Math/Science Department Program Review
November, 2012
Dr. Gregory Gagnon, Program Reviewer
The Math/Science Department occupies a unique position among academic
departments at OLC:
 Most of its large budget (c. $2.4 million) is derived from soft money and
most of its faculty and staff are funded from sources other than PL 471,
tuition, fees. The Department’s grant indirect costs contribute to the
necessary operations of the college. Over the years, grants have helped
substantially in creating and maintaining the OLC infrastructure (buildings,
labs, electronic teaching systems, etc.). The Department also generates
FTE, tuition, and fees.
 Significant research activity involves student researchers (about 25 paid
interns per semester), tribal programs, and other non-reservation agencies
and NGOs.
 Collaboration with other institutions of higher education have enhanced
student learning and opportunities as well as providing additional funding
and research opportunities for students and faculty alike. Letters of
support from agencies, other higher education institutions, and tribal
programs demonstrate the value to the reservation and its citizens. (other
departments also collaborate but the scope of the Math Science
department and student involvement is unique).
 Outreach programs for children and community members enhance the
Lakota Perspective by emphasizing Lakota cultural knowledge that
establishes Lakota knowledge within science. They also provide a long term
springboard for more young tribal members to see science as a desirable
choice of study. Outreach is a major component of the department.
 It is the tribal repository for certain artifacts that the tribe does not have
the capacity to warehouse. These are housed in conjunction with the
appropriate tribal agency.
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 The department has adopted the Constructivist Teaching philosophy which
is the dominant pedagogy in Science and other areas of higher education.
Students are involved in hands-on activities that are significant to them and
these are used to inform the acquisition of skills and knowledge. Particular
attention is paid by all faculty including general education courses to the
Lakota perspective and reservation topics.
 The Department combines research, teaching, and service in ways that
differ from other departments at OLC where teaching has been the primary
focus since its chartering by the tribe. A greater effort is needed to
incorporate Math Science into the culture of Oglala Lakota College in a way
understood by all of the college constituents.
The department provides service to the other departments and supports the
general studies core curriculum by offering math, science, and computer
courses. It offers bachelors and associate degrees in Natural Science and in
Information Technology with various permutations and emphases available. It
has had several reorganizations and revision of emphases prior to this review.
The Process of Review
This review is the first program review since reorganization of the
department. Dr. Ursula Gaertner with the support of President Shortbull
decided that an external evaluator could bring a perspective to the review that
could be useful and complement the continuing Self Study by OLC. It is based
on interviews with most of the faculty and staff plus a few students, and upper
level administrators over several days (Nov. 13-16 ), phone and email
discussions, and information supplied. Department members were
forthcoming, hospitable, and rather candid. I thank them for making this
process easier.
The review approach is basically qualitative and focused on
administration/management because the grant programs are reported on
regularly and because the context of the department needs to be considered
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for long range planning before academic content is externally reviewed.
Review of financial accountability and stability was not possible due to the
illness of the chief business officer at OLC. Note: A brief review of the degree
programs and courses offered indicates that courses and degrees are
consistent with practice in the several fields offered by the department.
Faculty demonstrated knowledge of their fields, have appropriate degrees,
and the science faculty and staff are active researchers.
The most recent administrative change has been switching from a dual
chairmanship to a single chairperson. Other changes have included dropping
an associate degree in information technology as OLC begins a shift toward
more bachelor’s degrees and fewer associates as part of its continuing
evolution as an institution of higher education. [Note: this transition
particularly affects science, information technology, and mathematics because
their role at community colleges is significantly different from that of a
bachelors level institution with the possibility of expanding graduate offerings
beyond the two currently offered. Research, advanced mathematics, and
whether or not to maintain vocational emphasis computer skills are needed in
a more complex, diversified curriculum for the college.
