2011–2013 CATALOG

2101 14th StreetCloquet, Minnesota 55720

(218) 879-08001-800-657-3712

MN Relay 800-627-3529Fax (218) 879-0814www.fdltcc.edu

All provisions within this catalog are subject to change without notice.

FDLTCC adheres to established policies of the Minnesota State Colleges and Universities System.

This document is available in alternative formats to individuals with disabilities by calling (218) 879-0805.

WELCOME

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Every day, I get the pleasure of talking to others aboutthe great people, programs, and opportunities that arepart of Fond du Lac Tribal and Community College.With so many great things to talk about, it really is anexciting part of my position at the college.

In 2012, we will celebrate our 25th anniversary. In ourfirst two decades of existence, people often spoke abouthow they believed in what we were attempting toaccomplish at the college. That belief and support, alongwith a lot of hard work, has produced a long list ofachievements for Fond du Lac Tribal and CommunityCollege. We no longer need to believe that creating thiscollege might have been the right thing to do because wehave tangible evidence that it absolutely was the correctmountain to climb, and that it was well worth the effort.

Our tangible proof is the Lester Jack Briggs CulturalCenter on campus. It is also the enlarged and remodeledRuth A. Myers Library/Ojibwe Archive. We have moreproof in our new and enhanced academic programs, andin our six intercollegiate athletic programs. We prove itthrough our outreach and community programs. Perhapsthe best proof is the more than 2,800 students who areenrolled in credit-based courses each year.

Fond du Lac Tribal and Community College wasMinnesota’s first tribal college. We are also the only tribalcollege and state community college in the United Statesthat work together in partnership. This blending makesus different from all other colleges, but it makes us astrong institution. Truly, Fond du Lac Tribal andCommunity College has a unique mission in providingeducation to the public and the communities we serve.

On behalf of our staff, faculty, and students, thank youfor your interest in Fond du Lac Tribal and CommunityCollege. We know we have a special institution, a uniquecollege that provides memorable experiences.

Welcome!

Larry AndersonPresident

WELCOMEBOOZHOO

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TABLE OF CONTENTS

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TABLE OF CONTENTS

Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

General Information . . . . . . . . . . . . . . . . . . . . . . . . . . 7

College Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Admission and Registration . . . . . . . . . . . . . . . 23

Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Graduation Requirements . . . . . . . . . . . . . . . . . 39

Academic Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Academic Programs . . . . . . . . . . . . . . . . . . . . . . . . 67

Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . 87

Faculty and Staff Directory . . . . . . . . . . . . . . . . 117

Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Campus Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

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It is our intention to provide resources relevant tothe academic, extracurricular, and social lives ofstudents.

Every effort has been made to ensure the accuracyof the material contained within this catalog as ofthe date of publication. However, all policies,procedures, academic schedules, programinformation, and fees are subject to change at anytime by appropriate action of the faculty, theUniversity/College administration, the MinnesotaState College and Universities Board of Trustees orthe Minnesota Legislature without priornotification. The provisions of this catalog do notconstitute a contract between the student and theUniversity/College. The information in this catalogis for use as an academic planning tool and issubject to change at any time.

Upon printing of this catalog, all previous issues arerevoked.

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G E N E R A LI N F O R M A T I O N

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Minnesota Legislature funded a feasibility study fora community college operated as a joint venture ofthe Fond du Lac Reservation and the ArrowheadCommunity College Region.

In 1987, the Bureau of Indian Affairs determinedthat Fond du Lac Tribal and Community Collegewas eligible for funding under the TriballyControlled Community College Act (Public Law95471), and the Minnesota Legislatureappropriated money for the college’s first two yearsof operation. The college utilized classroom andoffice space in the Garfield Building in Cloquet.

In 1989, the Minnesota Legislature authorized thebeginning of design development for a collegecampus. A planning committee representing tribaland civic government, business, the ArrowheadCommunity College Region, college students,faculty, and staff worked with architect Thomas A.Hodne, Jr., to produce a concept reflecting bothAmerican Indian and non-Indian cultural values.The Minnesota Legislature approved the plan laterthat year.

Architectural plans completed in 1990 called for acampus built in phases. Construction of the firstphase began in July 1991. Plans includedclassrooms, library, computer labs, and studentservices, faculty and administrative offices. Thenew campus, able to accommodate the equivalentof 500 full-time students, opened its doors FallQuarter 1992.

