White Earth Tribal And Community College

TRIBALLY CONTROLLED COLLEGE ASSISTANCE

HIGHER EDUCATION EMERGENCY RELIEF FUND

WHITE EARTH RESERVATION HEAD START PATHWAYS

AMERICAN INDIAN TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES

TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES

TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES

AMERICAN INDIAN TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES

AMERICAN INDIAN TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES (PART F)

AMERICAN INDIAN TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES (PART F)

ICE-TI: BUILDING CAPACITY AND PATHWAYS TO STEM DEGREES -A GOAL OF THE TRIBAL COLLEGES AND UNIVERSITIES PROGRAM (TCUP) IS TO INCREASE THE SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) INSTRUCTIONAL AND RESEARCH CAPACITIES OF SPECIFIC INSTITUTIONS OF HIGHER EDUCATION THAT SERVE THE NATION'S INDIGENOUS STUDENTS. EXPANDING THE STEM CURRICULAR OFFERINGS AT THESE INSTITUTIONS EXPANDS THE OPPORTUNITIES FOR THEIR STUDENTS TO PURSUE CHALLENGING, REWARDING CAREERS IN STEM FIELDS, PROVIDES FOR RESEARCH STUDIES IN AREAS THAT MAY BE CULTURALLY SIGNIFICANT, AND ENCOURAGES A COMMUNITY AND GENERATIONAL APPRECIATION FOR SCIENCE AND MATHEMATICS EDUCATION. THIS PROJECT ALIGNS DIRECTLY WITH THAT GOAL, AND MOREOVER MAY SERVE AS A MODEL AND IMPETUS FOR SIMILAR INSTITUTIONS OF HIGHER EDUCATION TO DEVELOP DEGREE PROGRAMS. THE CONNECTION OF FACULTY TO THE DEVELOPMENT OF NOVEL OPPORTUNITIES FOR PROGRAMS OF STUDY THAT ENSURE SUCCESSFUL TRANSFER TO LOCAL EMPLOYMENT, PARTICULARLY TRIBAL EMPLOYMENT, OR TO BACCALAUREATE STUDIES AT NEARBY UNIVERSITIES WILL DEMONSTRATE THE ESSENTIALITY OF ENGAGING FULL-TIME, CREDENTIALED STEM FACULTY DEVOTED TO A SPECIFIC STRAND OF STUDY AND PREPARATION. MOREOVER, FOR THOSE STUDENTS ENTERING THE WORKFORCE DIRECTLY FROM A TRIBAL COLLEGE IT IS CRUCIALLY IMPORTANT THAT THEY HAVE A WELL-DEFINED SKILL SET IN MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR ENTRY INTO THE STEM WORKFORCE. THIS PROJECT PROVIDES AN ACCREDITED STEM ASSOCIATE OF SCIENCE (AS) DEGREE IN THE NATURAL SCIENCES AT WHITE EARTH TRIBAL AND COMMUNITY COLLEGE (WETCC) FOR STUDENTS WHO MAY THEN TRANSFER TO A LOCAL UNIVERSITY FOR UPPER DIVISION STUDIES TO PURSUE A BACCALAUREATE DEGREE OR BE PREPARED FOR EMPLOYMENT AT LOCAL, PARTICULARLY TRIBAL, SERVICE ORGANIZATIONS. THE AS PROJECT RECOGNIZES AND FURTHERS STUDENTS? ABILITY TO PURSUE DEGREES IN THE NATURAL SCIENCES TO INCLUDE CHEMISTRY AND PHYSICS, IN ADDITION TO BIOLOGY?A DEGREE THAT CAN HAVE A SIGNIFICANT BENEFIT TO THE CAREER AND LIFE OPTIONS FOR TCU STUDENTS. THE INCREASE IN SPECIALIZED STEM FACULTY, SPECIFICALLY CHEMISTRY AND PHYSICS, ENSURES THAT THE CURRICULAR OFFERINGS HAVE RELEVANCE MORE BROADLY TO RELATED PROGRAMS OF STUDY. STRENGTHENING THE NATURAL SCIENCES PROVIDES A GROUNDING AND ASSISTS STUDENT SUCCESS AND MATRICULATION INTO OTHER PROGRAMS OF STUDY, INCLUDING HEALTH SCIENCES, THAT ARE SOMETIMES MARGINALIZED BY FUNDING AGENCIES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

