EVALUATION EXECUTIVE SUMMARY
Anna M. Ortiz, Ph.D
Educational Consultant
March  22, 2004

The National Institute for Native Leadership in Higher Education (NINLHE) was founded in 1993 by the directors of the Native American programs at Dartmouth College and Stanford University. Since that time, the organization has offered annual institutes since 1993, training institutes on individual campuses, speakers’ bureau and provided funds for research on Native American students on selected university and college campuses. Over that period of time over 750 people have been involved in its institute and programs from higher education institutions, tribes, and educational organizations in the United States and Canada.

Ten years after its founding, NINLHE was given the opportunity to evaluate its efforts by a grant from the GE Foundation with matching funds offered by the Daniels Fund. The proposal to the GE Foundation was developed in the spring of 2003 by Augustine McCaffery and the evaluator. The proposal was approved in July 2003 and the funds were distributed in August of 2003.

The design of the evaluation included multiple research methods in order to achieve the most comprehensive evaluation possible. A survey was designed to gather data from everyone who ever attended a NINLHE annual institute. In addition, a qualitative study of the 2003 Annual Institute was conducted that included focus group interviews and participant observation by the evaluator and her research assistant. The evaluator also analyzed and included data from the institute evaluation distributed by the central office. In total, 45 of 129 surveys were returned, yielding a response rate of 35%. This is higher than the average response rate of 33% for the social sciences reported by Trice & Dey (1997). Focus group interviews were conducted with 29 attendees participating in one of four interviews.

Summary of Findings

The findings from the multiple dimensions of this evaluation clearly indicate that NINLHE plays a vital role in the work and lives of its participants. The written comments on the survey, the focus group interviews and the written comments on the institute evaluation all provide qualitative data where the voices of participants draw direct connections between what they experienced at NINLHE institutes and programs and how that has positively affected their work.

The quantitative findings from the survey distributed to participants from each of the institutes provide sound evidence that NINLHE has had an impact on their work and programs. The strength of NINLHE and its programs, especially the institute, are summarized here.

• Nearly every phase of the evaluation pointed to the value participants placed in having NINLHE institute and programs as a place where they feel support, gain recognition for their work and have the opportunity to build networks. This connection is so highly valued because many of these participants work in environments where they may feel isolated, ignored, and undervalued. The support and recognition helps them to continue their work. Several participants noted that their participation at the institute gave them the energy and motivation to begin the new school year. Because many participants do, indeed, work in environments where they may be one of the few on their campuses that work with Native students, the networks they develop with others like them are critical to their work. In fact, 81% of survey respondents said that they have contacted a NINLHE colleague for assistance after they attended an institute. The contexts of the assistance varied from general support to program development and improvement to advice on working with difficult administrators. Related to this finding, is the substantial amount of data that praises the climate that is engendered at the institute. It is this climate, they felt, that nurtured networks and friendships and modeled for them climates that they could create for their own students.

• Like the finding above, almost every phase of the evaluation spoke to the importance of the infusion of Native cultural values in the work of NINLHE and the planning and implementation of the annual institute. The ability to infuse cultural attributes and communicate their importance through the presentations, activities and modeling of culturally-based behavior and interaction, was critical in three ways. First, this infusion enabled Native participants to reconnect with their own cultural values and lessons. Many told of how a presentation or ceremony reminded them of the teaching of their own elders and families. In fact most agreed that NINLHE was a place to strengthen or renew their Native American identity and even more agreed that it contributed to their spiritual renewal. Second, the infusion of culture throughout the institute helped to teach non-Native participants about important elements of Native cultures. They reported that they had a better understanding of their students and learned a great deal about ways they could be more supportive of culture in their mainstream institutions. There was also a general appreciation of how non-Native participants were treated at the institute. They felt included and valued. Third, participants learned (or were reminded) that they could work from their cultural values in their mainstream institutions. Several participants talked about being reminded of the importance of surrounding themselves with these values and the positive impact that would also have on their students. The focus on cultural infusion in the NINLHE institute and programs makes it unique among the professional organizations that serve the higher education community.

• A goal of this evaluation was to determine NINLHE’s impact on students and campuses where its participants work. This impact was seen in a number of places in the evaluation. Survey respondents strongly agreed that their participation in NINLHE had empowered them to work on behalf of Native American students and increased their understanding of Native American student issues. They also agreed that information they learned at NINLHE gave them knowledge to support the continuation of Native American support programs on their campus and that knowledge allowed them to successfully defend their programs and resources. Programs and policies that support Native American students were also positively affected by NINLHE participation. Survey respondents reported that 21 programs and strategies presented at the institute were implemented on home campuses. In addition, over 75% of the respondents reported that their programs and services were enhanced because of their NINLHE participation. In fact a total of 73 specific programs and policies were listed by participants as having experienced this impact. Participants’ own skills and knowledge were enhanced as a result of NINLHE. More than 70% felt that they knew more about developmental issues for Native students and more than half reported that their counseling and mentoring skills were improved as a result of attending the institute. Almost 85% of respondents said that they often use the information they learned about student retention in working individually with students and through their programs. Focus group participants also reported that they felt the climates on their campuses have changed as a result of NINLHE participation. They found that they had more students coming to their offices. Some were changing they way they taught to infuse more culture in the classroom. Participants said they were more likely to engage colleagues across institutions in efforts to bring Native issues to the forefront as a result of lessons learned at NINLHE.

The data supporting these findings was overwhelmingly positive. Many individual pieces of data were combined to present these three general findings of the report. The consistency of the findings was strong since they come from every data collection point in the evaluation. There was very little negative data collected in the evaluation. Some participants had questions about the purpose for NINLHE, some wanting NINLHE to play more of a political role to advocate for Native student issues on a national basis. But, most were satisfied with the current focus on enhancing the work and experiences of those who work with Native students in the U. S. and Canada. However, there was consistent feedback concerning the structure of the institute itself. Participants were drained at the conclusion of the institute. Most called for additional free time and less attention to rigid time schedules. Many suggested that they would be willing to stay for an extra day just so the experience could be more relaxed. Participants reported that they wanted more time for informal conversations and sharing with other participants and time to enjoy the setting, whether that be the nearby Native communities or the amenities at the institute facility.