In 1994, the federal Bureau of Indian Affairsreconfirmed Fond du Lac Tribal and CommunityCollege as a tribal college under the TribalCommunity College Act. Congress passedlegislation giving Fond du Lac Tribal andCommunity College status as a Land GrantInstitution, and the Minnesota Legislatureapproved Fond du Lac Tribal and CommunityCollege as a full college by state standards with co-governance language between the state and theFond du Lac Band of Lake Superior Chippewa.The Minnesota Higher Education Board confirmedFond du Lac Tribal and Community College as afull community college, according to state systemstandards for funding.

In 1995, planning funds were appropriated by thelegislature for the development of phase two in thebuilding program. Plans included the constructionof on-campus student housing.

MissionThe mission of Fond du Lac Tribal andCommunity College is to provide higher educationopportunities for its communities in a welcoming,culturally diverse environment.

To achieve this mission we will:

• Promote scholarship and academic excellencethrough transfer and career education, and toprovide access to higher education by offeringdevelopmental education.

• Respectfully promote the language, culture andhistory of the Anishinaabeg.

• Provide programs which will celebrate thecultural diversity of our community and promoteglobal understanding.

• Promote a sense of personal respect and wellness.

• Provide technological opportunities andexperiences, preparing students for the future.

• Provide programs and baccalaureate degrees thatfulfill our commitment to American Indiancommunities, our land grant status, and theunion of cultures.

HistoryFond du Lac Tribal and Community College is aunique institution, created by the MinnesotaLegislature in 1987 and chartered as a tribal collegeby the Fond du Lac Reservation that same year. Itscommitment to meeting the educational needs of adiverse population is reflected in its missionstatement.

Fond du Lac Tribal and Community Collegeopened its doors in the Fall Quarter of 1987,eight years after the Fond du Lac ReservationBusiness Committee first voiced the need for acommunity college as part of a comprehensiveeducational plan for the reservation.

The tribal-community college idea gainedmomentum in the early 1980s as the ReservationBusiness Committee documented a need for highereducational opportunities among the residents ofboth Carlton and St. Louis counties in Minnesota.

In 1985, Mesabi Community College accepted theReservation Business Committee’s invitation tohold college classes at the Ojibwe School site onthe Fond du Lac Reservation. The collaborationwas immediately successful and in 1986, the

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The on-campus student housing project movedforward during 1996 as the Minnesota Legislatureappropriated funding for construction of the newhousing complex at the college. Groundbreakingfor the on-campus student housing facility tookplace in September 1998. The housing facility wascompleted in August 1999.

In 1997, Fond du Lac Tribal and CommunityCollege celebrated its tenth year of operation. Itwas a decade of excellence, evident in the rapidgrowth and expansion of the college, and itsacceptance by local, state and national governingbodies and education boards.

Starting with the newacademic year in the Fallof 1998, Fond du LacTribal and CommunityCollege changed from aquarter term system to asemester term system. InJune of 1998, the UnitedStates Department ofAgriculture-NaturalResources ConservationService partnered with thecollege to establish oncampus a national Centerof Excellence emphasizingsoil science mapcompilation.

The final year of thecentury, 1999, was aneventful one at Fond duLac Tribal and CommunityCollege. In May 1999,after an intensive self-studyprocess and site visitevaluation, the college wasrecommended for accreditation by the Commissionon Institutions of Higher Education of the NorthCentral Association of Colleges and Schools. InAugust, the new residence hall on campus wascompleted and the first students moved in for FallSemester.

With the growing popularity of the college and theincreasing enrollment creating extra demand forclassroom and office space, the MinnesotaLegislature approved a $4.5 million bondingrequest to expand the academic classroom buildingon campus. Combined with an additional $3

million of privately raised funds, the expansionproject added nearly 40,000 square feet ofclassrooms, faculty offices, student meeting andcasual space, tutoring center, conference rooms andstorage areas. Groundbreaking occurred in August2002, and the building expansion was completedone year later in August 2003.

