assessment Model
The directions correspond equally to the four stages of assessment. This model
represents the process and balance of assessment grounded in the Lakota world view
demonstrating educational excellence and high standards.
Data
Gathering
Data
Analysis
Implement
Change
Revise
Process
Observe
Self in
Learning
Process
Analyze
Your Work
Gauge
Student
Learning
Respond
to Student
Learning
Plan for
Improvement
of Learning
Judge the
Quality of
Your Work
Develop &
Refine
Course
Improve
Teaching
Student Perspective
Assessment Model
Faculty Perspective
Assessment Model
ASSESSMENT OF STUDENT ACADEMIC ACHIEVEMENT:
“All OLC students making progress toward the completion of a college degree are required to
participate in the college’s general education assessment as outlined by the Office of Institutional
Research and Assessment. Students participating in the assessment process can be confident that
individual results are not used to deny admission to a professional program at the college or
prohibit a student from graduating.”
- 37 -
Woksape Tipi
ACADEMIC & PUBLIC
Library/Archives
http://library.olc.edu
605-455-6069
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
Circulation & Cataloging 455-6069
Theresa Bettelyoun, Outreach; tbettelyoun@olc.edu; 455-6066
Woksape Tipi or “House of Wisdom” is the Learning Resource Center 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.
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:
x
x
x
x
x
An extensive online collection of journals and books
Over 40,000 volumes of print materials
1600 nonprint items
118 print journals and newspapers
Special collections include:
R An extensive “Lakota” print collection
R A teacher resource collection, and, the
R Wakanyeja (Children’s) Collection
Our staff works closely with students to develop fluency in the use and evaluation of information sources
as they conduct research and other intellectual investigations through classroom instruction and drop-in
reference assistance. We offer assistance in Information Literacy; web page evaluation; use of the library,
online catalog, and access to professional journals; and use of online resources.
Library service hours are 8:30 a.m. to 5:00 p.m. Monday through Friday and Tuesdays 8:30am to 8:00pm.
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.
It is important for the public to realize that the library serves the academic needs of OLC students and
staff first. 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 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.
- 38 -
Archival 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:
x
x
x
Special Collections, consisting of historical documents donated largely by individual
members which collectively document the social history of the Oglala Lakota people
Institutional records, consisting of the administrative records of OLC and some from the
OST.
Artifacts, consisting of objects such as drums, buffalo skins, pipes and headdresses
The Artifacts Collection is the smallest of the three. The Special Collection 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 Collection is arranged into seven sections:
manuscripts, microfilm, video, audio, photographs, maps/blueprints/posters, and rare books. The
institutional records comprise by far the largest collection in the archives, representing about 80% of the
entire archival holdings.
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.
Access to the Archive
Research hours are from 9:00am to 4:00pm, Monday through Friday, preferably by appointment. The
Archivist will answer e-mail and phone requests. Most archival collections are not currently processed;
however, most are accessible to researchers.
- 39 -
Agriculture Extension Outreach
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 Outreach supports the growth of the Pine Ridge Reservation’s land base
through growth of human resources with research and community trainings for toward sustainable selfsufficiency with respect for Oglala cultural values by facilitating workshops for farmers, ranchers and
tribal community members.”
Outreach Extension & Community Education:
I.
Agriculture & Extension Outreach is community bases education with continuing education or
college credits available upon request to the program.
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 a. Soil Management
b. Vegetable Production
c. Food Preservation
d. Plant Health Management
2. Animal Science
a. Bison Management
b. Beef Production
c. Horse (Equine) Management
d. Animal Nutrition
3. Range Management
a. Range Plant Identification
4.
5.
Agri-Business Management—
a. Farm/Ranch Fiscal Management
Other Areas of Community Ed. as Request
a. Solar Energy
b. Water Resources Management
c. Wild Edible Plants
d. Carbon Sequestration
e. Human Nutrition Education
f. Annual Farm/Ranch Day
- 40 -
Gerald Lessert, 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, Faculty
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 researchbased 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 bestpractices 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.
- 41 -
FOUNDATIONAL STUDIES DEPARTMENT
FOUNDATIONAL STUDIES DEPARTMENT
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.
- 42 -
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
- 43 -
STUDENT SUPPORT SERVICES (TRIO PROGRAM)
Milton Fineran, Program Director – Piya Wiconi Campus
Alyssa Janis, Program Assistant – Piya Wiconi Campus
Jacqueline Alcantar, Counselor-He Sapa College Center
Vacant, 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
PSCC, EWCC, WKCC, PCCC, LCCC and CRCC; the Pine Ridge Counselor serves OCC; the
Pejuta Haka Counselor serves ENCC; He Sapa Counselor serves HSCC. Please Contact the SSS
Counselor who serves your Center.
- 44 -
Doug Noyes, Director
Faith Pourier, Administrative Assistant
Joe Kirk, Automotive Technology
Stanley Janis, Automotive Technology
Alan High Hawk, Electrical Instructor
Lyle Wilson, General Construction Lead Instructor
Leonard Lone Hill, General Construction Instructor
Crystal Paulson, Office Technology Instructor
The Applied Science Department offers the following certificates, degrees and programsCertificate of Competence
A college credential for students who have successfully completed designated short-term credit or noncredit courses which provide them with job upgrading or entry-level skills. The issuance of a Certificate
of Competence requires that the student’s work be evaluated and determined to be satisfactory. The
student must earn a GPA of 2.00 or better for all courses required in the Certificate. College Bound/Work
Ready-this Certificate is necessary for admission into any of the Applied Science Certificate or
Degree programs.
Student must complete (or test out):
x
x
x
x
Basic English (RW 093)
Basic Math (Math 093)
A computer class (OEd 103 or MIS 113)
Ethics in the Workplace (CS 103).
Certificate of Achievement
A college credential for students who have successfully completed designated medium-term Career and
Technical-Professional Education credit course sequences which provide them with entry-level skills or
job upgrading. The credit hours necessary to earn this Certificate shall be at least 30 credit hours. The
certificate is earned after completion of the first two semesters of the corresponding Associate of Applied
Science Degrees requirements. The issuance of a Certificate of Achievement requires that the student
must earn a GPA or 2.00 or better for all courses required in the Certificate.
Certificates of Achievement are offered for;
x
General Construction
x
Office Technology
- 45 -
APPLIED SCIENCE DEPARTMENT
APPLIED SCIENCE DEPARTMENT
Associate of Applied Science Degrees
The A.A.S. 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. (A.A.S. programs are only offered if, and when, Vocational funding is
available. Please contact the Applied Science Department to see if the particular program of interest is
currently funded. Vocational degree programs are subject to change without notice, depending on
community needs and availability of funding.)
A.A.S. Degrees:
A. Automotive Technology
B. Electrical Tecchnology
C. General Construction
D. Office Technology
APPLIED SCIENCE 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.
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.
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.
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.
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 (i.e. appointment scheduling, telephone procedures) to
provide optimal services to the customer and employer.
6. Apply critical thinking skills.
7. Explain social behaviors and interactions between individuals, groups and institutions.
8. Demonstrate organizational skills.
- 46 -
APPLIED SCIENCE DEPARTMENT
Associates of Applied Science in AUTOMOTIVE TECHNOLOGY
PROGRAM ENTRANCE REQUIREMENTS-College Bound/Work Ready Certificate
SEMESTER ONE: (12 credits)
Taken
Auto 101 First semester of Automotive Technology.
_______
Date
________
Grade
_____
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 the students will
begin learning automotive electronics. The areas of study includes: Introduction to Electronics, SemiConductors, Transistors, Circuits and Troubleshooting.
SEMESTER TWO: (12 credits)
Auto 102* Second Semester of Automotive Technology
Taken
Date
_______
________
Grade
_____
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.
SEMESTER THREE: (12 credits)
Auto 201*
Taken
Third Semester of Automotive Technology
_______
Date
______
Grade
_____
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.
SEMESTER FOUR: (15 credits)
Auto 202*
Taken
Final Semester of Automotive Technology
______
Date
__________
Grade
______
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.
Engl 103* Freshman English I
3 ________________________________
SPCM 103 Speech Communications
3________________________________
Math 103* Elementary Algebra (or higher); OR
OMath 113 Occupational Math; OR
CMath 153 Consumer Math
3 ________________________________
Students in the automotive program will have a general education course on Monday AM from 9-12 at
the Pejuta Haka College Center for the 1st, 2nd, and 3rd semesters.
- 47 -
APPLIED SCIENCE DEPARTMENT
ASSOCIATE OF APPLIED SCIENCE IN ELECTRICAL TECHNOLOGY
Vocational Degree
1. CORE (12 credits)
Where Taken
Date
Grade
Engl 103* Freshman English I
3 ________________________________
TMath 123 Construction Trades Math
3_________________________________
(or equivalent)
CS 103
Ethics in the Workplace
3_________________________________
OEd 103
Computers Basics
3_________________________________
3_________________________________
2. LAKOTA STUDIES (6 credits)
Lak 103
Lakota Language I (or higher)
LSoc 103
Lakota Culture OR
3_________________________________
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 Introduction to Plumbing
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
- 48 -
2012-2013 Catalog
SpCm 103 Speech Communications
APPLIED SCIENCE DEPARTMENT
ASSOCIATE OF APPLIED SCIENCE IN ELECTRICAL TECHNOLOGY
Vocational Degree
Suggested Educational Plan
PROGRAM ENTRANCE REQUIREMENTS-College Bound/Work Ready Certificate
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
Introduction to Plumbing
3
CAR 203
Carpentry Theory II
3
CAR 214
On-site Construction III
4
Fourth Semester 16 Credits
Elec 123
NEC® Codes
3
Elec 223
Electrical Maintenance
3
Elec 133
Motors
3
Elec 113
Electrical Blue Prints
3
CAR 224
On-site Construction IV
4
Total Credits: 64
- 49 -
APPLIED SCIENCE DEPARTMENT
ASSOCIATE OF APPLIED SCIENCE IN GENERAL CONSTRUCTION
Vocational Degree
Where Taken
Date
Grade
Engl 103* Freshman English I
3 ________________________________
SpCm 103 Speech Communication
3 ________________________________
CS 103
3 ________________________________
Ethics in the Workplace
TMath 123 Construction Trades Math
3_________________________________
OEd 103
3_________________________________
Computer Basics
2. LAKOTA STUDIES (6 credits)
Lak 103
Lakota Language I (or higher)
LSoc 103
Lakota Culture OR
3_________________________________
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
Introduction to Plumbing
3_________________________________
CAR 113
Basic Drafting
3_________________________________
Trds 133
Residential Print Reading
3_________________________________
4. GENERAL CONSTRUCTION SPECIALIZATION (30 Credits)
Trds 163
Concrete Basics
3_________________________________
CAR 203
Carpentry Theory II
3_________________________________
HV 103
Introduction to HVAC
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
- 50 -
2012-2013 Catalog
1. CORE (15 credits)
APPLIED SCIENCE DEPARTMENT
ASSOCIATE OF APPLIED SCIENCE IN GENERAL CONSTRUCTION
Suggested Educational Plan
PROGRAM ENTRANCE REQUIREMENTS-College Bound/Work Ready Certificate
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
Introduction to Plumbing
3
CAR 203
Carpentry Theory II
3
CAR 133
Concrete Fundamentals
3
LSoc 103
Lakota Culture
3
CAR 214
On-site Construction III
4
Fourth Semester 15 credits
HV 103
Introduction to HVAC
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: 63
- 51 -
APPLIED SCIENCE DEPARTMENT
ASSOCIATE OF APPLIED SCIENCE IN OFFICE TECHNOLOGY
(Vocational Degree)
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_________________________________
Math 103* Elementary Algebra (or higher); OR
CMath 153 Consumer Math
3 ________________________________
Social Science Elective
3 ________________________________
2. LAKOTA STUDIES (6 credits)
Lak 103
Lakota Language I (or higher)
LSoc 103
Lakota Culture OR
3_________________________________
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
3_________________________________
Records Management
MIS 143* Introduction to Spreadsheet
3_________________________________
OEd 153
3_________________________________
Professional Development
OEd 173* Dictation/Transcription
3_________________________________
OEd 283
3_________________________________
OEd 293
Keeping Financial Records
Record Keeping Application Software
2012-2013 Catalog
OMath 113 Occupational Math; OR
3_________________________________
OEd 243* Office Management, Security & Safety 3_________________________________
OEd 253* Word Processing II
3_________________________________
Free Elective (1 must be a 200 level or higher
3_________________________________
Free Elective
3_________________________________
OTech 273* Office Technology Internship
3_________________________________
Student may take OTech 273 Office Technology Internship anytime during the last two semesters—
recommended over Christmas Vacation or between last semester classes & graduation.
