At the Navajo Technical University, which has Campus in the Navajo Road Reserve in New Mexico and Arizona, some students travel up to two hours for attending classes. Many of them lack reliable Internet access.

The pandemic has been attending the university even more challenging, but university leaders have found creative ways to involve students and keep them enrolled, even starting an express task. The service through which the campus shuttle bus drivers bring task packets to designated points for students who lack Internet access completely. Then, the controllers return to collect the completed tasks.

Colleen Bowman, Navajo Tech's Provost, said she has just received approval last week to buy an unmanned plane to help you offer task packets after she learned that some students were. She walking two miles to reach the collection points.

Bowman said that only a small group of students participate in the Express task, but "we want the 12 students to walk on stage" and receive their titles.

Over and over again, the leaders of tribal schools say the same thing: their students are resistant and university managers will do what is necessary to take them to the finish line.

"To give you an idea, when the pandemic first hit, we examine our students, asking, do you have access to the Internet? Yes or No? Explain," recalls Charles M. Roessel, president of Diné College, an institution with campus and sites in Arizona, New Mexico and Utah who also serves Navajo nation. "A student explained that he has to drive 15 miles to go to a table and then climb to a hill, that's a little taller to get a cellular service. And he replied that yes. Who would answer yes?"

Students' stories going to large lengths to find access points to do their homework are legion among the leaders of tribal schools, which in most cases serve highly rural areas without good access to networks of Broadband speed. But students, and, for the case, access to staff, Internet access is only one of the many challenges that tribal schools have been found since the beginning of the pandemic. Many have fought to maintain the inscriptions and have seen students stop at higher rates than usual.

Institutions, subcontracted themselves and often in quite small size, serve high need students who, resistant or not, have faced considerable obstacles to continuing their education. A student survey in 13 tribal schools made by the Higher Education Consortium of India American (AIHEC) in December discovered that 56 percent is expected to be late for invoices. Approximately one quarter (24 percent) of students who could meet their mental health needs before the pandemic could not do it (15 percent could not satisfy those needs even before the pandemic). The seventeenth percent have unsatisfied child care needs. More than half said they are less committed to class (55 percent), they interact less with classmates (53 percent) and their instructors (53 percent), have more interfering factors that prevent them from studying (53 by one hundred) and have a greater understanding of difficulty. The course material (57 percent). The sixty-one percent said they planned to graduate on time.

"A third are single with children, and the vast majority lives in multi-generational homes with the family and the relationships and responsibilities of the deep family," David Yarlott, president of Little Big Horn College in Montana and President of the Board of AIHEC, said in Testimony written to the United States Senate Committee on Indian Affairs last summer. "Overwhelmingly, our students are poor. In fact, 86 percent of the students [Tribal College and University] receive grants Pell. And with an average annual income of less than $ 20,000 per year, our students live well below From the US poverty line UU "

Yarlott said more than half of students in the 37 tribal colleges and universities are also first generation. University studies

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