In 2006, a plan was set into motion to offerintercollegiate athletics for women and men. Theinaugural football game was celebrated inSeptember 2007, and the first softball game wasplayed in March 2008. Women’s and men’sbasketball, and women’s volleyball programs were

added during the followingyear. In July 2007,groundbreaking was held forthe construction of theLester Jack Briggs CulturalCenter and the expansion ofthe Ruth A. MyersLibrary/Ojibwe Archive.Both projects werecompleted during the FallSemester of 2008, addingnearly 37,000 square feet ofnew building space to thecampus infrastructure.

AccreditationConsistent with the missionof the college, Fond du LacTribal and CommunityCollege is committed tostudent learning and isaccredited by the HigherLearning Commission of theNorth Central Association ofColleges and Schools.

For additional information regarding accreditation,assessment, and other areas related to academicaccountability, contact the Commission at 800-621-7440, or view the website atwww.ncahlc.org.

The Law Enforcement Program is certified by theMinnesota Board of Peace Officer Standards andTraining (POST).

The Nursing Program is approved by theMinnesota Board of Nursing.

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surveys such as the Community College Survey ofStudent Engagement (CCSSE) and Survey ofEntering Student Engagement (SENSE).

The college also uses “hands on” measures topromote student success. The college employsprofessional and peer tutors to work individuallyand in study groups with students. Faculty andStudent Services work jointly on the early academicalert process to support students who experienceacademic difficulty during the first quarter and halfof each semester. In some instances, to assiststudents who could benefit from a moremanageable class load or from more focused studytime, the college will limit the number of classes orcredits a student may take or will require thestudent to attend the college’s 0 – 40 program inorder to develop study habits that positively servethe long run of the student’s academic pursuits.

The public can view FDLTCC’s rated performanceon student success measures, State licensure exams,and other accountability measures atwww.mnscu.edu. Simply click on the“Accountability” link, which provides access to avariety of data about student success andperformance at individual colleges and universitiesor across the Minnesota State Colleges andUniversities system.

American Indian HigherEducation Consortium

Tribal colleges were founded by American Indianpeople to meet the needs of Indian people for aneducational environment that respects both Indianpeople as individuals and the tribal culture. Theirunderlying philosophy is that Indian people mustassume control of their own resources.

The first tribally-controlled college, NavajoCommunity College, later renamed Dinè College,opened its doors in 1968. There are now 35 tribalcolleges in the United States, and one in Canada,which combine to form the American IndianHigher Education Consortium. The consortiumprovides a united voice for tribal colleges and actsas a clearinghouse for sharing resources for membercolleges. Fond du Lac Tribal and CommunityCollege became a full voting member of theAmerican Indian Higher Education Consortiumin 1989.

Land Grant Institution As outlined in the federal Equity in EducationalLand Grant Status Act of 1994, Fond du Lac Tribaland Community College received designation as afederal land grant institution. This federal actconferred land-grant status on 29 tribal collegesand authorized the establishment of an endowmentto support land grant initiatives at these colleges.Currently, there are only 105 land grant collegesand universities designated by the original1862 legislation and the subsequent 1890 and1994 federal legislation.

Land grant institutions follow a mandate toprovide openness, accessibility, and service topeople. Many land grant institutions are among theranks of the most distinguished public researchinstitutions, and all share the same three-foldmission of teaching, research, and extension.

Minnesota State Colleges &Universities System

Fond du Lac Tribal and Community College is oneof 32 institutions that make up the MinnesotaState Colleges and Universities system. Thisstatewide system of community colleges, stateuniversities, and technical colleges is governed by aBoard of Trustees. The Minnesota State Collegesand Universities System comprises 32 institutionson 54 campuses throughout Minnesota and is acritical source of occupational training andeducation in the state. The system serves about277,000 students per year in credit-based coursesand an additional 157,000 students in non-creditcourses. The system is responsive to the needs ofbusiness, collaborating with employers to provideaffordable, customized training and educationprograms.

Student SuccessFDLTCC promotes access to higher educationthrough its general education and academicprogramming. Four emphases cut across thecurriculum: Ability to Communicate, ProblemSolving, Information/Technology Literacy, andCulture. The college assesses students’ knowledgein these “Competencies Across the Curriculum” atclassroom, program, and institutional levels. Inaddition, the college monitors student successthrough data regarding retention, transfer, andcompletion rates; transfer profiles; performance onState licensure exams; and performance on national

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American Indian College FundThe American Indian College Fund, a fund-raisingorganization supporting tribal colleges, becamefully operational in September 1989. Fond du LacTribal and Community College, like all tribalcolleges, distributes financial assistance receivedfrom the American Indian College Fund to be usedfor American Indian student scholarships.