Total Credits: 66
- 52 -
APPLIED SCIENCE DEPARTMENT
ASSOCIATE OF APPLIED SCIENCE IN OFFICE TECHNOLOGY
(Vocational Degree)
Suggested Educational Plan
PROGRAM ENTRANCE REQUIREMENTS-College Bound/Work Ready Certificate
First Semester
15 Credits
Engl 103
Freshman English I
3
Math 113
Elementary Algebra or
3
alternative
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 103
Lakota Culture or LHist 203
3
Lakota History
OEd 153
Professional Development
Third Semester
3
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 12 Credits
OEd 293
Record Keeping Software
3
OEd 173
Dictation/Transcription
3
Professional Elective
3
OTech 273
3
Office Technology Internship
Student may take OTech 213 Office Technology Internship anytime during the last two semesters—
recommended over Christmas Vacation or between last semester classes & graduation.
Total Credits: 66 (Total includes OEd 103 and CS 103)
- 53 -
APPLIED SCIENCE DEPARTMENT
ONE YEAR CERTIFICATE IN GENERAL CONSTRUCTION
Vocational Degree
Where Taken
Date
Grade
Engl 103* Freshman English I
3_____________________________
TMath 123 Construction Trade Math
3_____________________________
2. LAKOTA STUDIES (6 credits)
Lak 103
Lakota Language I (or higher)
LSoc 103
Lakota Culture OR
3_____________________________
L Hist 203* Lakota History I
3_____________________________
3. TRADES CLASSES: (20 credits)
Trds 103
Occupational Safety
3_____________________________
Plmb 103
Introduction to Plumbing 101 or
Elec 103
Introduction to Electrical Technology or
HVAC 103 Introduction to HVAC
3_____________________________
CAR 113
Basic Drafting
3 ____________________________
Trds 133
Residential Print Reading
3____________________________
CAR 114
On-site Construction I
4____________________________
CAR 124
On-site Construction II
4____________________________
Total Credits: 32
- 54 -
2012-2013 Catalog
1. CORE (6 credits)
APPLIED SCIENCE DEPARTMENT
ONE YEAR CERTIFICATE IN OFFICE TECHNOLOGY
1. CORE (6 Credits)
Where Taken
Engl 103* Freshman English I
Engl 113
Date Grade
3_________________________
Freshman English II
OMath 113 Occupational Math; OR
CMath 153* Consumer Math
3_________________________
OEd 103
3_________________________
Introduction to Computers
2. LAKOTA STUDIES (6 Credits)
Lak 103
Lakota Language
LSoc 103
Lakota Culture; OR
3_________________________
LHist 203* Lakota History l
3_________________________
3. PROFESSIONAL REQUIREMENTS (18 credits)
CS 103
Ethics in the Workplace
3 ________________________
OEd 103* Keyboarding
3_________________________
MIS 113
3_________________________
Applied Information Processing
OEd 123* Word Processing I
3_________________________
OEd 133
Records Management
3_________________________
OEd 153
Professional Development
3_________________________
Total Credits: 33
- 55 -
2012-2013 Catalog
Math 103* Elementary Algebra (or higher); OR
APPLIED SCIENCE COURSE DESCRIPTIONS:
Auto 101 First semester of Automotive Technology
Prerequisite: Collegebound/Workready Certificate
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 the students will
begin learning automotive electronics. The areas of study includes: Introduction to Electronics, SemiConductors, Transistors, Circuits and Troubleshooting.
Auto 102* Second Semester of Automotive Technology
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*
Third Semester of Automotive Technology
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*
Final Semester of Automotive Technology
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 113 Basic Drafting
Prerequisite: College Bound/Work Ready Certificate
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
CAR 133 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.
CAR 114 On-Site Construction I
Prerequisite: College Bound/Work Ready Certificate.
Students will work in the OLC Construction Yard on a residential house or other assigned project to learn
by hands-on activities. Technical information is combined with practical applications in the specific areas
of the student’s degree area. Electrical students will primarily do the wiring; HVAC students will install
the heating and ventilation; 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
- 56 -
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; HVAC students will install the heating and Ventilation; 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
This course is a continuation of CAR 124. Emphasis for each student will be toward their specific degree
program through hands-on activities. Electrical students will primarily do the wiring; HVAC students
will install the heating and Ventilation; 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: None
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
CMath 153* Consumer Math
Prerequisite: Math 100-level (or higher) or OMath 113
This course provides practical application of mathematics for an entrepreneurial operation and decisionmaking support. Topics include: solving word problems; manipulating numbers, fractions, decimals and
percentages; discounts and mark-ups; calculating interest and depreciation; and other math computations
used in retail, economics and finance. 3 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
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
- 57 -
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: None
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: None
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
Elec 123 NEC® Codes
Prerequisites: None
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
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Elec 133* Motors
Prerequisite: Trds 103
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 HVACR 101
Prerequisite: College Bound/Work Ready Certificate
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
OEd 103 Introduction to Computers
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: College Bound/Work Ready Certificate /MIS 113
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: College Bound/Work Ready Certificate
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: College Bound/Work Ready Certificate
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
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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, MIS 113, 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
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
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
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
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OMath 113 Occupational Math
Prerequisite: None
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
Plmb 103 Plumbing 101
Prerequisite: College Bound/Work Ready Certificate
This course is designed to help the students develop basic competencies. The course content will deliver
the practical, on-the-job information needed to meet the workforce training needs of the industry. The
course includes safety on the job, basic fixtures & appliances, piping and sewage disposal as well as math
and science concepts. This course will reflect the most current plumbing products, materials, and
technology on the market, including all-new coverage of corrugated stainless steel tubing (CSST).
3 Credits
TMath 123 Construction Trade Math
Prerequisite: College Bound/Work Ready Certificate
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: College Bound/Work Ready Certificate
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: None
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 213 Residential Estimating
Prerequisite: None
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
Bill Okrepkie, Faculty
Shawn Reinhart, Faculty
Andy Thompson, Faculty
Joanne White Thunder, Faculty
BUSINESS DEPARTMENT
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:
¾
¾
¾
¾
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.
¾
¾
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
¾ Build support for higher education on the Pine Ridge Reservation through regular communication
with the educators, parents, family, business and the community.
¾ 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.
- 62 -
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:
x Integrate a critical understanding of a significant portion of the field of business.
x Apply business communication skills to write and present in a professional business environment.
x Summarize an understanding of important concepts and methods in business.
x Integrate a mastery of higher-order objectives (i.e. problem solving skills) in the business
discipline.
x Examine skills that will be useful to functioning as a business professional.
x Demonstrate diverse and global perspective of issues impacting the business environment.
x Formulate a plan to exercise and assume social responsibilities locally to globally while
maintaining wolakolkiciyapi.
x Assess and make sound ethical decisions in relation to the business environment.
2. Objectives
Students will demonstrate the ability and skill to:
x
x
x
x
x
x
x
x
x
Evaluate the major functional areas of business including:
R Ability to prepare, read, analyze and communicate financial information
R Ability to use financial information in managerial decisions
R Understanding of the duties of a manager: planning, organizing, directing and controlling
R Ability to use the marketing mix to successfully perform in the environment of marketing
R Understanding of the fundamental legal concepts and their application to the business
community
R Basic knowledge of the use of information technology in managing organizations
R Ability to apply modern scientific and mathematical methods to management problems
R 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
x 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
x Demonstrate small business understanding by successfully completing a business plan.
x Ability to evaluate behavior approach management with an emphasis on the understanding,
prediction and control of human behavior in the organizational setting
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Option B – Accounting
x 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
x Recommend relevant accounting principles and standards to specific business activities and
workplace situations
Option C – Tribal Management
x Recommend and apply behavior approach management with an emphasis on the understanding,
prediction and control of human behavior in the organizational setting
x Ability to select and apply for and manage a grant
x Integrate principles of management and personnel supervision in relation to Tribal programs.
x Validate and apply solving personnel problems, writing program objectives, effective planning,
manage budgets, provide direction and evaluation of a Tribal program
Option D – Entrepreneurship
x Construct a business plan integrating reservation issues, licensing, tribal laws and codes
x Formulate a human resource, leadership and financial plan in relation to a small business
x Assemble a report in relation to the marketing research conducted for a business
x Determine individual leadership techniques to best suit a small business
- 64 -
BUSINESS DEPARTMENT
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION
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
3_______________________
Applied Information Processing
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_______________________
BAd 453* Seminar in Strategic Management
3_______________________
Econ 213* Principles of Macroeconomics
3_______________________
SoSc 313* Statistics for Social Sciences
3_______________________
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2012-2013 Catalog
1. CORE (28 credits)
4. PROFESSIONAL REQUIREMENTS (Choose One Option) (15 Credits)
OPTION A – Specialization in MANAGEMENT
BAd 303* Human Resource Management
3_________________________
BAd 313*
3_______________________
Organizational Theory & Behavior
BAd 423* Organizing/Operating a Small Business
3_______________________
BAd 443*
Qualitative Business Methods
3_______________________
Acct 473*
Managerial Accounting
3_______________________
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.
- 66 -
2012-2013 Catalog
OPTION B – Specialization in ACCOUNTING (15 Credits)
BUSINESS COURSE DESCRIPTIONS
ACCOUNTING
ACCT 103 Principles of Accounting I.I
Prerequisite: Math 103, MIS 113 or concurrent registration
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 103
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 or concurrent registration
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 290/293 Sophomore Special Topics in Business
Prerequisite: BAd 133
Studies in various special business topics at the sophomore 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 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 133
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, MIS 113, 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 133
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
- 69 -
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
BAd 413 Reservation Entrepreneurial Operations
Prerequisite: BAd 133
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: Senior Standing in Business Program Hours
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: Senior Standing Senior Standing in Business Program Hours
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: Senior Standing in Business Program Hours
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: Senior Standing in Business Program Hours
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
- 70 -
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
BAd 490/493 Senior Special topics in Business
Prerequisite: Department Chair & Instructor 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 100-level (or higher)
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 & 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
Education/Early Childhood Department
Thomas E. Raymond, M. Ed., Dean of Education
Lucy Bull Bear, Secretary
Shannon Amiotte, EdD, Faculty
Dorraine Benson, M.Ed., Faculty
Richard Jones, M. Ed., Faculty
Darlene Bear Killer, Early Childhood Grant Coordinator
Lakota Woglaka Wounspe (Immersion School)
Thomas E. Raymond, M.Ed., Principal
Didier DuPont, Coordinator
Alvon Little Whiteman, Teacher
Dusty Nelson, Intern
Darlene Last Horse, Teacher Assistant
(Vacant), 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.
- 72 -
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 K8, 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.