HIGHER EDUCATION - INSTITUTIONAL AID - TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES

COLLEGE ENTERPRISE CTR

AMERICAN INDIAN TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES

THIS EDA FY23 DISASTER SUPPLEMENTAL ECONOMIC ADJUSTMENT ASSISTANCE AWARD TO THE WHITE EARTH TRIBAL AND COMMUNITY COLLEGE WILL HELP THE COLLEGE PURCHASE MOBILE MEDICAL SIMULATION TRAINING UNITS AND RELATED TRAINING EQUIPMENT TO HELP NURSING STUDENTS PREPARE FOR JOBS IN HIGH-DEMAND INDUSTRIES. FOLLOWING THE DAMAGE FROM RECENT DISASTERS, TRIBAL AND LOCAL LEADERS FOCUSED ON INCREASING THE AVAILABLE TRAINING FOR MEDICAL AND OTHER EMERGENCY SERVICES PROVIDERS. WITH ITS HIGH PLACEMENT RATE FOR GRADUATES OF ITS NURSING PROGRAMS, THE EDA-FUNDED EQUIPMENT WILL ALLOW THE COLLEGE TO INCREASE THE NUMBER OF STUDENTS TRAINED EACH YEAR AND ADDRESS THE GROWING DEMAND FOR NURSING AND OTHER MEDICAL AND EMERGENCY SERVICES. WITH AN INCREASE IN THE NUMBER OF TRAINED NURSES, THE REGION WILL BE ABLE TO ADDRESS ITS CHRONIC ECONOMIC DISTRESS AND MAKE ITSELF MORE RESILIENT IN THE FACE OF FUTURE DISASTER EVENTS.

SPECIAL PROJECTS DEMONSTRATION GRANTS - PROFESSIONAL DEVELOPMENT

CREATING SUSTAINABLE FOOD SECURITY IN WHITE EARTH TRIBAL COMMUNITIES

HEAD START TRIBAL COLLEGES AND UNIVERSITIES

FY25 TCU FIAND R

TRIBAL COLLEGES AND UNIVERSITIES PROGRAM

(1) LESS PEOPLE ARE SPEAKING THE OJIBWE LANGUAGE. THE RECENT PANDEMICEXACERBATED THE THREAT WHEN IT TOOK THE LIVES OF FAR TOO MANY FIRST LANGUAGE FLUENT OJIBWE LANGUAGE SPEAKERS. THIS HAILED THE RESPONSE OF THE WETCC TO AGGRESSIVELY TAKE MEASURES TO SAVE THE OJIBWE LANGUAGE BY INSTITUTIONALIZING A FLUENT SECOND LANGUAGE SPEAKER. IT IS THROUGH THE THE DEVELOPMENT OF OJIBWE LANGUAGE CURRICULUM THAT WE ARE STANDARDIZING THE LANGUAGE AT AN INSTITUTIONAL LEVEL THAT ENSURES LANGUAGE PROFICIENCY AMONG OUR STUDENTS THAT WE HAVE NOT HAD BEFORE. THIS OJIBWE LANGUAGE CERTIFICATE PROGRAM AND ITS CURRICULUM CAN BECOME A MODEL FOR OTHER OJIBWE/ANISHINAABE TRIBAL COLLEGESWHO OFFER LANGUAGE COURSES WHICH WILLHELP BUILD A STRONG NETWORK OF STUDENTS WHO HAVE SOUNDFOUNDATION TO PROFICIENTLY SPEAK THELANGUAGE. THE OJIBWE LANGUAGEIS KEY TO OUR KNOWLEDGE OFPLANTS ANIMALS THE EARTH OUR IDENTIFY AND ALL THAT EXISTS. IT IS IMPERATIVE THAT WE ENSURE IT IS CARRIED FORWARD. (2) WETCC PROGRAM LEVEL ASSESSMENT MEASURES HOW WELL A PROGRAM MEETS ITS STATED OUTCOME. SYSTEMATIC ASSESSMENT IMPROVES STUDENT LEARNING AND EDUCATIONAL EXPERIENCES. TO ENSURE CONTINUOUS IMPROVEMENT ALLCURRICULAR CO-CURRICULAR AND EDUCATIONAL SUPPORT UNITSMUST COMPLETE AN ANNUAL ASSESSMENT REPORT.(2) WETCC UTLIZES CLASS RUBRICS TO HELP MEASURE OUTCOMES OF THE CLASSES. STUDENT FEEDBACK IS VALUED ANDFILL OUT FACULTY EVALUATIONS.FACULTY RUBRIC EVALUATION ARECOMPLETED UPON COURSE COMPLETION. ALL DATA IS COMPILED ASSESSED AND COMPILED INTO AN INSTITUTIONAL REPORT.

