Study based on responses from thirty-two public and Indigenous post-secondary institutions and fifty focus group participants.

Workshop involved representatives of institutions which serve this particular population. Objective was to identify best practices for channeling enrollment into science programs and increasing graduation rates.

Compares Indigenous worldview, knowledge and philosophy to Western academic tradition.

Comments on the importance of taking time to select the proper career. Article located by scrolling to page 5.

Looks at structure of program offered at the University of Saskatchewan.

Discusses three important parts that make up an education program: teachers, principals and curriculum.

Results of discussions with communities on issues related to Aboriginal teaching and teacher education along with recommendations for implementing suggestions.

Educational Foundation Thesis (M.Ed.)--University of Saskatchewan, 2002.

Discusses success with training program developed to deliver culturally rich services to communities.

Highlights First Nations institutions, sources of funding, and programming in mainstream colleges and universities.

Comments on the educational attainment disparity between First Nations people and Canadians in general.

In this article a teacher at Blackfeet Community College uses her memories of teaching Ashley Loring HeavyRunner, Wayne Many Guns, and Shayanna England (three students) to discuss the issues of violence, MMIW and their prevalence for tribal college and university (TCU) students. Author calls on colleges and their funding bodies to provide extended supports to their students.

Asserts that the real motive to educate Native Americans was to convert them to Christianity and European culture.

Looks at the collaboration between the University of Northern British Columbia and the Tl'azt'en Nation regarding the John Prince Research Forest on traditional lands.

Using the principal of community-based participatory research, study explores quality of life for students to understand factors of academic success.

Commitment to focus on improvements in the areas of Student Affairs, Academic, Research and Cultural Programs and Community Outreach.

Considers access to college in an ecological context that encompasses family, tribes, life on a rural reservation and previous educational experiences.

Program presented by Harvard Medical School for participants that are pursuing biomedical careers.

Discusses common themes and recommendations for supporting Native American students in higher education: 1) professional lack of knowledge 2) diversity of Native American People, 3) tribal sovereignty, 4) inadequacy of Euro-American theories, models, practises 5) improving participation in higher education, 6) impact of existing procedures, 7) policies and practises, recruit, retain and promote Native American staff and faculty, 8) need for additional research.

Personal perspectives, by the author, on the emergence of American Indian Studies as an autonomous discipline in the United States.

Looks at the development of a health curriculum model that is reflective of Aboriginal culture and health care beliefs.

Looks at the impact Ron Jackson (Charging Bull) has had on tribal education.

Chronicles the development of a collaborative teacher education program delivered jointly by Wind River Tribal College and the University of Wisconsin-Oshkosh.

Profiles Rafael Garcia, a language teacher, who confirms that the O'odham in Mexico and in the United States are the same people who share the same history and language.

Survey results from 10 organizations were divided into four themes: diversity, responsiveness, personalized service and instability from lack of reliable funding.

Northern College receives $300,000 through the Ontario Ministry of Training, Colleges and Universities' Aboriginal Education and Training Strategy.

Description of model which integrates text-based material with information from students, elders and other community members.

Description of George Lafond's appointment to the newly created position of Special Advisor on Aboriginal Initiatives to the President at the University of Saskatchewan.

Looks at the criteria Native American students use to decide which tribal college or university to attend.

Looks at the Master of Tropical Health (MTH) degree and two recent Aboriginal graduates.

Author analyzes the curriculum and then redesigns the Introduction to the Humanities course at Spokane Tribal College.

Describes how the project uses a variety of outreach and community education programs to promote healthier lifestyles, sustainability, and self-sufficiency among reservation residents. The demonstration garden allows community members to learn about gardening, and food preparation and preservation in a direct, hands-on way.

Website includes links to the Harvard University Native American Program, Native Nations Institute, Education and Outreach, Publications & Research and much more.

Discusses the associate degree in Media Communications, including a description of the curriculum, available from Haskell Indian Nations University in Lawrence, Kansas.

Discusses approaches used by one tribal university librarian to welcome students to the library and make them knowledgeable patrons.

Article reveals findings from a study involving interviews with Māori students and proposes opportunities for improved outcomes.

Discusses three ways tribal colleges and universities are involved with health education including curriculum to create more health care providers, community education and research.

Looks at strategies to increase the number of qualified, local Aboriginal nurses in the Saskatchewan and Canadian health workforce.

Education Thesis (Ph.D.)--Oregon State University, 2007.

Author discusses the path from a western academic perspective to a Tartan world view while writing a paper for his doctoral candidacy exams.

Leadership Thesis (M.A.)--Royal Roads University, 2019.

Study of four institutions providing Bureau of Indian Affairs programs designed to assist students.

Integrated Studies in Education Thesis (Ph.D.)--McGill University, 2004. Focuses on The Nunavut Teacher Education Program (NTEP).

Discusses reasons behind establishing a program to promote Aboriginal participation in higher education.

Discusses the involvement of Rupert and Jeannette Costo, whose influence developed the unique program.

Educational Studies Thesis (Ph.D.)--University of Nebraska, 2007.

Case study of four community-university engagement initiatives; documents the policy development used to engage children youth and their families in community development programs aimed at reducing family violence by increasing graduation from secondary and post-secondary education programs.

Psychology Thesis (M.A.)--University of Saskatchewan, 2014.

Author’s details their personal experiences of discrimination and isolation while attending graduate school; and the subsequent ostracization by her home community.

Educational Administration Thesis (Ed.D.)--New Mexico State University, 2009.