- 73 -
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 Certification 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:
x
x
x
A completed application for admission into the Early Childhood Program (ECH) must be
submitted to the Dean of Education.
Other submissions required:
R A letter to the Dean of Education requesting acceptance into the ECH program.
R Three letters of recommendation from professionals currently in the Early Childhood
field.
R Submission of a passing score on the ECH PRAXIS II Content Examination.
Completion of the required 15 credit hours of Lakota Studies courses.
- 74 -
x
x
x
Successful completion of
R An Associate of Arts in Early Childhood Education with Headstart Emphasis or
R Completion of ECH 243 Early childhood Specialty Internship
R A portfolio, which must be in progress and up to date and include the ED 283 journal
entries.
R 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:
x
x
x
x
x
x
A completed application for admission submitted to the Dean of Education.
Other required submissions:
R A letter requesting admission to the Dean of Education.
R Three letters of recommendation for professionals currently in the field of education.
R A portfolio, which must be in progress and up to date and include the ED 283 journal
entries.
R A copy of the MAPP Examination scores.
R A copy of a passing score on the PRAXIS II Content examination for Elementary
Education or for the appropriate area.
R 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:
¾
¾
¾
¾
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
- 75 -
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:
¾ Completed all or most methods courses.
¾ It is recommended that the practicum take place in the fall semester of the student’s senior year.
R No more than one additional class may be taken during the practicum.
¾ Passing score on PRAXIS II pedagogy (PLT) examination in Early Childhood Education.
¾ A cumulative GPA of 2.8 or better.
¾ A record of a grade of “C” or better in all professional core work.
¾ Submission for review of a completed portfolio as designated by the Department and/or Dean of
Education.
¾ 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.
x A letter to the Dean requesting acceptance to the ECH practicum.
x 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:
¾ Completed all or most methods courses.
¾ It is recommended that student teaching be undertaken in the fall semester of the student’s senior
year.
R No more than one additional class may be taken during student teaching.
¾ Passing score on PRAXIS II pedagogy (PLT) examination in Elementary Education.
¾ A cumulative GPA of 2.8 or better.
¾ A record of “C” or better in all professional core work.
¾ Submission for review of a completed portfolio as designated by the Department and/or Dean.
¾ 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:
R A letter to the Dean requesting acceptance to Student Teaching.
R 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.
- 76 -
Early Childhood Program Teacher Preparation Exit:
¾
¾
¾
¾
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.
¾ 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.
¾ The student must meet or exceed the South Dakota State Requirements for GPA.
¾ 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:
¾
¾
¾
¾
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.
¾ 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.
¾ The student must meet or exceed the South Dakota State Requirements for GPA.
¾ 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.
- 77 -
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.
CDA I. (Semester I Content Covers ECH 203, ECH 223)
x
x
x
Orientation to CDA and the EC Profession
Programs for Young Children
Child Development and Planning
Final Grade =
__________
Date Completed
Grade
Final Grade =
__________
______
Final Grade =
__________
______
Contact Hours
(24)
(15)
(45)
______
CDA II. (Semester II Content Covers ECH 213, ECH 223, ECH 243)
x
x
x
x
Health, Safety and Nutrition
Guidance of Young Children
Partnerships with Parents
Practicum
(15)
(17)
(15)
(480)
CDA III.
x
CDA National Assessment Certification
(It is the candidate’s responsibility to submit their CDA
Certification to the Education Department requesting the
CDA credential to apply to college credit hours)
Total Credit Hours = 12 towards ECH
Certification
Degree upon completion of CDA
- 78 -
EDUCATION DEPARTMENT
ASSOCIATE OF ARTS DEGREE IN EARLY CHILDHOOD
HEAD START EMPHASIS
where taken date grade
SpCm 103 Speech Communication
3______________________
Engl 103* Freshman English I
3______________________
Art 153*
3______________________
School Arts & Crafts
Math 103* Elementary Algebra
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*
ECH 203*
ED 203*
ECH 213
ECH 223
ECH 233
ECH 253
EXED 313
ECH 243
Child Growth & Development
Introduction to Early Childhood Education
Indian Studies for Education
Planning & Administrating ECH Programs
3______________________
3______________________
3______________________
3______________________
Materials & Techniques I for Infant/Toddler/Pre-K 3______________________
Curriculum for Self-Awareness & Ind. Dev.
3______________________
Parental, Staff and Community Involvement in ECH 3______________________
Intro. to Ex. Ed./Characteristics & Etiology
3______________________
Early Childhood Specialty Internship
3______________________
IV. FREE ELECTIVES (3 CREDIT HOURS)
Elective
__________________________________
3______________________
Total = 60 Credit Hours
- 79 -
2012-2013 Catalog
I. CORE REQUIREMENTS (21 CREDIT HOURS)
EDUCATION DEPARTMENT
BACHELOR OF ARTS DEGREE IN EARLY CHILDHOOD
HEAD START EMPHASIS
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
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.
where date grade
BIRTH-PRESCHOOL *Ages 0-6 (27 CREDIT HOURS)
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______________________
2012-2013 Catalog
I.
120 Total Credit Hours Required
- 80 -
EDUCATION DEPARTMENT
BACHELOR OF ARTS DEGREE IN EARLY CHILDHOOD
SD TEACHER CERTIFICATION EMPHASIS
SpCm 103
Engl 103
Engl 113
Art 153
Math 103
Psy 103
Bio 113
MIS 113
Lit 203
Speech Communication
Freshman English I
Freshman English II
School Arts & Crafts
Elementary Algebra
General Psychology
People and the Environment
Applied Information Processing
Introduction to Literature
where date
grade
3______________________
3______________________
3______________________
3______________________
3______________________
3______________________
3______________________
3______________________
3______________________
II. LAKOTA STUDIES (15 CREDIT HOURS)
Lak 103
Lak 233
LSoc 103
Lakota
Lakota
Lakota Language I
Lakota Language II
Lakota Culture
Elective _____________________
Elective _____________________
3______________________
3______________________
3______________________
3______________________
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______________________
- 81 -
2012-2013 Catalog
I. CORE REQUIREMENTS (27 CREDIT HOURS)
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
- 82 -
130 Credit Hours
EDUCATION DEPARTMENT
ASSOCIATE OF ARTS DEGREE IN ELEMENTARY EDUCATION
SpCm 103 Speech Communication
Engl 103 Freshman English I
Engl 113 Freshman English II
Math 103 Elementary Algebra
Psy 103
General Psychology
Bio 113
People and the Environment
Hum 213 Music and Culture
Pols 103 American Government
Geog 213 World Geography
MIS 113 Applied Information Processing
Hisa 203/213 American History I or II
Engl 323 Creative Writing
Lit 203
Introduction to Literature
Where
Date
Grade
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
2. LAKOTA STUDIES REQUIREMENTS (9 credit hours)
Lak 103
Lakota Language I
Lak 233
Lakota Language II
Lakota Elective_________________________
3_________________________
3_________________________
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
- 83 -
2012-2013 Catalog
1. CORE REQUIREMENTS (39 credit hours)
EDUCATION DEPARTMENT
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
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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2012-2013 Catalog
BACHELOR OF SCIENCE DEGREE IN K-8 ELEMENTARY EDUCATION
LAKOTA STUDIES DEPARTMENT
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_______________________
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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2012-2013 Catalog
BACHELOR OF SCIENCE IN K-12 LAKOTA STUDIES EDUCATION
EDUCATION DEPARTMENT
1.
2.
3.
PHYSICAL SCIENCE DEGREE
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________________________
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________________________
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.
4.
5.
6.
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________________________
MATHEMATICS PROFESSIONAL REQUIREMENTS (4 credit hours)
Math 194
Calculus I
4________________________
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________________________
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
Ed 489
Student Teaching Seminar
Student Teaching
3________________________
9________________________
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2012-2013 Catalog
BACHELOR OF SCIENCE SECONDARY EDUCATION
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
ExEd 313/513 Intro. to Ex. Ed./Characteristics & Etiology
ExEd 323/523 Assessment and Practical Applications
ExEd 333/533 IEP/IFSP Program and Curriculum Development
ExEd 303/603 Special Education Law
ExEd 433/633 Diagnostic Teaching
ExEd 443/643 Strategies for Low Incident Disabilities
ExEd 453/653 Classroom Management
ExEd 473/673 Transitions and Community Resources
ExEd 493/496/793/796 Special Education Practicum
when
grade
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
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
Ed 213
Child Growth & Development
ExEd 313/513 Intro. to Ex. Ed./Characteristics & Etiology
Early Childhood Coursework
ECH 203
Introduction to Early Childhood Education
ECH 223
Materials & Techniques I
ECH 233
Curriculum for Self-Awareness & Ind. Dev.
Exceptional Education Coursework
ExEd 323/523 Assessment and Practical Applications
ExEd 303/603 Special Education Law
ExEd 433/633 Diagnostic Teaching
ExEd 443/643 Strategies for Low Incident Disabilities
ExEd 493/793 Special Education Practicum
where
when
grade
3 ___________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
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
Ed 213
Child Growth & Development
Indian Studies Core Coursework
Lak 103
Lakota Language I
LSoc 103 Lakota Culture
Lak 233
Lakota Language II
LHist 203 Lakota History
LLit 213 American Indian Literature
Indian Studies Professional Requirements
LkEd 453 Methods of Teaching K-12 Lakota Studies
LkEd 413 Practicum in Indian Studies
where
when
grade
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
3 ________________________
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
- 88 -
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 canters, 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 drop out 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-ina-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
- 91 -
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. Prerequisites: 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. Prerequisites: 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. Prerequisites: 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 preschool-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
- 94 -
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
- 95 -
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 classroombased 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
- 96 -
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
- 97 -
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
- 98 -
Department Chair
Kim Bettelyoun-He Crow, M.A. - Composition, Literature, Communication
Humanities Faculty
Anthony Fresquez, M.A. - Communication, Composition
Kiri Punipuao Close, Ph.D. - Literature, Composition
Gerald Cournoyer, M.A., M.F.A. – Art, Humanities
Judith Graham, M.S. - Literature, Composition, Communication
Gary Jones, M.S., M.A. - Communication, Composition
Martin Red Bear, M.A. - Art, Humanities
Jean Reeves, M.S. – Composition, Communication
Steven King, M.A. - English, English as a Second Language
Social Science Faculty
Susanne Auer, M.A. – Anthropology, Indigenous Studies, Psychology
Kirk E. Costion, Ph.D. – Archaeology
Lilias Jones Jarding, Ph.D. - Environmental Studies and Political Science
Lenora Hudson, M.A. - Sociology
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:
x Provide and monitor quality post-secondary academic teaching and learning emphasizing an
Oglala cultural perspective as it relates to global diversity.
x Offer students learning opportunities to acquire knowledge and skills for personal and
professional development.
x 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
x identify, define, and solve problems. (Critical Thinking)
x locate and evaluate information using current technology. (Research and Writing)
x communicate with accuracy and clarity. (Speaking, Writing and Art)
x read, comprehend, retain, and apply information responsibly. (Reading and Writing)
x demonstrate skills for leadership and participation in Oglala culture and philosophy within the
larger context of a diverse tribal and global society. (Wolakolkiciyapi)
- 99 -
HUMANITIES AND SOCIAL SCIENCE DEPARTMENT
HUMANITIES AND SOCIAL SCIENCE DEPARTMENT
NOTE: The Humanities and Social Science Department is in transition this Fall 2012 Semester and will
be developing a composite B.A. degree. The following degrees will be merged into one B.A.
Interdisciplinary degree with a composite of all the programs of study; curriculum; and courses in the
department.
