CINC Institutional Learning Outcomes
Mission
California Indian Nations College (CINC) offers a culturally-responsive academic curriculum rooted in Native American values and provides personalized support to advance the success of Native and non-Native students.
Vision
California Indian Nations College (CINC) empowers students to advance Native American cultures, languages, and sovereignties to promote vibrant Native, local, and global communities.
Purpose
California Indian Nations College (CINC) integrates Native American cultures, traditions, and languages in higher education.
Expanded Statement of Purpose
California Indian Nations College is a public, 501(c)(3) non-profit, two-year, tribal college chartered by the Twenty-Nine Band of Mission Indians in 2017. Through its short history, CINC has already enhanced the educational and cultural foundation of the tribal communities, county, and state. As an associate-degree granting institution, CINC offers a broad range of course opportunities in higher education.
Educated Native leaders are essential to the and advancement and well-being of Tribal Nations. CINC graduates are future leaders with promising potential. Upon degree attainment, a successful student will be able to demonstrate the competence, knowledge, and skills to communicate in diverse situations, listen deeply, think critically, organize and articulate concepts, and reflect on the important relationality that grounds Native American cultures. CINC graduates understand they are an integral part to the collective good of their Tribes and communities.
While recognizing that CINC’s primary goal is to serve tribal students in the state of California, CINC educates students to assume leadership roles both in the state and throughout the nation through its nationally recognized courses towards associate degree attainment. While CINC’s curriculum is geared towards Native American culture, admission is open to all and CINC does not discriminate on any basis. Our teaching, research, and service missions are characterized by equal access and equal opportunity to all who qualify. Within this framework, CINC will focus its resources on the following Institutional Learning Outcomes:
Institutional Learning Outcomes
ILO 1: Critical Thinking
Definition: Critical thinking is the holistic process of actively experiencing, analyzing, synthesizing, and evaluating information gathered from observation, reasoning, communication, and relationships which is then used to form conclusions and take action.
Goal: Students will be able to gather, decipher, and integrate relevant information, evaluate alternative perspectives, and implement creative and effective solutions.
Students will be able to:
1. analyze and reflect critically and base decision-making utilizing Native approaches and reasoning;
2. apply and utilize appropriate print, electronic, or cultural resources into academic or professional work to solve areas of concern;
3. conduct research that includes the collection, analysis and synthesis of data and the interpretation and evaluation of credible information and evidence needed to solve a problem or research a concept; and
4. define and analyze problems clearly and apply appropriate problem-solving methods.
ILO 2: Oral and Written Communication
Definition: Communication is the activity of conveying information through the exchange of ideas and information through speech, visuals, signals/symbols, story-telling, writing, behavior, or art. It is the meaningful exchange of information from one person to another. Communication may be intentional or unintentional and may take linguistic or nonlinguistic forms.
Goal: Students will develop effective communication skills to apply in diverse situations and to engage in different modalities in a manner that is understandable and culturally appropriate for the intended audience.
Students will be able to:
1. demonstrate effective listening, speaking, reading, and writing, including evaluation, synthesis, and research;
2. apply a variety of academic and culturally appropriate formats, utilizing credible sources and analytical and critical thinking skills;
3. engage with local or Native communities and effectively communicate in diverse situations;
4. convey ideas clearly, accurately, and logically; and
5. continue to practice and develop listening, interpretation, communication and comprehension skills.
ILO 3: Math & Science Reasoning
Definition: Mathematical thinking and logical reasoning are important skills that are required to solve math’s rational equations and interpret the world, which includes Native American math and science concepts. Scientific inquiry or statements are examined. It is important to note that most books and texts written on mathematical reasoning follow scientific grammar or relevant terminologies and notations.
Goal: Students will gain the ability to apply, interpret, and understand mathematical and quantitative concepts. Learn to use a combination of appropriate algebraic, graphical, and numerical methods to form inferences and to solve problems. Students will attain the necessary skills to conduct primary and secondary scientific research in traditional and non-traditional fields of knowledge.
Students will be able to:
1. apply developed mathematical skills to solve practical problems and present solutions correctly and clearly by indicating the ability to think in a sequential manner;
2. apply various symmetries of graphs, geometric figures and the use of appropriate formulas;
3. understand a combination of appropriate algebraic, graphical, and numerical methods to form conjectures about, and to solve, problems;
4. hypothesize, draw and interpret conclusions from multiple perspectives including scientific laboratory and field experiences; and with a focus on conservation of natural resources and environmental components.
ILO 4: Social Responsibility
Definition: Social Responsibility begins with one’s relationship with community and includes recognizing that the choices and obligations we make in life impact us and others mentally, physically, and emotionally. It includes learning how to respond appropriately to opportunities and challenges. And the development of one’s personal character and skills; committed to living a life that honors responsibility, respect, relationality, and reflection.
Goal: To recognize and analyze the interconnectedness of global, tribal, and local concerns by analyzing cultural, political, social and environmental issues from multiple perspectives, and to appreciate similarities and differences among cultures. We are therefore committed to identifying and analyzing social structures, practices, and bodies of knowledge that discriminate and are dedicated to working for the achievement of a more open, just, and democratic society.
Students will be able to:
1. apply a keen sense of social responsibility, awareness, and leadership in daily interactions amongst various demographics;
2. develop and use a clear set of values and an ethical framework in their personal, educational, and professional endeavors;
3. apply concepts of responsibility to community and tribal development;
4. demonstrate an understanding of the diversity of human perspectives, along with the causes and effects of individual decisions and actions;
5. practice equality, advocating rights of nature, humans, and animals emphasizing Native American approaches to the surrounding environment; and
6. understand and advocate for social justice, human, natural and environmental rights.
ILO 5: Native language, history, culture, and worldview
Definition: Inclusive of, but not limited to, cultural resources of knowledge pertaining to tribal values as they are interpreted and practiced throughout history, tradition, lifestyles, language, song, heritage, and decision making.
Goal: To provide a culturally grounded education that enhances motivation, self-esteem, and pride for students and creates a sense of place and belonging.
Students will be able to:
1. connect defining aspects of history to current systems, institutions, and other societal structures;
2. understand, value, and appreciate diverse perspectives, including how living objects relate to one another, as well as spiritual, communal, traditional, and ceremonial dimensions;
3. define the roles of history, culture, and politics in the development of tribal worldviews that relate to modern life and contemporary issues of concern for Native American peoples;
4. recognize inclusion and diversity from a Native American perspective; and
5. identify historical, cultural, and political diversity and its significance in Native American oral traditions and written literatures.