Sipi 2011 Self Study Report with links

SOUTHWESTERN INDIAN POLYTECHNIC INSTITUTE

SELF STUDY REPORT 2011

An Application for Continued CandidacyAnd Request for a Date to Apply for Reaccreditation

Submitted by

Southwestern Indian Polytechnic Institute

To

The Higher Learning Commission of theNorth Central Association of Colleges and Schools

Chicago, Illinois

January 24, 2011

Board of Regents - SIPIFrancis Tafoya, Eight Northern Pueblos, Chairman

Vacant - Navajo Nation, NM, Vice-Chairman

Vacant - Mescalero-Apache Tribe, Secretary-Treasurer

Larry Schurz, Inter-Tribal Council of AZ, Member

Freddie Howard, Navajo Nation – AZ, Member

Vacant-Ten Southern Pueblos, Member

LaTitia Taylor, Southern Ute Tribe, Member

Steve Herrera, Southern Ute Tribe, Alternate Member

Hershal Muniz, Jicarilla-Apache Nation, Member

Noah Billie (Navajo), SIPI Senate, Student President

Mission StatementSouthwestern Indian Polytechnic Institute is a National Indian Community College that prepares Native American students to be productive life-long learners as tribal members in an ever-changing global environment. As a land grant institution, SIPI partners with tribes, employers, and other organizations with a stake in Indian education. An enduring commitment to student success is the hallmark of SIPI’s operations.

Table of ContentsPART I—INSTITUTIONAL HISTORY AND BACKGROUND............................................5

CHAPTER 1: OVERVIEW OF THE SELF-STUDY PROCESS......................................................................................5CHAPTER 2: INTRODUCTION TO SIPI..................................................................................................................7History of SIPI....................................................................................................................................................7Unique Federal Relationship..............................................................................................................................7SIPI Students......................................................................................................................................................9SIPI Employees.................................................................................................................................................15The Community/Constituencies........................................................................................................................18SIPI within New Mexico Higher Education......................................................................................................19

PART II—ACCREDITATION HISTORY..............................................................................21CHAPTER 1: SUMMARY OF ACCREDITATION HISTORY.....................................................................................21CHAPTER 2: CONCERNS FROM THE 2000 VISIT AND SIPI’S RESPONSE.............................................................23CHAPTER 3: COMPLIANCE ISSUES FROM THE HLC FINAL DECISION LETTER...................................................25

PART III: CRITERIA, CORE COMPONENTS AND EVIDENCE.....................................39CHAPTER 1: CRITERION ONE: MISSION AND INTEGRITY..................................................................................39Core Component – 1a.......................................................................................................................................39Core Component – 1b.......................................................................................................................................45Core Component – 1c.......................................................................................................................................51Core Component – 1d.......................................................................................................................................54Core Component – 1e.......................................................................................................................................64CHAPTER 2: CRITERION TWO: PREPARING FOR THE FUTURE...........................................................................79Core Component – 2a.......................................................................................................................................79Core Component – 2b.......................................................................................................................................92Core Component – 2c.....................................................................................................................................100Core Component – 2d.....................................................................................................................................104CHAPTER 3: CRITERION THREE: STUDENT LEARNING AND EFFECTIVE TEACHING........................................109Core Component – 3a.....................................................................................................................................109Core Component – 3b.....................................................................................................................................115Core Component – 3c.....................................................................................................................................123Core Component – 3d.....................................................................................................................................130CHAPTER 4: CRITERION FOUR: ACQUISITION, DISCOVERY, AND APPLICATION OF KNOWLEDGE..................139Core Component 4-a......................................................................................................................................139Core Component 4b........................................................................................................................................147Core Component 4c........................................................................................................................................156Core Component – 4d.....................................................................................................................................160CHAPTER 5: CRITERION FIVE: ENGAGEMENT AND SERVICE..........................................................................165Core Component – 5a.....................................................................................................................................165Core Component – 5b.....................................................................................................................................183Core Component – 5c.....................................................................................................................................188Core Component – 5d.....................................................................................................................................193

APPENDIX A: ACCREDITATION STEERING COMMITTEE MEMBERS.................199

APPENDIX B: INSTITUTIONAL SNAPSHOT...................................................................202

APPENDIX C: FEDERAL COMPLIANCE..........................................................................211

APPENDIX D: PUBLIC NOTIFICATION OF THE COMPREHENSIVE EVALUATION VISIT AND THIRD PARTY COMMENT.............................................................................214

PART I—INSTITUTIONAL HISTORY AND BACKGROUND

Chapter 1: Overview of the Self-Study Process

The Southwestern Indian Polytechnic Institute (SIPI) developed a self-study process that expanded participation throughout the entire campus, after the Higher Learning Commission (HLC) notified SIPI that the HLC Board of Trustees voted to withdraw accreditation on July 2, 2010 and to concurrently grant candidate for accreditation status to SIPI.1 As a result of the action taken by the HLC, this current self-study examines whether SIPI continues to meet the HLC candidacy requirements and whether SIPI is making reasonable progress on the issues identified during the last comprehensive evaluation visit that occurred December 7-9, 2009.