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:
x enhance art techniques offered that include drawing objectives, perspective, and composition.
x be able to analyze, comprehend, and assess criteria learned and articulate a clear presentation of
the material taught.
x 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:
x think critically and practice information retrieval skills regardless of their area of specialization.
x organize information and express thoughts using various writing strategies as measured by the
departmental writing rubric.
x distinguish various literary devices and genres by identifying items on the departmental literary
rubric.
x 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
x demonstrate leadership qualities in their communities.
x use social science perspectives to interpret, analyze, and evaluate societal and individual issues.
x design and complete small social science research projects.
x express interpretations of their own biases and of the diversity of human experience.
x formulate a chart of organizational processes and interactions and their influence in the
community.
- 100 -
HUMANITIES AND SOCIAL SCIENCES DEPARTMENT
B.A. IN ENGLISH AND COMMUNICATION STUDIES
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__________________________
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__________________________
3__________________________
Total: 120 credit hours including a minimum of 18 at 300 level or above
- 101 -
2012-2013 Catalog
I.
HUMANITIES AND SOCIAL SCIENCE DEPARTMENT
B.A. IN SOCIAL SCIENCE
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__________________________
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 313
Statistics for Social Science
3__________________________
SoSc 333
Social Science Theory
3__________________________
SoSc 433
Social Science Research
OR SoSc 413 Internship
3__________________________
B. 27
(courses with ANTH, Geog, Hisa, Pols, Psy, or SoSc prefix)
ANTH 413, 433
490, HISA 323, 490, Pols 323, 343, 423, 490
490, SoSc 353, 383, 463, 490
_____________________________________
3__________________________
_____________________________________
3__________________________
_____________________________________
3__________________________
_____________________________________
3__________________________
_____________________________________
3__________________________
_____________________________________
3__________________________
_____________________________________
3__________________________
_____________________________________
3__________________________
_____________________________________
3__________________________
IV. Electives (30 credits)
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
3__________________________
3__________________________
3__________________________
3__________________________
3__________________________
3__________________________
3__________________________
3__________________________
3__________________________
3__________________________
TOTAL: 120 credit hours including minimum of 36 at 300 level or above
- 102 -
2012-2013 Catalog
I.
HUMANITIES AND SOCIAL SCIENCES DEPARTMENT
AA IN FINE ART
I. Core Requirements (AA in ART Majors required to complete 21 credit hours from this Core Section I)
Date
Grade
Emphasis area in this Section IV)
Art 133 #Introduction to Watercolor
Art 143 #Introduction to Oil Painting
Art 173 #Introduction to Ceramics
Art 153 #School Arts and Crafts
Art 243 *Painting II
Art 273 *#Introduction to Sculpture
Art 253 *+Graphic Arts Digital
Art 263 *#Digital Photography
3 _______________________
3 _______________________
3 _________________________
3 _________________________
3 _________________________
3 _________________________
3 _________________________
3 _________________________
(AA
a)
, or b)Two-Dimensional, c)Three-Dimensional, or d)
. Non-AA
in ART Majors welcomed to take any Art class to fit their own status sheet toward their non-AA in ART
Major and with the permission of course instructor).
SYMBOLS’ KEY: *: Pre-
Total: 66 Credits
- 103 -
2012-2013 Catalog
Where Taken
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 _________________________
(Students seeking the AA in ART Degree are required to complete all of the above in Section I)
II. Lakota Studies (AA in ART Majors required to complete 9 credit hours from this Section II)
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 (AA in ART Majors required to complete 27 credit hours from this Section III)
Art 103 #Drawing I (Required for AA in ART Majors)
3 _________________________
Art 203 *Drawing II (Required for AA in ART Majors)
3 _________________________
Art 113 +#The Business of Art (Required for AA in ART Majors) 3 _________________________
Art 123 Two-Dimensional Design (Required for AA in ART Majors) 3 _______________________
Art 213 *Figure Drawing
3 _________________________
Art 223 #Painting I (Required for AA in ART Majors)
3 _________________________
Art 233 Three-Dimensional Design
3 _________________________
Art 303 +#Art History I (Required for AA in ART Majors)
3 _________________________
Art 313 *+#Art History II (Required for AA in ART Majors)
3 _________________________
Art 323 *+Graduate Studio Project (Required for AA in ART Majors)3 _______________________
(Non-AA in ART Majors may take Art History II without taking Art History I as a prerequisite.
Non-AA in ART Majors welcome to enroll in any Art class to fit their own status sheet toward their
non-AA in ART Major)
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
This is a course designed for beginning students in Art. Class content includes basic principles of drawing
objects, perspective, and composition.
3 credits
Art 113 The Business of Art
This course is an exploration of the tools and strategies required for pursuing and managing a career in the
visual arts.
3 credits
Art 123 Two-Dimensional Design
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
This course introduces the techniques of watercolor painting.
3 credits
Art 143 Introduction to Oil Painting
This course is designed for students who wish to explore introductory techniques of oil painting.
3 credits
Art 153 School Arts and Crafts
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
- 104 -
Art 173 Introduction to Ceramics
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
Art 203 Drawing II
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
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
This course is designed for students who wish to explore introductory element techniques of acrylic
painting.
3 credits
Art 233 Three-Dimensional Design
This is a problem solving course which addresses the tangible principles and elements of threedimensional 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
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
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
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
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
- 105 -
Art 283 Introduction to Printmaking
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
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
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
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 selfediting. 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 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 493 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 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 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 243 Art Appreciation
Prerequisite: Engl 113
This course encourages students to be active participants in several different forms of art. In addition, the
course introduces the students to the necessary critical tools for analyzing art and heightens their
awareness of the historical context behind the ideas about western and non-western aesthetics.
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 433 Literary Cinema
Prerequisite: Lit 203.
In its emphasis on the ability to discern qualitative storytelling in literature and cinema, this survey
concentrates on reinforcing students’ existing analytical literary skills. Students will critically assess the
material while reading the stories coupled with an analytical viewing of the films based on original
literary works. Finally, students will explore the adaptation process and will achieve a better
understanding of it.
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
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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
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
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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
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
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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.
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
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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
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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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.
2.
3.
4.
Identify and explain his/her being.
Identify, explain, and apply his/her place within the tiwahe (family).
Identify, explain, and apply his/her place within the oyate (nation).
Identify, explain, and apply the oyate (nation’s) place within makasitomniya (the world).
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LAKOTA STUDIES DEPARTMENT
LAKOTA STUDIES DEPARTMENT
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
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 (18 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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2012-2013 Catalog
1. CORE REQUIREMENTS (27 credits)
Lak 283/483*Internship I or II in Lakota Studies
3____________________
4. EMPHASIS AREAS (18 credits) SELECT (1) ONE AREA
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
LLaw 203* Contract Law
3____________________
3____________________
LLaw 213* Legal Research & Writing
3____________________
LLaw 303* Criminal Law & Procedures
3____________________
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
3____________________
Lakota Culture
D. LAKOTA ARTS (18 CREDITS)
LArt 103
Traditional Lakota Art I
3____________________
LArt 113* Traditional Lakota Art II
3____________________
LArt 213* Plains Indian Design Composition
3____________________
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2012-2013 Catalog
A. LAKOTA LANGUAGE (18 CREDITS)
LMus 203 Lakota Dance Styles
3____________________
LMus 303 Lakota Music Composition
3____________________
LArt 313* Lakota Artifact & Regalia Reproduction
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
_____________________________________________
3____________________
TOTAL: 120 CREDITS
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2012-2013 Catalog
5. FREE ELECTIVES (42 credits)
LAKOTA STUDIES DEPARTMENT
BACHELOR OF SCIENCE IN K-12 LAKOTA STUDIES EDUCATION
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
3_______________________
Applied Information Processing
Hist 203/213* American History I OR II
3_______________________
Lit 203*
3_______________________
Introduction to Literature
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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2012-2013 Catalog
1. CORE REQUIREMENTS (36 credits)
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)
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:
- 123 -
132 CREDITS
2012-2013 Catalog
Ed 203*
LAKOTA STUDIES DEPARTMENT
ASSOCIATE OF ARTS IN LAKOTA STUDIES
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
LSoc 103
3_______________________
Lakota Culture___
OR
LHist 213* Lakota History II___
3_______________________
LArt 103
Traditional Lakota Art I
3_______________________
LLit 103
Lakota Oral Literature___
OR
4.
LLit 313* Lakota Thought and Philosophy___
3_______________________
LPol 223* Lakota Tribal Laws. Treaties, Government
3_______________________
Lak 283/483*Lakota Studies Internship
3_______________________
FREE ELECTIVES (15 credits)
_____________________________________________
3_______________________
_____________________________________________
3_______________________
_____________________________________________
3_______________________
_____________________________________________
3_______________________
_____________________________________________
3_______________________
TOTAL:
- 124 -
60 CREDITS
2012-2013 Catalog
1. CORE REQUIREMENTS (21 credits)
LAKOTA STUDIES DEPARTMENT
ASSOCIATE OF ARTS DEGREE IN TRIBAL LAW
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)
_____________________________________________
_____________________________________________
_____________________________________________
- 125 -
3_______________________
3_______________________
3_______________________
TOTAL: 60 CREDITS
2012-2013 Catalog
1. CORE REQUIREMENTS (21 credits)
LAKOTA STUDIES DEPARTMENT
LAKOTA LANGUAGE CERTIFICATE
Where Taken
Lak 103
Lakota Language I
Date
Grade
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).
- 126 -
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 101 Lakota Language Seminar
This course is specifically designed for those students who understand the Lakota language, but who do
not actively use it daily. The Lakota language seminar will focus on everyday speaking and should be
taken either before or concurrently with Lak 103.
3 credits
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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
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
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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
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
- 129 -
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
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
- 130 -
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
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
- 131 -
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
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
- 132 -
Hannan LaGarry, Ph.D.(Chair)
C. Jason Tinant, M.S. (TCUP and PEEC Principal Investigator)
A.J. Silva, Ph.D. (Faculty)
Deig Sandoval, Ph.D.(Faculty)
Albrecht Schwalm, Ph.D. (Faculty)
Ida Red Bear, M.S. (Faculty)
Merle “Misty” Brave, M.A. (Faculty)
Alessandra Higa, M.S. (Faculty)
Michel Melvin, M.S. (Faculty)
Jim Dudek, M.A. (Faculty)
Christine Stagnetto-Zwieg, M.S. (Faculty)
Tawa Ducheneaux (Archivist and Media Manager)
Helene Gaddie (Environmental Services Coordinator)
Michelle Salvatore (SEMAA Outreach Coordinator)
James Sanovia (GIS Laboratory Manager)
Alicia Provost (Administrative Assistant)
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.
- 133 -
DEPARTMENT OF MATH AND SCIENCE
DEPARTMENT OF MATH and SCIENCE
2. To contribute to the expansion of knowledge of the natural sciences through research,
scholarship, and community outreach.