FINDINGS AND RECOMMENDATIONS:
Reviews, by their nature, emphasize areas that need to be improved even for
the best of programs. The emphasis below is on continuing the movement of
a quality department to a more efficient and more effective component of
Oglala Lakota College while retaining quality. Most of the suggestions revolve
around the need for improved administration and accountability for a dynamic
department.
 The Math Science Department is a valuable component of the college
and supports OLCs mission in many different areas. Its community
outreach and constructivist approach to teaching enhances the Lakota
perspective and reflects trends in higher education. Its ability to draw
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funding (more than $5.5 million in new grants during the past five years
and funding agencies have added additional funding to the grants
because they are considered to be working). Another contribution is
that about 25 interns are funded each semester—these can be the
future of science on the reservation and are employable. Note: eight
graduates last year: 4 are employed on the reservation and 4 are in
graduate school. Others are planning their futures in graduate school
and professionally (graduates’ success and achievement is one measure
of a college’s quality).
 Some particular strengths: 1. The Lakota perspective within a scientific
context is valued, emphasized, and constant. Ms. Helene Gaddie
developed an excellent DVD that emphasizes Lakota culture and its
relationship to science but the faculty discussed it continuously.
Science is not presented as “theirs” but rather as “ours.” 2. The
Constructivist approach to teaching puts the emphasis on student
learning and was enthusiastically described by students interviewed. 3.
Collaboration with other institutions. 4. Outreach programs to help
develop a science literacy within the community and prepare students
for eventual involvement in STEM study. 5. 96% of Math Science
graduates are employed or in graduate school.
 Key Recommendation: An additional administrator is needed for the
department. The current chair is well supported by those who
commented on the change to one chairperson. He, and others conclude
that Administrative Management at a high, accountable level is needed
to monitor the activities of the department, to assure oversight of
activities, and to report in a timely manner to the rest of the college.
This position can enable the mission of teaching, research, and
community outreach to continue. Administrators and staff alike
indicate that assessment needs to be collected, that a constant-daily
presence is needed in the department for fielding inquiries, that
information needs to completed and on time for the operations of the
college (for instance annual reports, budget preparations, flow of
spending, assessment, departmental records, centralized repository of
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reports and calendars general communication with other units of the
college, maintenance of MOUs, etc. These are not tasks for a lower
level administrative assistant—it is more like an associate department
chairperson for administration. It is a full time position rather than a
blended one that combines other activities with some administrative
duties. If this recommendation is implemented, the job description for
the person must be carefully crafted to meet the needs identified and
the skill set needed for the position. Such a position can greatly
alleviate concerns that faculty and staff are not accountable for their
time and that they pursue interests not compatible with college goals
and mission (note: without constant communication about the nature
of the program and activities, such questions arise at nearly every
institution—the unknown always raises questions particularly if there
appears to be operations that differ from other departments and
programs at the college.)
 The college administration needs to implement a long range planning
activity to address the proper place in an increasingly complex
institution for science/math. Is it to be a supplement or an integral part
of the college? Among the issues that should be considered:
1. What happens when soft money is not continued? NSF funds the
creation of programs, not their continuation. This was one of the
reasons that faculty endowment has been put aside, how will it
work? Faculty and staff express concern about this BECAUSE most
were told when they were hired that they had to support
themselves. This is not an unusual problem –most universities
with a research mission face this but OLC now needs to regularize
it for the stability of the college.
2. What are the Core components of the department? Most of
these should be funded with non-soft money positions. How
many math positions are necessary to the meeting of general
education requirements and to the minimum necessary to
maintain degrees? Science? Computer Science? 471
commitment needs to be solidified.