The positive response of the American IndianCollege Fund to meet the needs of tribal collegesincreases every year as more and more peoplebecome aware of the existence of tribal colleges andtheir high rates of success in providing qualityeducation to American Indian students.

Equal Opportunity InstitutionFond du Lac Tribal and Community College iscommitted to a policy of nondiscrimination inemployment and education opportunity. Noperson shall be discriminated against in the termsand conditions of employment, personnel practices,or access to and participation in, programs,services, and activities with regard to race, sex,color, creed, religion, age, national origin,disability, marital status, status with regard topublic assistance, sexual orientation, ormembership or activity in a localcommission as defined by law.

For additional information on equalopportunity and affirmative actionpolicies at Fond du Lac Tribal andCommunity College, contactDamien Paulson (Office 133) at218-879-0795.

Statement of DiversityFond du Lac Tribal and CommunityCollege has accepted a unique role andresponsibility in fostering diversity in our society.The college is dedicated to the search forknowledge and the right of every individual in ourlearning community to pursue that search withfreedom, dignity, and security, regardless ofreligious affiliation, race, ethnic heritage, gender,age, sexual preference, or physical ability.

The college publicly declares its intentions:

• To continue the development of multi-culturallearning communities.

• To establish, communicate, and enforcestandards of behavior for students, staff, andfaculty which uphold our academic values andlegal obligations.

• To promote the acceptance of and respect forindividuals in an atmosphere of caring for others.

• That all members of the college community havea responsibility to ensure that Fond du Lac Tribaland Community College is an open andwelcoming community for all who enter.

Rights and Protections Providedby Disability Services

Fond du Lac Tribal and Community College doesnot discriminate on the basis of disability in theadmission or access to, or treatment oremployment in, its programs or activities. TheDisability Service Office has been designated tocoordinate compliance with the nondiscriminationrequirements contained in Section 35.107 of theDepartment of Justice Regulations.

For additional information on these policies,contact Anita Hanson (Office 147) at 218-879-0805.

Sexual Harassment and SexualViolence Policy

Fond du Lac Tribal and Community College andthe Minnesota State Colleges and UniversitiesSystem are committed to ensuring an

educational and employment environmentfree of sexual harassment, sexual violence,or harassment based on sexualorientation. All members of the collegeare expected to report incidents ofsexual harassment, sexual violence orassault, or harassment based on genderor sexual orientation. Sexual harassmentis a violation of Section 703 of Title VII

of the Civil Rights Act of 1964, as amendedin 1972 (42 U.S.C. S 2000e. et. seq.), the

Minnesota Human Rights Law 363.03 subdivision51, and Title IX of the Educational Amendments(20 U.S.C. 1681, et. seq.) and is punishable underboth federal and state laws.

For additional information on these policies or to report an incident, contact Louise Lind (Office W110) at 218-879-0879, or Anita Hanson (Office 147) at 218-879-0805.

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The CampusFond du Lac Tribal and Community Collegeis located in Cloquet, Minnesota, just offInterstate 35. The campus is situated in abeautiful setting, a 38-acre former tree farm oftall, majestic red pines. The college sits on topof a bluff overlooking Cloquet, a communityof approximately 11,000 people. The Fond duLac Reservation Business Committee officesare approximately three miles away from thecollege.

The Fond du Lac Tribal and CommunityCollege campus is the product of extensiveconsultation among tribal and civic leaders,business people, educators, and students. Thisgroup defined their needs and, with the help of askilled architect, created a campus reflecting theintegrated cultures of the Northeastern Minnesotaarea.

The symbolic concepts integrated in the designinclude:

The sacred circle and thewheel represented in thecampus ring road, which hasits northerly slopes plantedto represent the bear paw.Together, the bear paw andthe circle represent strengthand protection.

The four directions and thecross are formed by the 90-foot-wide clearing in themiddle of the campus. The70-foot-wide building iscentered in the clearing. Thefour arms of the buildingrepresent the four directions,an American Indian symbolrepresenting greaterharmony in life.