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, classroombased 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
- 134 -
Curricula Mapping:
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
6
x
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.
x
Students will write effectively and responsibly and understand and interpret the written
expression of others.
x Students will communicate effectively and responsibly through speaking and listening.
x Students will understand the organization, potential, and diversity of the human community
through study of the social sciences.
x Students will understand and apply fundamental mathematical processes and reasoning.
x 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.
x Utilize technology in learning, problem solving and communication.
x 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
x Write using standard American English, including correct punctuation, grammar, and sentence
structure;
x Write logically;
x Write persuasively, with a variety of rhetorical strategies (e.g., expository, argumentative,
descriptive);
- 135 -
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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:
x
x
x
x
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;
- 136 -
x
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;
x Utilize technology in learning, problem solving, and communication;
x 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:
x
Write using standard American English, including correct punctuation, grammar, and
sentence structure;
x Write logically;
x Write persuasively, with a variety of rhetorical strategies (e.g., expository, argumentative,
descriptive);
x Incorporate formal research and documentation in their writing, including research obtained
through modern, technology-based research tools;
x Prepare and deliver speeches for a variety of audiences and settings;
x Demonstrate speaking competencies including choice and use of topic, supporting materials,
organizational pattern, language usage, presentational aids, and delivery;
x Demonstrate listening competencies by summarizing, analyzing, and paraphrasing ideas,
perspectives and emotional content;
x Use mathematical symbols and mathematical structure to model and solve real world problems;
x Demonstrate appropriate communication skills related to mathematical terms and concepts;
x Demonstrate the correct use of quantifiable measurements of real world situations;
x Demonstrate the scientific method in a laboratory experience;
x Gather and critically evaluate data using the scientific method;
x Identify and explain the basic concepts, terminology and theories of the selected biological and
life sciences;
x Apply selected biological and life science concepts and theories to contemporary issues;
x Determine the extent of information needed to address an issue;
x Access the needed information effectively and efficiently;
x Evaluate information and its sources critically;
x Use information effectively to accomplish a specific purpose;
x Use information in an ethical and legal manner;
x Communicate basic ideas in spoken Lakota language;
x Identify, explain and apply Lakota concepts of community to contemporary issues;
x Identify and explain Lakota perspectives of the living world and apply this perspective to
contemporary issues;
x Identify and explain Lakota aesthetic, philosophical, ethical, and spiritual views;
x Identify and explain social or aesthetic values of different cultures;
x 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:
x
x
x
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
- 137 -
INFORMATION TECHNOLOGY
www.olc.edu/local_links/it
James Dudek, M.A.
Christine Stagnetto-Zweig, M.S.
INFORMATION TECHNOLOGY VISION
Information Technology Department graduates will demonstrate mastery of information technology and
network administration using technologies and best practices that are foundational and applied industry
wide.
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
Degree in Information Technology will give students the necessary background and experience.
Information Technology Network Administration Option area specializes in networking, support, and
maintenance to prepare the student for a career as an IT Systems Engineer.
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY
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 Option will have specialized knowledge of networking, support, and
maintenance, which are needed for a career as an IT Systems Engineer.
ASSOCIATE OF ARTS IN INFORMATION TECHNOLOGY
The Associate of Arts in Information Technology provides its recipients with knowledge and skills to
become a successful IT professional. The AA in Information Technology is designed so that students can
matriculate into a Bachelor of Science degree program at OLC or another four-year institution, as well as
to advance student employment opportunities.
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:
x
x
x
x
x
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.
- 138 -
Oglala Lakota College Center for Science and Technology (OLCST)
Dr. Deig Sandoval, Laboratory Manager
James Sanovia, GIS Laboratory Manager
Dr. Albrecht Schwalm, Geochemist
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.
- 139 -
DEPARTMENT OF MATH AND SCIENCE
ASSOCIATE OF ARTS IN PRE-ENGINEERING
Where Taken
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 and Computer Aided Drawing 3
- 140 -
Date
Grade
2012-2013 Catalog
1. Core Requirements: (18 Credits)
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 for Civil Engineering Degree 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 for Geological Engineering Degree 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.
- 141 -
2012-2013 Catalog
Engr 243 Statics
DEPARTMENT OF MATH AND SCIENCE
ASSOCIATE OF ARTS IN SCIENCE, ENGINEERING AND MATH (SEM)
Where Taken
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
Date
Grade
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.
- 142 -
2012-2013 Catalog
1. Core Requirements: (22 Credits)
DEPARTMENT OF MATH AND SCIENCE
ASSOCIATE OF ARTS IN LIFE SCIENCES
Where Taken
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
Date
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
Grade
2012-2013 Catalog
1. Core Requirements (21 Credits):
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.
- 143 -
DEPARTMENT OF MATH AND 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)
Math 123 Introduction to Statistics
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_________________________
- 144 -
2012-2013 Catalog
BACHELOR OF SCIENCE IN NATURAL SCIENCE
3_________________________
3_________________________
3_________________________
3_________________________
4_________________________
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
3_________________________
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_________________________
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_________________________
Air Pollution
Renewable Energy
Waste Management
Archeology
Total Credits 121
- 145 -
2012-2013 Catalog
Bio 463
Conservation Biology
NSci 493 Research
Conservation Biology Electives (Minimum of 15 Credits)
NSci 373 Watershed Assessment Techniques
NaRs 323 Natural Resource Measurements
Math 194 Calculus I
Biol 413 Animal Behavior
Math 483 Multivariate Statistics
NSci 473 Wetlands
NSci 303 Integrated Environmental Science
NSci 323 Principals of Environmental Science
Sci 393
Special Topics (needs approval)
Sci 493
Special Topics (needs approval)
Ornithology
Herpetology
- 146 -
2012-2013 Catalog
Agriculture and Natural Resources Emphasis Area Professional Requirements (31 Credits)
AnSc 103 Animal Science
3 _________________________
Rang 103 Botany of the Northern Plains
3 _________________________
Bio 163
Biology II
3 _________________________
Bio 161
Biology II Lab
1 _________________________
PSc 303
Forage and Crop Production
3 _________________________
Bio 303
Field Ecology
3 _________________________
Geol 213 Soils
3 _________________________
NSci 393 Research Methods
3 _________________________
Bio 443
Range Ecology
3 _________________________
NSci 493 Research
3 _________________________
NaRs 403 Introduction to Tourism
3 _________________________
Electives (Minimum of 16 Credits)
NSci 363 Fluvial Processes and Stream Morphology
3 _________________________
NSci 373 Watershed Assessment Techniques
3 _________________________
NaRs 323 Natural Resource Measurements
3 _________________________
Math 194 Calculus I
4 _________________________
Geol 303 Soils II
3 _________________________
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 _________________________
Biol 453 Advanced Ecology
3 _________________________
Bio 463
Conservation Biology
3 _________________________
AnSc 403 Beef Science
3 _________________________
AnSc 413 Equine (Horse) Science
3 _________________________
Sci 393
Special Topics (needs approval)
3 _________________________
Sci 493
Special Topics (needs approval)
3 _________________________
NaRs 233 Bison Science
3 _________________________
AgEc 263 Farm and Ranch Management
3 _________________________
Engr 213/211 Elementary Surveying / Laboratory
4 _________________________
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.
** Science electives include:
Bio 103 Human Biology
Bio 133 People and the Environment
Chem 103 Survey of Chemistry
NaRs 113 Watershed Principals
NaRs 123 Forest Principals
NaRs 133 Dendrology
Geol 143 Historical Geology
NaRs 143 Introduction to Natural Resources
Rang 103 Botany of the Great Plains
Rang 113 Range Principals
MATH AND SCIENCE DEPARTMENT
BACHELOR OF SCIENCE DEGREE IN INFORMATION TECHNOLOGY
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 _________________________
- 147 -
2012-2013 Catalog
1. Core Requirements: (28 Credit Hours)
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 _________________________
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 313*
UNIX Shell Programming
3 _________________________
IT 353*
Internet Technologies
3 _________________________
IT 383*
Current Topics in Information Tech
3 _________________________
IT 393*
Implementing and Admin Mail Servers
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 _________________________
- 148 -
2012-2013 Catalog
4. Program Electives (Select 15 Credit Hours)
Option 1 - Information Technology Network Administration (Select 30 Credit Hours)
IT 134*
A+ Certification
IT 253*
Supporting Workstations
IT 323*
Command Line Interface
IT 333*
Network Administration
IT 343*
Application Software TnT
IT 363*
Implementing and Adm Web Servers
IT 373*
Web Design Fundamentals
IT 404*
Network Protocols
IT 423*
Supporting Network Operating Systems
IT 453*
Network Security
IT 474*
Network Analysis
2012-2013 Catalog
3 _____________
________ MIS/ITS or IT Elective
________ MIS/ITS or IT Elective
Option 2 is currently under review – check the department web site for latest information.
120 Credit Hours Total
- 149 -
COURSE DESCRIPTIONS
AgEc 263 Farm and Ranch Management
Farm and ranch business from view point of continuous profit and efficiency. Basic principles of farm
management, applied to selection and combination of enterprises, level of production, size of business,
labor efficiency and machinery efficiency. Types of farming, tenure and leasing, risk, prices, credit and
starting farming, ranching business and production records, their analysis and use in budgeting and
planning future operations.
3 credits
AnSc 103 Animal Science
Adaption, breeding, feeding, marketing classification, selection of market and breeding types of beef
cattle, horses, sheep, swine and poultry, introduction to bison management within the ecological balance
of natural resources available to a producer.
3 credits
AnSc 403 Beef Science
Feeding, breeding, health, diseases and managements principles of beef cattle production under farm and
ranch operations. Prerequisite: AnSc 103
3 credits
AnSc 413 Equine Science (Horse)
Equine industry, breeds selection, from to function, care and management, soundness, health,
reproduction, and feeding. Prerequisite: AnSc 103
3 credits
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. Prerequisites: Engl 113 and SpCm 103 (“C” or better)
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. Prerequisites: Engl 113 and SpCm 103 (“C” or better)
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. Prerequisites: Engl 113 and SpCm 103 (“C” or better)
1 credit
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Bio 163 Biology II
This course emphasizes ecological and evolutionary concepts, including classification, natural history,
genetics, plant and animal diversity, and behavioral ecology. Prerequisites: Engl 113 and SpCm 103 (“C”
or better) 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. Prerequisites: Engl 113 and SpCm 103 (“C” or better)
1 credit
Bio 204 Basic Microbiology
Prerequisite: Bio 154, Chem 113 (or above)
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.
(3,2) 4 credits
Bio 223 Ecology
Prerequisite: Bio 164 and Chem 103 (or above), both completed with a grade of “C” or better, or
permission of instructor.
The study of 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. Prerequisite: A 100-level biology
course, Engl 113. Chem 113 / Chem 111 at least concurrently. 4 credits
Bio 234 Human Physiology
A continuation of Bio 224. Systems studied will include cardiovascular, respiratory, digestive, urinary,
reproductive and endocrine systems. Prerequisite: Bio 224 completed with a grade of “C” or better.
credits
Bio 303 Field Ecology
Prerequisite: Bio 154, Bio 164, Math 123, with a grade of “C” or better, or permission of instructor.
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
Prerequisites: Bio 223, Math 123, or permission of the instructor
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
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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. Prerequisite: Math 123, Bio 223 and Bio 303, all completed with a grade of “C”
or better.
3 credits
Bio 423 Ornithology
This course includes study of the classification, evolution, distribution, identification, life histories, and
morphological, ecological, and behavioral adaptations of birds. Emphasis is placed on species of the
Great Plains ecosystem. Prerequisite: Math 123, Bio 233, Bio 333, all completed with a grade of “C” or
better.
3 credits
Bio 443 Range Ecology (Co-listed as Rang 443)
Prerequisite: Bio 303, all completed with a grade of “C” or better, or permission of instructor.
A study of the dynamics and structure of range plants and animals upon each other, and the area on which
they are living including the effects of human-related activities. Special emphasis is given to the role of
herbivores on species composition and distribution of plant communities.
3 credits
Biol 453 Advanced Ecology
Prerequisites: Bio 223, Bio 303, Math 123, or permission of the instructor
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
Prerequisites: Bio 223, or permission of the instructor
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
Prerequisite: Math 314, and Bio 413, Bio 423 or Bio 443, all completed with a grade of “C” or better, or
permission of instructor. 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
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Chem 111 Chemistry for Health Sciences I Laboratory
Prerequisites: Concurrent registration in Chem 114
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. 1 credit
Chem 114 Chemistry for the Health Sciences
Prerequisites: Math 134 completed with a grade of “C” or better.
