despite having previously struggled in math and science instruction. Most importantly, the students were able to recognize their academic strengths rather than viewing themselves negatively, and they changed how they envisioned their futures. Ward et al. found that “student involvement in instructor-led mentored research projects as well as independent and student-led research activities improved student performance and confidence in math and science, improved course retention and completion, and resulted in more students planning to pursue four-year degrees.” Role in preserving native languages As the use of native languages decreases, Paskus explored the role TCUs have in language preservation among college-age students and youth. Many TCUs have Native language courses and are also beginning to bring those programs to elementary students and younger. Implementers of these programs have already begun to see small achievements, such as more often hearing greetings and other exchanges on campus taking place in native languages. Some of these programs focus on a model that connects the children with elders, and help the parents to learn the language too. TCUs may be lighting the spark in this movement. Study of TCU drug and alcohol problem and solutions Duran, Magarati, Parker, Egashira, and Kipp conducted a web-based survey of 340 students, faculty and staff to better understand how TCU members perceived drug and alcohol problems and their readiness to address these issues, with results published in 2013. They found that both students and staff perceive alcohol and drug problems as being a serious problem, but also the TCUs have strong systems of social capital in place to address them. These systems include staff who will intervene, traditional activities that bring people together, and overall respect for one another. TCUs have been able to gain grants to enhance academic achievement by addressing alcohol and drug needs on campuses and continuing to study them. Duran et al. argue “these are the first steps to develop a culturally appropriate and sustainable alcohol and drug abuse treatment and prevention strategy for TCUs, which in turn enhances post-secondary academic success among Native students”. List of institutions Affiliations In 1973, the first six American Indian tribally controlled colleges established the American Indian Higher Education Consortium (AIHEC) to provide a support network as they worked to influence federal policies on American Indian higher education. Today, AIHEC has grown to 37 Tribal Colleges and Universities in the United States. Each of these institutions was created and