The four colors of the Fonddu Lac Reservation arewhite, yellow, red, and black.They are used on the fourexterior metal walls of the

building, and are also representative of the fourdirections: north, south, east and west. The themeof diversity is represented in the many differentconstruction materials visible throughout theacademic building, and in the varying sizes andshapes of the windows in the building.

From above, the thunderbird dominates the shapeof the academic building. Extensive use of large

windows provides earth andsky views of the outdoorenvironment, and representthe importance of having avision for the future. Thebuilding design combinesstraight lines and circularelements to depict thecollege’s role of bringingpeople from differentbackgrounds together in asafe, respectful place foreveryone.

The circular amphitheater istopped with a blue dome torepresent the sky. Large floor-to-ceiling windows separatethe two halves, indoors andoutdoors, of theamphitheater circle. Floortiles and carpeting in theamphitheater area are greenand brown to represent theearth.

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Several works of art are featured in prominentlocations on campus. “Ojibway Stream,” composedof stainless steel and river rocks by artist TrumanLowe, is a sculpture about streams and theimportance of water to life. Located among thepine trees along the walkway to the main entranceof the college, the sculpture is in the form of abench 25 feet in length. Patterns cut into thestainless steel resemble the river current surfacemovements of water. A rocky stream bed is visiblebelow. The mirror-like surface of the bench reflectsthe trees and sky in summer and appears to glowagainst the snow cover in winter.

“Chiringa,” a totem sculpture in bronze by GeorgeMorrison, is perched upon a large igneous rocklocated in a clearing in the woods. For thissculpture, Morrison was inspired by the manyforms, variations, and meanings of totems createdby peoples and civilizations since the dawn of time.The “Chiringa” form in particular, has beeninspired by Central Australian aborigines.Morrison’s totemic piece is not specific in meaning,nor does it tell the story of a clan by objectivemarks and imagery. This sculpture is acontemporary and abstract version of many kindsof totems.

“Niigahnii Gwuhne’yaush” (Leading Feather), thelarger-than-life size breast plate located on theamphitheater wall, was created by Cynthia Holmes,

a faculty member in the ArtDepartment at Fond du Lac Tribal andCommunity College. This piece honorsLester Jack Briggs, the first president ofFond du Lac Tribal and CommunityCollege. Because of Jack’s heart andspirit, he was larger than life, andHolmes wanted to ensure the campushad an adequate representation ofBriggs around for the future. Thematerials also reflect the bridgebetween communities and cultures thatcome to learn together at the college.The hairpipes are made of clay,representative of the Native Americanculture. The beads are fishing netfloats, representative of the non-nativesettlers to the area who fished thewaters of Lake Superior.

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“Jack’s Path” is thepermanent memorial oncampus that honors thelate Lester Jack Briggs,founding president of thecollege. The memorialremembers Briggs and hisleadership during theformative years of thecollege, hisaccomplishments, and thelong-reaching effect he hadtouching peoples’ lives.Briggs served as presidentof Fond du Lac Tribal andCommunity College fromits inception in 1987 untilhis passing in December2001.

Created by artist SterlingRathsack, faculty memberand a sculptor and painterfrom Superior, Wisconsin,the memorial includes four600-pound bronzesculptures. Nestled among

the trees on the north side of thecampus, the site is a quietly statedmarker of Briggs’ personal backgroundand professional service. The memorialprovides a location for reflection,remembrance, and inspiration.

The development of the iconography onthe sculptures was created from theideas generated by Briggs’ family, collegestudents, college employees and friends

as they related theirexperiences and storiesabout Jack. One piece ishighlighted by a sleepingbear, a symbol of thesoul. One features aturtle image, which isrepresentative of thecreation stories of Ojibweculture. Anotherindicates the fourcompass directions, andthe fourth sculpturecontains an inscriptionabout Briggs and servesas a basin for offerings.

The four sculptures aremade from recycledmaterials. Rathsack choserecycled materialsbecause of Briggs’philosophy to helppeople succeed, especiallypeople in need of asecond chance atsomething. Many peopleexplained stories about

how Jackpromoted gettingthe full potentialout of things,whether it was aperson ormaterials. Theartist felt it wasimportant to userecycled materialsin the project toemphasize givingsomething asecond chance anda new life.