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
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Chem 251 Organic Chemistry Lab I
Laboratory work will complement the topics covered in Chem 253.
concurrently with Chem 253, or permission of instructor.
1 credit
Prerequisite: Must be taken
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
Chem 261 Experimental Organic Chemistry Lab II
Prerequisite: Must be taken concurrently with Chem 263, or permission of instructor.
Laboratory work will complement the topics covered in Chem 263.
1 credit
Chem 323 Environmental Chemistry
Prerequisite: Chem 243 and Math 154, both completed with a grade of “C” or better, or permission of
instructor. 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.
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
Prerequisite: Must be taken concurrently with Chem 363, or permission of instructor.
Laboratory work will complement the topics covered in Chem 263. A methodology component is
included.
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
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 361 must be taken concurrently. A
methodology component is included. 3 credits
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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: massspectrometer 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
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
Field laboratory to accompany 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. 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
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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. Corequisites: 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
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
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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. Prerequsites: Geol 143 (“C” or better)
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. Includes field description and identification of
soils and paleosols from the Cenozoic rock record. Prerequisites: Geol 213 (“C” or better)
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 313/513 Applications of GIS
Prerequisite: GIS 213
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
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. Prerequisites: GIS 213
3 credits
Math 083 Basic Mathematics I
This course is intended for those students who need a review of basic computational skills as indicated by
the Math placement test. Topics include addition, subtraction, multiplication, and division with whole
numbers, decimals, and fractions. Also covered are order of operations and problem solving.
Prerequisite: None
3 credits
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Math 093 Basic Mathematics II
This course is intended for those students who need a review of more advanced computational skills as
indicated by the Math placement test. Topics include ratio/percent, measurement, unit conversion,
introduction to algebra and geometry. Prerequisite: An acceptable score on the math placement
examination or a grade of “pass” in Math 083.
3 credits
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
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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
A 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
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
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
Matrix algebra, systems of linear equations, determinants, vector algebra and geometry in Euclidean 3space, eigenvalues, eigenvectors. Vector spaces, subspaces, bases, and dimension. Linear transformations,
representation by matrices, nullity, rank, isomorphism. Prerequisite: Math 214 with a grade of “C” or
better. 3 credits
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Math 483 Multivariate Statistics (replaces Advanced Statistics)
Course Description: 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. Math 123 (“C” or better).
3 credits
Math 290/490 Special Topics in Math
A study in selected topics in mathematics. Topics may change each semester and may be repeated for
credit. Credits may vary from one (1) to four (4) credits. When taken at the 200 level, it is expected that
the student will do sophomore level work. A 400 level implies a senior level course with extensive work
expected.
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, careers. 3 credits
NaRs 123 Forest Principles
Forests processes and characteristics; measurement and analysis techniques, forest uses and management
methods. This course covers basic silviculture, forest growth, harvest regulation in forest crop
production, ecologic, climatic, hydrologic processes and characteristics, tree growth processes and tree
characteristics, principles of measurements of trees, logs, growth and timber cruising, silviculture
practices in thinning, health control, and harvest cutting, forest management and harvesting for products.
3 credits
NaRs 133 Dendrology (Tree Identification)
This course covers identification and systematic classification of trees, tree descriptions and
characteristics useful in classification and identification.
3 credits
NaRs 233 Bison Science
This course covers bison and the relationship to the Lakota culture, and the natural environment of
primarily the Great Plains region. Students will gain an understanding of bison in regards to history,
other wildlife, range ecology, management, production and economics.
3 credits
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.
Prerequisites: NaRs 103 & NaRs 143.
3 credits
NaRs 403 Introduction to Tourism
Introduction to the art, science, and business of attracting and transporting visitors to local natural
resource sites. Look at local accommodations and ways to graciously cater to their needs and wants.
Explore what makes tourism possible and how tourism can become an important factor in the wealth of
any nation. Prerequisites: NaRs 103 & NaRs 143
3 credits
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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 issues. Prerequisites: LSci 203 and Engl 113 with grades of “C” or
better.
3 credits
NSci 323 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 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. Prerequisites: EnS 253, completed with a grade of “C” or better.
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.
Prerequisites: Chem 233, NSci 363, all completed with a grade of “C” or better.
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. Course Prerequisites: Permission of instructor
3 credits
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NSci 413 Air Pollution
This course explores the causes of natural and anthropogenic causes of air pollution. Topics covered will
include the chemistry of air pollution, dispersion of pollutants in the atmosphere, and the effects of air
pollution on biota and the environment. An overview of laws and the regulations used to regulate
emissions from stationary as well has mobile sources will be presented. Indoor air pollution and noise
pollution will be discussed. Finally, the course will address the effects of pollution on the atmosphere
itself. Prerequisite: NSci 323 completed with a grade of “C” or better.
3 credits
NSci 433 Waste Management
Waste management discusses the proper treatment and/or storage of solid waste, industrial and municipal
wastewater, and water quality issues in rivers and lakes. Students will use mass balance approaches and
other analytical techniques to find steady-state solutions to contamination, solid waste, and wastewater
problems. Prerequisites: NSci323 completed with a grade of “C” or better.
3 credits
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. Prerequisite: Phys 113, NSci 253, and Geol 143, all completed with a
grade of “C” or better.
3 credits
NSci 473 Wetlands
This course covers the fundamental processes contributing to the unique nature of wetland ecosystems; as
well as the various functions and values associated with wetlands. This class focuses on the hydrologic,
geochemical, microbial processes, and the delineation of wetlands. Prerequisites: NSci363, NSci 323,
completed with a grade of “C” or better.
3 credits
NSci 483 Renewable Energy Technologies
This course will provide an introduction to renewable energy technologies, primarily solar photovoltaic,
wind power generation, efficient building design and materials, and passive solar heating. Renewable
energy system design and installation will be covered, including load analysis, system sizing and location,
and installation and monitoring. Stand-alone and grid- systems will be covered. Prerequisites:
Completion of Math 154 and Phys 113 with grades of “C” or better.
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.
Prerequisites: Geol 153 and Biol 463 (“C” or better).
3 credits
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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 (“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 a 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, and magnetic induction are studied. Extensive
calculus is used. Prerequisite: Phys 214, completed with a grade of “C” or better, and at least concurrent
registration in Math 224.
3 credits
Phys 221 Physics II Laboratory
Prerequisites: Physics 223 is to be taken concurrently.
A hands on introduction to physical phenomena. Experiments will be performed in kinematics, force,
freefall, 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. 1 credit
Physics 253 Astronomy
Covers topics in contemporary astronomy that explores the nature, methods, and limitations of scientific
inquiry to understand the structure and evolution of the Universe. This includes the history of astronomy,
motions of the night sky, the solar system, stellar evolution, galaxies, and cosmology. Prerequisite: Phys
113 completed with a “C” or better.
3 credits
Physics 434 Modern Physics
Covers topics in thermodynamics (such as temperature, heat, laws of thermodynamics, and the kinetic
theory of gases) and modern physics (such as relativity; models of the atom; quantum mechanics; and
atomic, molecular, solid state, nuclear, and particle physics). Prerequisite: Physics 224 with a grade of
‘C’ or better.
4 credits
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Phys 324 Physics II for Educators
Prerequisite: Phys 214, completed with a grade of “C” or better, and at least concurrent registration in
Math 224, or permission of instructor.
This is a continuation of the basic physical principles covered in Physics I, which extends to magnetic
fields, and electric fields, light and optics. A methodology component is included. Extensive calculus is
used. 4 credits
Phys 321 Physics for Educators Lab
Prerequisites: Physics 324 is to be taken concurrently.
A hands-on introduction to physical phenomena. Experiments will be performed in kinematics, force,
freefall, 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.
1 credit
PSc 233 Weed Science
Principles of chemical, mechanical and cultural methods of control; identification of weed plants and
weed seeds. Prerequisite: Range 103
3 credits
PSc 303 Crop and Forage Production
Emphasis on forage production, harvesting, storage, (alfalfa, silage, hay) range history, ecology,
physiology of the forage plants, some grazing management. Prerequisites: Rang 103
3 credits
Rang 103 Botany of the Northern Plains
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.
Prerequisites: Bio 153/151 (“C” or better).
3 credits
Range 113 Range Principles
Application of range science principles to management of rangelands. Emphasizes range history, ecology
and physiology of range productivity and utilization; range inventory and analysis; systems of grazing
management and range improvement. Prerequisite: Range 103
3 credits (2 lab, 2 lecture)
Rang 443 Range Ecology
Description of the range ecosystems of the U.S. with a discussion of the major uses of each, and with a
focus on the Pine Ridge reservation. Discussion of management problems on private ranches and public
lands. The major range plants and animals of each region will be studied along with the ecology, forage
value and grazing responses of important range plant species.
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
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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
Course Description: 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. Course
Prerequisites: Permission of instructor
3 credits
Sci 493 Special Topics
Course Description: 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. Course
Prerequisites: Permission of instructor
3 credits
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NURSING DEPARTMENT
NURSING DEPARTMENT
Joan Nelson, MSN, RN, Chairperson/Instructor
Michelle Bruns, MSN, RN, Instructor
Sharon Cordova, MSN, RN, Instructor
Wendolyn Jacobson, MSN, RN, Instructor
Laura Dunn, MSN, 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 Wacatognakagenerosity.
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, student 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
Engl 113
Psy 103
SpCm 103
Math 134
Hlth 101
Chem 111
Chem 114
Bio 224
Freshman English I
Freshman English II
General Psychology
Speech Communication
Intermediate Algebra
Medical Terminology
Chemistry of Health Science Lab
Chemistry for Health Science
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
Bio 204
Human Physiology ( if transferred in must be within previous 4 years).
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) 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.
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)
Engl. 103
Where
Freshman English I
Date
Grade
3 ______________________
SpCm 103 Speech Communications
3 ______________________
Math 134
Intermediate Algebra
4 ______________________
Engl 113
Freshman English II
3 ______________________
Psy 103
General Psychology
3 ______________________
Lak 103
Lakota Language I
3 ______________________
Lak 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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2012-2013 Catalog
2. Lakota Studies Requirements (9 credits)
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.
Student 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
Degrees offered:
DEPARTMENT OF SOCIAL WORK
Bachelors in Social Work (BSW)
with Emphasis in Chemical Dependency Counseling
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 (1) enter beginning social work practice, and (2) over time 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
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
Social work students must meet the following criteria to be accepted as an Advanced Major.
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 grade of C or higher 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. See section on criminal convictions in BSW Handbook at the department website.
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 seven critera above, the BSW Program Director will notify students in
writing that have been accepted as an Advanced Major. If any of the seven criteria are not met, the
Director will so notify the student. This decision may be appealed, a plan to address how to meet the
criteria not met, and the Program director will consult with the social work faculty and notify the student
of their decision.
The social work major is offered as a sequence of courses that take two years to complete. A fulltime 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 elective is 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 conduced 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 Jeff Olson, the department chair
for the particulars of part-time completion of the BSW.
Advanced Major Application - http://www.olc.edu/~jolson/socialwork/ADMajApp.doc
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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)
B.
Core (27 Credits)
Where taken Date Grade
SpCm 103
Engl 103
Engl 113
Humanities
Literature
Math 103
Computing
Biol 103
Social science
3______________________
3______________________
3______________________
3______________________
3______________________
3______________________
3______________________
3______________________
3______________________
Lakota Studies Core (15 Credits)
Lak 103
Lak 233
Lsoc 103
Elective
Elective
C.