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3. What are appropriate expectations for enrollment? Currently, t
low enrollment classes focus on upper division, special major
courses and are underwritten by grants; this might not continue
indefinitely. Science and Math programs are under-enrolled
throughout the country, perhaps particularly among tribal
colleges. My suggestion is that OLC needs to keep science
programs and research to prepare students for the jobs that
require scientific competence or the reservation community will
be dependent on others for meeting these needs. However,
continuing emphasis is needed on recruiting (outreach programs
like the math and science camps integrated with Lakota cultural
norms help). The Constructivist approach needs to be better
assessed to see how well it works for retention and success. High
attrition rates in math and science classes will continue until the
schools get better; even where the most prepared student bodies
exist, STEM courses have the highest attrition rates—they are
hard and they build on previous knowledge. Competition for
STEM oriented students in the high schools is fierce---all of the
colleges want to increase their Indian STEM enrollments. Two
areas that show some promise for increasing effectiveness of
math/science learning are offering courses more than once
weekly (some districts have reverted to the once weekly classes
for convenience and this needs to be nipped) and better
scheduling that allows student to take math courses consecutively
rather than with gaps between one course and another of a year
or so.
4. The function of instructional technology within OLC needs to be
clarified. Perhaps its best use could be as a complement to
science programs with other courses adapted to serve majors like
Social Work and even Education. Perhaps it should return to
offering an AA that can move its graduates into support positions
with the many tribal programs. Reservation needs should be
projected to help determine this.
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5. Mathematics courses have high attrition rates. There are a
number of ways that this problem should be examined:
1)Perhaps the relationship between Mathematics and the
mathematics courses offered in Foundational Studies needs to be
examined. Often there is a disconnect between what
foundational courses are offering and what mathematics is
offering. 2)Many colleges offer foundational (developmental)
courses in one department and college level courses in another so
this is a standard approach. However, so many students need to
take so many developmental and pre-algebra courses that both of
OLC’s departments could better assist students through some
other configuration of foundational and college level integration.
3) Perhaps the Math Science Department and other departments
need to assess what the actual mathematics needs are for student
proficiency in each major. Some colleges are looking at whether
or not they are just following the way it has always been done or
whether or not particular courses are actually needed. 4)District
staff do most of the advising and registration for general studies
enrollments so they need to work on having students enroll in
mathematics consecutively. Maybe policy changes need to be
made to allow low enrollment courses in the districts which have
low numbers of students (Pass Creek and Batesland for instance)
for the good of student learning. 5)Maybe a policy change that
requires re-taking a math course before enrolling in the next level
if more than one semester has elapsed would help. 6) What do
the district staff see as solutions? 7) Do faculty members need
to have additional training in effective teaching methods? 8)
What is the place of adjunct teachers in the various issues of
mathematics competency? 9)There are many possible changes
but they need to be weighed before being implemented and
effectiveness of changes assessed.
6. Administrators throughout the college need to devote time to
understanding what the Math Science department is doing. They
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need to insist on timely reports that they then review. They need
to interact regularly with the department chair and others to
make sure that this major part of the college is operating
effectively. Where adjustments are needed in policies and
procedures, they need to made consciously.
7. He Sapa Center students dominates the math-science majors.
This causes problems for them to do labs but it also reflects the
better preparation of He Sapa students but it reduces impact on
the reservation itself. Cheyenne River Reservation center is an
additional topic. (the changing balance of student residence and
center enrollments needs to be examined by the college as a
whole…Math Science is part of this). What should be done?
8. The grant funding dependence of Math Science highlights the
need for OLC to have a Clearing House for grant applications. Not
only must they be inherently fiscally sound, but the commitments
they make must be part of college considerations. Someone
needs to make sure that deadlines are known and met.
Sometimes grants demand other departments to support the
granted department/program and this must be considered within
the possibilities. Small grants and large ones are useful to the
college. It is difficult to anticipate the value of various proposals
within the mission of the college but some attention needs to be
given to address it. Does the Business office need a grants
person? Note: these conundrums face every college.
9. Science expenses need to be understood by the OLC community
and be part of evaluation of effectiveness. (science activities are
more expensive than a writing class for instance).