THIS EXTENSION PROPOSAL FOCUSES ON PROMOTING A PRACTICAL LEVEL OF FOOD LITERACY BY PROVIDING TEACHINGS AND ACTIVITIES THAT ENHANCE FOOD SECURITY FOR YOUTH, FAMILIES, AND COMMUNITY. OUR EDUCATIONAL OUTREACH FOCUSES ON LOCAL AND TRADITIONAL FOODS AND THE ARTS IN A CULTURALLY RELEVANT CONTEXT. THESE ACTIVITIES INCLUDE:MONTHLY COMMUNITY FOOD AND ARTS GATHERINGS THAT ARE FAMILY-CENTERED AND YOUTH SUPPORTEDANNUAL SEASONAL CAMPS OFFERED IN COLLABORATION WITH STAKEHOLDERS SUCH AS 4-H AND COMMUNITY MEMBERSANOTHER APPROACH TO EXPANDING THE KNOWLEDGE CIRCLE IN FOOD LITERACY WILL BE TO PROMOTE SHARED LEARNING WITH STAKEHOLDERS AND COMMUNITY GROUPS BY HOSTING ROUNDTABLE DISCUSSION ON NEEDS AND PRIORITIES, AND BY OFFERING LOCALLY WRITTEN ANISHINAABE FOOD CURRICULA IN WORKSHOPS AND TRAININGS.

FY25 TCU

BIE - FY24 TCCU NEW AWARD YEAR

AMERICAN INDIAN TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES (PART F)

INSTITUTIONAL HIGHER EDUCATION EMERGENCY RELIEF

THIS PROPOSAL FOCUSES ON THE NEED TO PRESERVE THE TRADITIONAL ECOLOGICAL KNOWLEDGE (TEK) AND ASSOCIATED LANGUAGE OF THE WHITE EARTH NATION AND IMBUE THIS KNOWLEDGE INTO A CURRICULUM THAT IS INCREASINGLY TAUGHT BY ADJUNCT INSTRUCTORS. THE PRESERVATION AND TEACHING OF THIS KNOWLEDGE IS FOUNDATIONAL TO THE COLLEGE MISSION AND A PRIMARY REASON THAT THE TRIBE FOUNDED AND CONTINUES TO SUPPORT IT.IN ADDITION, THE LONG-STANDING COMMITMENT OF WETCC TO PROVIDING TRAINING IN GEOSPATIAL TECHNOLOGIES (GST) FOR OUR STUDENTS AND COMMUNITY IS AT RISK DUE TO THE DEPARTURE OF THE FORMER ED IN 2017. THE CURRENT ED MUST UNDERTAKE INTENSIVE PROFESSIONAL DEVELOPMENT TRAINING TO REBUILD THE PROGRAM.WE PROPOSE ACHIEVE THE ABOVE GOALS BY DOING THE FOLLOWING:SUPPORT THE ED FOR THE PERIOD OF THE GRANT SO THAT SHE CAN:TEACH SOME OF THE MOST TEK-CRITICAL COURSES WITHIN THE COLLEGE CURRICULUM.ORGANIZE CLASSROOM PRESENTATIONS, FIELD TRIPS, AND OTHER EXPERIENTIAL LEARNING ACTIVITIES DIRECTED BY TEK/LANGUAGE KEEPERS THAT WILL CONTRIBUTE TO:STUDENT LEARNING AND THE COLLEGE MISSION.TRIBAL NEEDS FOR CULTURAL PRESERVATION AND REVITALIZATION.PROFESSIONAL DEVELOPMENT FOR THE ED AND OTHER STAFF.UNDERTAKE BOTH FORMAL AND INDEPENDENT, SELF-GUIDED TRAINING IN GST LEADING TO HER ACQUISITION OF TEACHING CREDENTIALS IN THIS AREA.SUPPORT THE GST TRAINING FOR OTHER STAFF.PROVIDE HONORARIA FOR TEK/LANGUAGE KEEPERS WHO CONTRIBUTE TO THESE GOALS.PROVIDE FUNDS FOR INSTRUCTIONAL MATERIALS, FIELD TRIPS, AND EXPERIENTIAL LEARNING.