Lakota Language I
Lakota Language II
Lakota Culture
(Suggest Lpol 223)
(Suggest Native Am Psych)
3______________________
3______________________
3______________________
3______________________
3______________________
Professional Study Requirements (15 credits)
Sowk 203
Psyc 103
Lhis 203
CD 103
Quantitative
D.
Speech Communications
Freshman English I
Freshman English II
Any humanities course
Any Literature course
Elementary Algebra (or higher)
IT 103 or MIS 113
Human Biology
Any social science course
Foundations of Social Work
General Psychology
Lakota History
Introduction to Alcoholism
Statistics (Sosc 313 or Math 123)
or Math 134
3______________________
3______________________
3______________________
3______________________
3______________________
Social Work Advanced Major Requirements (45 Credits)
Sowk 303
Social Welfare and Social Work History
Prereqs: OLC Core, Sowk 203
3______________________
Sowk 313
Social Work Methods I
Prereqs: OLC Core, Sowk 203
3______________________
Sowk 323
Social Work Methods II
Prereqs: Sowk 313
3______________________
Sowk 413
Social Work Methods III
Prereq: Sowk 323
3______________________
Sowk 423
Social Work Methods IV
Prereq: Sowk 413
3______________________
Sowk 333
Human Behavior in the Soc Environ I
Prereqs: OLC Core, Sowk 203, Psy 103
3______________________
Sowk 343
Human Behavior in the Soc Environ II
Prereqs: Sowk 333
3______________________
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2012-2013 Catalog
A.
Introduction to Research
Sowk 323 & 343, Math 134 or
Sosc 313
3______________________
Sowk 443
Research Project
Prereq: Sowk 403
3______________________
Sowk 406
Social Work Practicum I
Prereq: Sowk 323, 343, and concurrent
with or after Sowk 413
6______________________
Sowk 416
Social Work Practicum II
Prereq: Sowk 406, and concurrent with
or after Sowk 423
6______________________
Sowk 433
Social Work Elective
Prereq: Sowk 203 or Instructor Permission
3______________________
Sowk 453
Social Work Elective
Prereq: Sowk 203 or Instructor Permission
3______________________
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
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3______________________
2012-2013 Catalog
E.
Sowk 403
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, and for students
working for an AA in Chemical Dependency. 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-inenvironment) 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. Prereq: 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
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
Vacant
Vacant
(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,
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GRADUATE STUDIES DEPARTMENT
Dawn Tobacco-Frank, PhD, Director/Chair
Andrew Thompson, Ed D, Faculty
Art Fisher, M. Ed, Faculty
Gloria Eastman, MA, Administrative Assistant
Diana Cournoyer, M.Ed., Ed Admin. Coordinator
Indian Health Service Pine Ridge and Rosebud, Rapid City Regional Hospital, Gordon Memorial
Hospital, Veterans Administration Hospital, and Chadron Community Hospital.
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 in 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.
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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.
Learning outcomes of Graduate Studies programs
Program Learning Outcomes
1. Candidates will integrate their knowledge and development of
qualities necessary for Wolakota leadership.
2. Candidates will specify and implement how Lakota values, belief
systems, and life-styles of leaders and managers impact peoples and
societies.
3. Candidates will recognize and practice listening, Lakota oratory
skills, and other appropriate methods in the expression of Lakota
values.
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.
5. Candidates will practice concepts of organizing communities and
constructing change.
6. Candidates will examine and evaluate financial management
systems and recommend strategies for monitoring these systems
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.
8. Candidates will analyze and apply the development and
implementation process of exercising of tribal rights.
9. Candidates will comprehend, interpret, and demonstrate the nature
and significance of research, and provide them opportunities for
application and implementation of research techniques.
10. Candidates will design, implement and evaluate existing
community development circumstances from a Wolakota
perspective
11. Candidates will demonstrate an understanding of the larger
political, economic and legal context within policies benefiting the
diverse learner needs and school community.
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Course Alignment
LAKM 613, 623, 633, 643,
653, 663, 673, 683, 693, 703,
706
LMEA 713, 723, 743 796
LAKM 613, 623, 633, 693
LMEA 703, 713, 723, 733,
753, 796
LAKM 613, 633, 643, 703,
706
LMEA 703, 713, 743, 796
LAKM 633, 653, 703, 706
LMEA 733, 796
LAKM 663, 643, 653
LMEA 713, 733, 753, 796
LAKM 673
LMEA 743, 796
LAKM 683
LMEA 733, 796
LAKM 693,
LMEA 723, 603, 796
LAKM 706, 603
LMEA 763, 773, 796
LAKM 703A I,
LAKM 703B II
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.
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.
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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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.
Admission/Entrance Requirements
The Oglala Lakota College Graduate Studies Department accepts applications from new entering students
one time per year for fall entry. Applications are due each spring semester, usually the last Friday of
April. Applications must be complete. All late applications will be reviewed for entry into the next
academic 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. Students must be accepted into the graduate program and attend the Annual
Graduate Studies Orientation, before registering for fall courses. The Graduate Studies Orientation is
held in August 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)
2)
3)
4)
5)
6)
7)
Graduate application
$15.00 application fee
Submit all official transcripts specifying the date the degree was conferred
Submit three letters of reference as detailed below
Submit degree of Indian blood or lineage form
Submit current resume
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.
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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.
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 before being
accepted as pre admission status.
Lakota Leadership and Management (LAKM) entrance requirements:
Must have a bachelor’s degree from a regionally accredited institution.
Must have a 2.50 cumulative GPA
Must have a 3.00 GPA in undergraduate major field in 300 or higher level course work
Must have a 3.00 GPA in all undergraduate Language Arts course work.
Submit and receive a rating of 8 or equivalent to .42 or higher on each writing sample:
Autobiography and Philosophy of leadership. Writing sample criteria must be in APA style
writing:
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?
b. Philosophy and vision of leadership emphasizing your civic engagement regarding
current issues in native communities serving native populations or underrepresented
groups. Please provide steps and explain how you plan on using this degree within
your work, personal life, and/or community.
6. Must have at least 2 years of experience working with for profit or nonprofit organizations,
and/or community organizations, and/or grassroots community.
1.
2.
3.
4.
5.
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 their 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.
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8. Submit and receive a rating of 8 equivalent to .42 or higher on each writing sample:
Autobiography and Philosophy of leadership. Writing sample criteria must be in APA style
writing:
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: Education Administration
program. Question: What distinguishes you as an excellent candidate for the Lakota
Leadership and Management program?
b. Philosophy and Vision of leadership emphasizing their civic engagement regarding
current issues in native communities serving native populations or underrepresented
groups within schools. Please provide steps and explain how you plan on using this
degree within your work, personal life, and/or community. Question: How does your
philosophy of education incorporate the mission and vision of the graduate program
at Oglala Lakota College? What is your vision of the way schools should be
regarding: Administration, Curriculum, Communication, Instruction, and
Community?
Students must meet all graduate entrance requirements to gain full admission to the program. Students
may be placed on conditional status dependent on their scores. 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 requirements for the Elementary Principal 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. Internship 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. Internship 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.
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
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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 community change. The course emphasizes Lakota values: respect 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 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
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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 system, and life style to gain
understanding of and to determine their leadership style. Candidates will analyze leadership styles to
determine the impact they have on society and schools. Candidates will study and understand the role of
administrators in general supervision of educational programs. Finally, candidates will study leadership
styles and develop strategic plan(s) for 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
LMEA 713
Wayawapi Itancan – (School Administration)
713 (E) Kucila (Elementary); 713 (M) Eyokogna (Middle); 713(S) Wakatuya
(Secondary)
This course is designed to furnish candidates an awareness of, gain knowledge of, practice listening skills.
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, strategies of negotiation, and a comparison and contrast of combative
communication styles of communication. Finally, a study of problems and practices in organizing and
administering school programs and how communication is the knowledge base for success. Candidates
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will enroll for level of administration for which they are seeking endorsement. 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. LMEA 713-(E) elementary, LMEA 713-(M) middle
school, LMEA 713-(S) secondary. Prerequisite: LAKM 603, LAKM 613, LAKM 633. 3 graduate credits
LMEA 723
Woksape
(Counseling Theories and Socio-culture Foundations)
A study assessing how historical processes associated with European expansion and colonization affected
culture and social organization of indigenous peoples. Particularly toward the effects of the market
system, missionizing, integration into the capitalist world system, and colonization. Finally, a study of
current counseling theories, emphasizing counseling relationships and intervention strategies, focuses on
counseling methods for schools, agency and college counselors. 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), 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
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
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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
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.
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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 decisionmaking, analysis, and evaluation beyond the exercise of routine tasks with the mentorship of faculty and
community leaders.
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
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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
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.
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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
fall
spring
fall
spring
LAKM 603 LAKM 633 LAKM 643 LAKM 693
LAKM 613 LAKM 623 LAKM 673 LAKM 683
Year 3
fall
spring
LAKM 653
Cap
prep
LAKM 663
seminar
Year 4
fall spring
LAKM 706
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
fall
spring
LAKM
LAKM
603
633
Year 2
fall
spring
Elective
LMEA
713
1
LAKM
613
LMEA
723
LMEA
703
LMEA
733
Year 3
fall
spring
SCAP
LMEA
743
internship
preparation
Elective
Final
2
Portfolio
Review
Year 4
fall
spring
LMEA
796 SCAP and
Internship
60 hrs.
60 hrs.
Internship 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.
- 198 -
GRADUATE STUDIES DEPARTMENT
MASTER OF ARTS IN LAKOTA LEADERSHIP AND MANAGEMENT
Core
LAKM 603*
LAKM 613*
LAKM 633*
Professional
LAKM 623
LAKM 643
LAKM 653
LAKM 663
LAKM 673
LAKM 683
Wowapi Woecun Na Wounspe Wankatuyahci Glustanpi Kte Kin
Hena (Research, Writing and Statistics for Graduate work.)
3 hrs.
Lakota Woitancan Na Wokicanye Kin In Oegleyapikte
(Lakota Foundations for Leadership and Management)
3 hrs.
Tiospaye
(Lakota Social Organizations)
3 hrs.
Lakota Woitancan Na Wowasake Icicakagapikte
(Lakota Leadership & Professional Development)
3 hrs.
Lakota Woitancan Un Woglaka Unspe Iciciyapikte
(Lakota Leadership & Communication Skills)
3 hrs.
Wowasake Na Tiospaye Wounspe
(Power and Community)
3 hrs.
Tiospaye Okolakiciye Wounspe
(Community Organizing)
3 hrs.
Maza Ska Okicanye Wounspe
(Financial Management Administration)
3 hrs.
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
(Community Action Project)
Option two
LAKM 703A
Community Development and Sustainability I
LAKM 703B
Community Development and Sustainability II
6 hrs.
3hrs.
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.
- 199 -
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)
LAKM 613
Lakota Woitancan Na Wokicanye Kin Oeglayapikte
(Lakota Foundations for Leadership and Management)
LAKM 633
Tiospaye
(Lakota Social Organization)
Professional Required
LMEA 703
LMEA 713
LMEA 723
LMEA 733
LMEA 743
Wowapi Wounspe Itancan
(Instructional Supervision)
Wayawapi Itancan – (School Administration)
Kucila (Elementary), Eyokogna (Middle), Wakatuya (Secondary)
Woksape
(Counseling Theories and Socio-culture Foundations)
Oyate Wicoun
(Fundamentals of Curriculum Development)
Mazaska Wounspe Okicanye
(School Finance)
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
Electives (2)
LAKM 683
LAKM 693
LMEA 603
LMEA 753
LMEA 763
LMEA 773
Lakota Tamakoce Un Wokicanye Na Woanwanyanke Wounspe
(Lakota Environment Management and Protection)
Lakota Kin Iyecinka Igloayapi Kta Un Hecel Eglepikte Wounspe
(Establishing Lakota Sovereignty)
Owayawa Ta Wounspe
(School Law)
Nagi Wounspe Wakatuya
(Advanced Educational Psychology)
Wopasi Wounspe
(Statistics)
Wopasi Woecun
(Survey Design)
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
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.