 The most immediate area that needs attention is assessment. While
there is a plan and there are indicators for various programs and
courses, these have not been synthesized and made a part of the regular
activities of the department. (rapid turnover in assessment directors
has not helped, but the department needs to follow through on what it
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can control). Assessment should portray the results of research and
outreach programs as well as the credit bearing courses with indications
of how each benefits the reservation and the mission of the
department/college. Are resources being allocated effectively in the
collaboration and teaching relationships?
 The Chairman needs to gain permission for assignments of faculty and
staff that deviate from OLC norms. For instance, one faculty member
during the Fall Semester is doing the commendable Friday class at Black
Hills State U. BUT this assignment was not approved or understood in
advance. This meant that she was unavailable for the key role of
governance and other duties on Fridays in order to help four students.
Also, some faculty schedule tutoring sessions on Fridays at the centers
with the result that they are not fulfilling their duties as faculty
members at Piya Wiconi. The same may be apply when teachers work
with students who come to OLC on Fridays. Another aspect of the need
for permission is the balance between grant/research work and teaching
for individual faculty schedules. The norm for the OLC as a whole is that
all faculty teach full loads. However, it is common at most higher
education institutions for grant funded or research committed faculty in
the sciences to have adjustments in this pattern-sometimes to the point
of not teaching at all even though they are designated as faculty
members by contract and classification. OLC needs a policy concerning
faculty assignments as it continues to grow in complexity of mission
attainment BUT in the interim, the Chairman of Math Science needs to
have any deviation approved and understood by the Vice President for
Instructional Programs.
 The Department needs to make sure that joint activities with tribal
agencies fit within the mission of the college and that MOUs and
permissions by the appropriate authority are on file with the
administration. They should be approved by the administration. An
example: the use of the college as a repository for fossils needs to be
clearly enunciated and authorized (the chairman indicated that the
authorization has been made from the tribe and that the grant was
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signed off on by administration but the administration indicated that it
did not have copies). Another example would be water research
conducted with the tribe. The administration and department must be
particularly sensitive to these kinds of interactions because of the larger
issue of sovereignty. Likewise, budget adjustments and expenditures
that are approved by program officers need to be noted and filed with
the business office and usually discussed with supervisors.
Outreach programs should be assessed. Some people at OLC expressed
confusion about what outreach activities were to accomplish and their
relationship is to science and math. How do they benefit students and
the college community?
Math and Science personnel need to work at being better understood
by the rest of the OLC community. Every grant should be publicized
internally in terms of impact on the college and in layman’s language;
results should be too. It would be nice if other members of the
community took a greater interest but science and math need to
generate their own involvement in the college as a whole. I was
impressed with the enthusiasm of the faculty and staff about the effects
of their teaching and research—this enthusiasm needs to be shared with
colleagues. The departmental Friday seminars are a good idea if they do
not interfere with governance and if they are supplemented by
participation in joint activities of the college. Could colleagues be
integrated into presentations rather than just being asked to attend?
It would be useful if a meeting schedule were maintained for the entire
department. Increasing collegiality among those doing discrete
activities during the week is a positive and helps build consensus. The
subsets of the department do meet and this should continue too.
The Spring semester should be marked by having faculty schedules
readily available and creating and maintaining continuous attention to
the intra-campus communication. The Math Science Department
should not be Waldo. Schedules will indicate the combinations of
teaching, research and service necessary for faculty and staff.
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The Math Science Department has achieved a great deal for the students of
Oglala Lakota College. It offers opportunities for them to develop substantial
expertise in areas where the tribe has a paucity of resources. It has both short
term impacts and the long term impact is nurturing a growing mileu of science
literacy for the reservation and the Indian community in Rapid City. It works
collaboratively with tribal and off-reservation entities.
It can improve its impact by more effective, much tighter accountability,
administration, and interaction with other elements of the college, particularly
the upper administrators. The suggestions and findings above can be used to
assist the Department in guiding itself to even more effectiveness.
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