WHITE EARTH TRIBAL COMMUNITY COLLEGE FY2016/17 TCU GRANT

WHITE EARTH TRIBAL & COMMUNITY COLLEGE

TRIBAL COLLEGE AND UNIVERSITIES GRANT

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

EMERGENCY COVID ASSISTANCE FOR STUDENTS

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

P.L. 95-471 TCU GRANTS

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

PL 95-471 TCU GRANT

THE IMPACTS OF LAND USE AND LAND COVER ON WATER QUALITY AND WILD RICE PRODUCTIVITY

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

GROWING THE CIRCLE: STRENGTHENING COMMUNITY FOOD SECURITY THROUGH COLLABORATION,EDUCATION, AND HEALTHY FOOD ACCESS

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

WHITE EARTH INDIGENOUS CROPS RESEARCH PROGRAM: MULTI-USE NATIVE PLANT RESTORATIONS

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES

DISTRIBUTION OF INTEREST EARNED IN 2024 FROM THE 1994 ENDOWMENT FUND TO THE INDIVIDUAL 1994 INSTITUTIONS. TITLE V PART C OF THE IMPROVING AMERICAS SCHOOLS ACT OF 1994 PUBLIC LAW 103-382 (OCTOBER 20 1994) CITED AS EQUITY IN EDUCATIONAL LAND-GRANT STATUS ACT OF 1994 PROVIDES THAT CERTAIN TRIBAL COLLEGES DESIGNATED AS 1994 INSTITUTIONS RECEIVE VARIOUS BENEFITS. THESE INCLUDE CONTRIBUTIONS BY THE FEDERAL GOVERNMENT TO AN ENDOWMENT FUND THE INTEREST INCOME FROM WHICH IS DISTRIBUTED TO THE 1994 INSTITUTIONS.