- 200 -
DISTRICT STAFF
CHEYENNE RIVER C.C.
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EAGLE NEST C.C.
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EAST WAKPAMNI C.C.
Colleen Provost
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LACREEK C.C.
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PAHIN SINTE C.C.
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PASS CREEK C.C.
Rochelle Middletent
Collette Ruff
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PEJUTA HAKA C.C.
Stephanie Sorbel
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PINE RIDGE C.C.
Shirley Brewer
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Cassie Big Crow
Bessie LeBeau
Chrysan Smallwood
RAPID CITY EXTENSION
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WOUNDED KNEE C.C.
Elaine Gibbons
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
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
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
Broberg, Loretta
B.A. Business Administration
M.A. Business Administration
Chadron State College
Ph.D. Organization & Mgmt.
Capella University
ͲϭϴϱͲ
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
University
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
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
Studies
University of South Dakota
B.F.A. Studio Painting
University of South Dakota
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.
Fresquez, Anthony
B.A. Speech-Creighton Univ.
M.A. Ed. Administration
Univ. of South Dakota
Frank Dawn
B.S in Human Services
M.A. Lakota Ldrshp & Mgmt
Oglala Lakota College
Ph.D. in Biological Sciences
South Dakota State University
Graham, Judith
M.S. Language Arts
Northeastern State Univ. OK
B.A. English
Univ. of Central Oklahoma
Henry, Leslie
B.S. in Animal Science
Iowa State University
MS.Candidate -Agricultural Ed.
Adult Voc. Ed. Emphasis
University of Nebraska
Jacobson, Wendy
B.S. in Nursing
Montana State Univ.
M.S in Nursing SDSU
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, 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
Jones, Richards
B.A. History/Education
Met. State College
M.S. Ed/L.D.
Chadron State College
Jones-New Holy, Veronica
B.S. in Elementary Education
Oglala Lakota College
Kidd, Katherine
Masters in Social Work
University of Tennessee
King Steven
Master’s in Teaching
Northern State University
Higa, Alessandra
M.S. in Biological Science
Brazil
Krejci, Ann
Doctor of Philosophy
European Graduate School
Houston, Pam
B.S. Corporate & Public Fin.
SiTanka College
LaGarry, Hannan
Ph.D. Geology
University of Nebraska
Hudson Lenora
B.S. Interdisciplency Science
S.D. School of Mines & Tech.
M.S. in Sociology, English
Minnesota State University
Lee, Patrick
B.S. Education
Black Hills State College
J.D. Ariz. Univ. Clg. Of Law
37 Grad. Hrs Business Ed.
Northern Arizona Univ.
ͲϭϴϱͲ
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 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.
Nelson, Joan
B.S. Nursing-Univ. of N.D.
M.S. Nursing - Univ. of Phoenix
Noyes, Douglas
B.S. Interdis. Science
M.S. Tech. Mgmt.
S. D. School of Mines & Tech.
Okrepkie, William
M.S. Public Administration
University of Colorado
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
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
Red Bear, Martin
B.A. Visual Arts and Ed.
College of Santa Fe
M.A. Art Education
University of New Mexico
Reinhart, Shawn
B.S. Business Administration
Oglala Lakota College
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
SDSM&T
B.S. History Education
Univ. of South Dakota
Tinant, Jason
M.S. Civil & Environmental
Engineer
SDSM&T
Thompson, Andrew
B.A. Economics
Univ. New Mexico College
M.B.A Financial Mgmt.
Robert O. Anderson Graduate
School of Management
Uses the Knife, Matthew
B.A. in Studio Arts
University of Min. at Morris
Known Expertise in Lak.Studies
White, Verine
B.S. Elementary Education
M.S. Education
Black Hills State College
Known Expertise in Lak.
Studies
White Buffalo, Charles
M.A. Lakota Ldrship. & Mgmt.
B.S. Lakota Studies
Oglala Lakota College
Known Expertise in Lak.
Studies
White Thunder, Joanne
B.S. Business Administration
Oglala Lakota College
M.S. MIS
University of South Dakota
E.D.D. Educational Admin.
University of South Dakota
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
Trades Construction Program
Lone Hill, Leonard
Wilson, Lyle
Kirk, Joe
Janis, Stanley
High Hawk, Alan
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./General
Studies
B.S. in Elementary Education
M.A. in Lak. Ldrshp. & Mgmt.
Oglala Lakota College
Boysen, Al
B.A. English, Augustana Clg.
M.S. English
Univ. of South Dakota
Ph.D. Education
Univ. of South Dakota
Brewer, Shirley
B.S. Human Services
Oglala Lakota College
M.A. Educational Admin.
University of South Dakota
Brown Bull, Darrell Jr.
B.S. American Indians Studies
B.A. Sc. Psychology
University of Minnesota
ADJUNCT FACULTY
Bump, Brett
M.S. Arts & Humanities
B.A. Speech
Chadron State College
Ahrens, Constance
B.S. Elementary Education
Sinte Gleska University
M.A. Curriculum & Instruction
South Dakota State Unversity
Campbell, Jessica
M.S. Leadership in Literacy
University of Sioux Falls
B.S. in Elementary Education
Northern State University
ͲϭϴϱͲ
Arnold, Mary Jo
B.A. English
Duchesne College of Sacred
Heart
M.S. Counseling & Human
Resource Development
South Dakota University
Carlow, Michael
Lakota Language Certificate
B.S. Elementary Education
Oglala Lakota College
Delong, Linda
B.S. Business Administration
A.A. Nursing
Oglala Lakota College
Casey, Thomas
B.A. Political Science
Univ. of Colorado
M.S. in Sociology
Univ. of Colorado
Delores, Elaine
A.A. General Studies
A.A. Elementary Education
B.A. Elementary Education
M.S. Lakota Leadership & Mgt.
Oglala Lakota College
Chasing Hawk, Jerilyn
B.S. Business Administration
Oglala Lakota College
Clausen, Keeley
A.A. General Studies
A.A. Lakota Studies
B.S. in Human Services
Oglala Lakota College
Clausen, Kim
B.A. Geography
University of Wyoming
Clifford-Briggs, Ann Marie
B.S. Elementary Education &
Journalism
Oglala Lakota College
Clifford, Stormie
B.S. Business Administration
Oglala Lakota College
Conroy, Cornell
SD Teaching Certificate
Known Expertise in Lakota
Studies
Cuny, Lynette
B.S. in Business Education
M.A. in Educational Admin.
Oglala Lakota College
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
Dutt, Jessica
B.S. Elementary Education
Northern State University
M.A. Education/Ldrshp. in Rdg.
University of Sioux Falls
Earring, Lynda
M.S. Educational
Administration
University of South Dakota
Ph.D. Educational
Administration
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. &
Training
University of South Dakota
Ellis, Thalia
B.S. Human Services
Oglala Lakota College
M.S. Counseling
South Dakota State University
Farrington, Mary
B.A. History Education
Colorado Women’s COllege
M.A. College Administration
Columbia University
Fisher, Cindy
B.S. in Elementary Education
Oglala Lakota College
ͲϭϴϱͲ
Frye, Cedric
B.S. Zoology
Oklahoma State University
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
Science
Black Hills State University
M.Ed. Cnslg., Guid.& Person.
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.
Engineering
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
Hemingway, Cheryl
B.A. in Lakota Studies
M.A. in Lakota Leadership &
Mgmt.
Oglala Lakota College
Lee, Candace
B.S. Administrative Systems
Northern State University
M.S. Administrative Studies
University of South Dakota
Martin, David
B.A. in History
Fort Lewis College
M.S. in Mathematics
University of Wyoming
Heriba, Adel
B.A. Petroleum Engineering
Cairo Univ., Egypt
M.A. Ph.D Geological
Engineering
S.D. School of Mines & Tech
Lewis, Laura
B.S. in Allied Health
University of South Dakota
Martin, Judy
B.A. Elementary Education
K-12 Education Degree
A.A. Early Childhood
Oglala Lakota College
High Horse, Bryant
B.A. Human Services
Oglala Lakota College
M.S. Counseling & Guidance,
USD
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
Jacobs, Bobbie
B.S. Special Education
Black Hills State University
B.S. Elementary Education
Oglala Lakota College
MSW Elem. Ed., SpEd, ECH
Washington University
Jordon, Crystal
B.A. Political Science
Columbia College
J.D. Hofstra Univ.School ofLaw
MPH Health & Political Science
Mailman School of Public
Health
Columbia University
King, Cathy
BSW Social Work
MSW Social Work
Florida Atlantic University
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
Administration
Black Hills State University
Matejcik, Ruby
B.S. in Statistics
University of the Philippines
M.S. in Applied Statistics
Bowling Green State University
Mesteth, Leslie
B.S. Business Administation
Oglala Lakota College
Montileaux, Matilda
A.A. in Elementary Education
B.S. in Elementary Education
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
Looking Horse, Kelly
Known Expertise in Lakota
Studies
Overturff, Teresa
B.S. Art Education
University of Cental Arkansas
Mack, Thomas
B.S. History
Daktoa WEsleyan University
M.A. History
University of South Dakota
Palezawsk, Jessie
B.S. Fine Arts
Black Hills State University
MFA
University of North Dakota
Lee, Angel
B.S. in Biology
Northern State University
ͲϭϴϱͲ
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
Parks, Lila
B.S. Business Admin.
Oglala Lakota College
Peterson, Madonna
B.S. Business Admin.
Oglala Lakota College
Phelps, Peggy
B.A. Sociology
M.S. Education
South Dakota State Univ.
Peterson, Doug
B.S. Education/History
Black Hills State University
M.S. Curriculum & Instruction
Black Hills State University
Red Bear, Emmanuel
Known Expertise in Lakota
Studies
Red Elk, Dolly
Lakota Language Certificate
Oglala Lakota College
Sorensen, Jenifer
B.S. in Biology
University of Wisconsin
M.S. in Geological Engineering
Ph.D. in Geology & Geological
Eng.
SD School of Mines &
Technology
Spider, Verola
A.A. in General Studies
A.A. in Human Services
Oglala Lakota College
Known Expertise 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
Watts, Keith
B.S. in Commerical Economics
South Dakota State University
Webb, Yvonna
B.S. Secondary Education
Northern State University
West, Anna
B.A. Sociology/Psychology
M.S. Counselor Education
Northern State University
White, Doris
B.S. Business Administration
Northern State University
White Butterfly, Karen
A.A. in General Studies
A.A. in Social Work &
Counseling
A.A. in Lakota Studies
A.A. in Drug & Alcohol Abuse
B.A. in Sociology
B.S. in Human Services
Oglala Lakota College
Known Expertise in Lakota Studies
Richards, Janice
B.S. Human Services
Oglala Lakota College
Sanonia, James
B.S. Geological Engineering
South Dakota Sch.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
Ten Fingers, Ronald
Associate of Arts
Bacone Jr. College
B.S. Elementary Education
Oglala Lakota College
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
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.
ͲϭϴϱͲ
Yellow Hair, Warren
A.A. General Studies
A.A. Business Administration
Oglala Lakota College
Known Expertise in Lakota
Studies
Yellow Horse, Hopa
B.S. in Civil Engineering
SD School of Mines &
Technology
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
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
490 Piya Wiconi Road
Kyle, SD 57752-0490
(605) 455-6000/Fax (605) 455-2787
mpourier@olc.edu | www.olc.edu