GROWING THE ENVIRONMENTAL SCIENCE CURRICULUM

GITIGAN

GITIGAN

GROWING THE ENVIRONMENTAL SCIENCE CURRICULUM

GROWING THE ENVIRONMENTAL SCIENCE CURRICULUM

TECHNOLOGY AND TRACKING IN THE ENVIRONMENTAL SCIENCE CURRICULUM

TECHNOLOGY AND TRACKING IN THE ENVIRONMENTAL SCIENCE CURRICULUM

TECHNOLOGY AND TRACKING IN THE ENVIRONMENTAL SCIENCE CURRICULUM

TECHNOLOGY AND TRACKING IN THE ENVIRONMENTAL SCIENCE CURRICULUM

WETCC TRIBAL COLLEGES EXTENSION PROGRAM CAPACITY APPLICATION- FAMILY-BUILDING THROUGH TRADITIONAL SKILLS

RECONNECTING YOUTH AND FAMILIES TO THE LAND THROUGH TRADITIONAL SKILLS

RECONNECTING YOUTH AND FAMILIES TO THE LAND THROUGH TRADITIONAL SKILLS

GROWING THE ENVIRONMENTAL SCIENCE CURRICULUM

WETCC TRIBAL COLLEGES EXTENSION PROGRAM CAPACITY APPLICATION - FAMILY BUILDING THROUGH TRADITIONAL SKILLS

WETCC TRIBAL COLLEGES EXTENSION PROGRAM CAPACITY APPLICATION - FAMILY BUILDING THROUGH TRADITIONAL SKILLS

WETCC TRIBAL COLLEGES EXTENSION PRORAM CAPACITY APPLICATION - FAMILY-BUILDING THROUGH TRADITIONAL SKILLS

RECONNECTING YOUTH AND FAMILIES TO THE LAND THROUGH TRADITIONAL SKILLS

GROWING TOMORROW`S LEADERS THROUGH GARDENING

CREATING CAPACITY FOR INDIGENOUS CROPS PRESERVATION

WHITE EARTH TRIBAL AND COMMUNITY COLLEGE'S EXTENSION PROGRAM

WHITE EARTH TRIBAL AND COMMUNITY COLLEGE`S EXTENSION PROGRAM

GITIGAN

GROWING TOMORROW`S LEADERS THROUGH GARDENING

DISTRIBUTION OF INTEREST EARNED IN 2019 FROM THE 1994 ENDOWMENT FUND TO THE INDIVIDUAL 1994 INSTITUTIONS. TITLE V, PART C OF THE IMPROVING AMERICA'S SCHOOLS ACT OF 1994, PUBLIC LAW 103-382 (OCTOBER 20, 1994), CITED AS "EQUITY IN EDUCATIONAL LAND-GRANT STATUS ACT OF 1994" PROVIDES THAT CERTAIN TRIBAL COLLEGES, DESIGNATED AS "1994 INSTITUTIONS" RECEIVE VARIOUS BENEFITS. THESE INCLUDE CONTRIBUTIONS BY THE FEDERAL GOVERNMENT TO AN ENDOWMENT FUND, THE INTEREST INCOME FROM WHICH IS DISTRIBUTED TO THE 1994 INSTITUTIONS.

DISTRIBUTION OF INTEREST EARNED IN 2023 FROM THE 1994 ENDOWMENT FUND TO THE INDIVIDUAL 1994 INSTITUTIONS. TITLE V PART C OF THE IMPROVING AMERICAS SCHOOLS ACT OF 1994 PUBLIC LAW 103-382 (OCTOBER 20 1994) CITED AS EQUITY IN EDUCATIONAL LAND-GRANT STATUS ACT OF 1994 PROVIDES THAT CERTAIN TRIBAL COLLEGES DESIGNATED AS 1994 INSTITUTIONS RECEIVE VARIOUS BENEFITS. THESE INCLUDE CONTRIBUTIONS BY THE FEDERAL GOVERNMENT TO AN ENDOWMENT FUND THE INTEREST INCOME FROM WHICH IS DISTRIBUTED TO THE 1994 INSTITUTIONS.

DISTRIBUTION OF INTEREST EARNED IN 2021 FROM THE 1994 ENDOWMENT FUND TO THE INDIVIDUAL 1994 INSTITUTIONS. TITLE V, PART C OF THE IMPROVING AMERICA'S SCHOOLS ACT OF 1994, PUBLIC LAW 103-382 (OCTOBER 20, 1994), CITED AS "EQUITY IN EDUCATIONAL LAND-GRANT STATUS ACT OF 1994" PROVIDES THAT CERTAIN TRIBAL COLLEGES, DESIGNATED AS "1994 INSTITUTIONS" RECEIVE VARIOUS BENEFITS. THESE INCLUDE CONTRIBUTIONS BY THE FEDERAL GOVERNMENT TO AN ENDOWMENT FUND, THE INTEREST INCOME FROM WHICH IS DISTRIBUTED TO THE 1994 INSTITUTIONS.

DISTRIBUTION OF INTEREST EARNED IN 2020 FROM THE 1994 ENDOWMENT FUND TO THE INDIVIDUAL 1994 INSTITUTIONS. TITLE V, PART C OF THE IMPROVING AMERICA'S SCHOOLS ACT OF 1994, PUBLIC LAW 103-382 (OCTOBER 20, 1994), CITED AS "EQUITY IN EDUCATIONAL LAND-GRANT STATUS ACT OF 1994" PROVIDES THAT CERTAIN TRIBAL COLLEGES, DESIGNATED AS "1994 INSTITUTIONS" RECEIVE VARIOUS BENEFITS. THESE INCLUDE CONTRIBUTIONS BY THE FEDERAL GOVERNMENT TO AN ENDOWMENT FUND, THE INTEREST INCOME FROM WHICH IS DISTRIBUTED TO THE 1994 INSTITUTIONS.

TRIBAL COLLEGES ENDOWMENT PROGRAM

DISTRIBUTION OF INTEREST EARNED IN 2018 FROM THE 1994 ENDOWMENT FUND TO THE INDIVIDUAL 1994 INSTITUTIONS. TITLE V, PART C OF THE IMPROVING AMERICA'S SCHOOLS ACT OF 1994, PUBLIC LAW 103-382 (OCTOBER 20, 1994), CITED AS "EQUITY IN EDUCATIONAL LAND-GRANT STATUS ACT OF 1994" PROVIDES THAT CERTAIN TRIBAL COLLEGES, DESIGNATED AS "1994 INSTITUTIONS" RECEIVE VARIOUS BENEFITS. THESE INCLUDE CONTRIBUTIONS BY THE FEDERAL GOVERNMENT TO AN ENDOWMENT FUND, THE INTEREST INCOME FROM WHICH IS DISTRIBUTED TO THE 1994 INSTITUTIONS.

DISTRIBUTION OF INTEREST EARNED IN 2022 FROM THE 1994 ENDOWMENT FUND TO THE INDIVIDUAL 1994 INSTITUTIONS. TITLE V PART C OF THE IMPROVING AMERICAS SCHOOLS ACT OF 1994 PUBLIC LAW 103-382 (OCTOBER 20 1994) CITED AS "EQUITY IN EDUCATIONAL LAND-GRANT STATUS ACT OF 1994" PROVIDES THAT CERTAIN TRIBAL COLLEGES DESIGNATED AS "1994 INSTITUTIONS" RECEIVE VARIOUS BENEFITS. THESE INCLUDE CONTRIBUTIONS BY THE FEDERAL GOVERNMENT TO AN ENDOWMENT FUND THE INTEREST INCOME FROM WHICH IS DISTRIBUTED TO THE 1994 INSTITUTIONS.

DISTRIBUTION OF INTEREST EARNED IN 2017 FROM THE 1994 ENDOWMENT FUND TO THE INDIVIDUAL 1994 INSTITUTIONS. TITLE V, PART C OF THE IMPROVING AMERICA'S SCHOOLS ACT OF 1994, PUBLIC LAW 103-382 (OCTOBER 20, 1994), CITED AS "EQUITY IN EDUCATIONAL LAND-GRANT STATUS ACT OF 1994" PROVIDES THAT CERTAIN TRIBAL COLLEGES, DESIGNATED AS "1994 INSTITUTIONS" RECEIVE VARIOUS BENEFITS. THESE INCLUDE CONTRIBUTIONS BY THE FEDERAL GOVERNMENT TO AN ENDOWMENT FUND, THE INTEREST INCOME FROM WHICH IS DISTRIBUTED TO THE 1994 INSTITUTIONS.

COMMUNITY FACILITIES - ECONOMIC IMPACT INITIATIVE GRANTS

FY25 TCU

COMMUNITY FACILITIES - NATIVE AMERICAN TRIBES

WHITE EARTH TRIBAL/COMM COLLEGE

WETCC/UMN/BADGERSETT HAZELNUT PROJECT (GITIGAN: BAAGANAG)