During the intervening months, the campus has mobilized and invested in a process to evaluate and build stronger systems that advance academic quality. It is using the self-study as an opportunity to educate stakeholders and to build the momentum for change. Faculty and staff who have the requisite knowledge, leadership abilities and prior experience with accreditation were selected to serve as Criterion Sub-Committee Co-Chairs of the Accreditation Steering Committee on July 27, 2010. These individuals met on August 23, 2010 to review the following Accreditation Goals drafted by the SIPI Leadership Committee:

1. To strengthen the extent to which SIPI is fulfilling its mission and progressing toward its vision through a shared governance structure and the effective involvement of the board, administration, faculty, staff and students.

2. To strengthen the extent to which SIPI effectively utilizes resources and implements planning processes to ensure mission attainment, quality education, and responsiveness to future challenges and opportunities.

3. To strengthen the extent to which SIPI progresses in building internal structures and processes that utilizes actionable data to ensure effective teaching and learning.

4. To continue developing and leveraging learning opportunities for faculty, administration, staff and students that ensure a strong knowledge base leading to the delivery of a quality education.

5. To continue enhancing the strengths and benefits of education and services to constituencies.

The Accreditation Steering Committee delineated roles and responsibilities of members, developed an accreditation calendar, and discussed a plan to collect and organize evidence and/or documentation in a newly established permanent accreditation resource room.0 On August 31, 2010 the SIPI President assigned nearly all faculty and staff to serve on an accreditation subcommittee (Appendix).0 This ensured widespread involvement and allowed all employees to 1 Email, From Dr. Sherry Allison to Goodman, Barbara; Carpio, Joseph; Monteith, Monte; Wester, Dorothy; Adams, William; Harrington, Christopher; Henderson,

Samuel; Cometsevah, Cecelia; Redshirt, Sheri; Garcia, Nancy; Gachupin, Allen, dated July 27, 2010, regarding appointment to the “Accreditation Steering

Committee.”

0 SIPI Accreditation Steering Committee Meeting Minutes, August 23, 2010.

0 Memorandum from the SIPI President addressed to all SIPI employees on August 31, 2010 regarding assignments to serve on an accreditation sub-committee.

5 Overview of the Self-Study Process

actively participate. The diversity of each committee further ensured that silos did not occur, and allowed members to share strengths, successes, and challenges across divisions as they completed drafts of their criterion chapters. On September 22, 2010 the Committee launched an Accreditation Newsletter that further increased awareness of the whole campus of all criteria and the systems that SIPI is building to address quality.0 The President has also held public forums with students, faculty, and staff to provide routine updates on the self-study process to facilitate continued engagement. The process has resulted in 91% (77/85 employees) of all faculty and staff engaged in the self-study process through their membership on a criterion committee.0

The self-study to address the quality standards and requirements is based on four pivotal documents: the July 2, 2010 final decision letter issued by the HLC withdrawing accreditation, the HLC Eligibility Requirements, the HLC Minimum Expectations within the Criteria for Accreditation, and the HLC Handbook. The self-study itself is organized in response to the five HLC criteria and core components.

Part I of this report includes the introduction to the self-study process and an overview of SIPI that addresses SIPI’s uniqueness as a federally operated college. Part II provides SIPI’s accreditation history, and responses to the 2000 visit; the HLC final decision letter dated July 2, 2010; and the HLC minimum expectations. Part III provides an evaluation of the extent to which SIPI has addressed and/or is addressing the HLC criteria and core components. Strengths, successes, as well as challenges are provided in the summary of each criterion chapter. Part IV is the appendices which include information on the College’s self-study process and other essential College data.

This self-study was conducted in a good-faith effort to evaluate the extent to which SIPI meets the HLC candidacy requirements and is progressing in building or strengthening systems that ensure quality. The College hereby submits its request for continued candidacy by the Higher Learning Commission of the North Central Association of Colleges and Schools and requests that a date be established for the College to apply for reaccreditation.

0 SIPI Accreditation Steering Committee Meeting Minutes, September 22, 2010.

0 Southwestern Indian Polytechnic Institute, Campus Survey of Accreditation Process, October 2010.

Chapter 2: Introduction to SIPI

History of SIPI

SIPI, a federally operated community college, was originally established in 1971 to provide post-secondary and/or vocational training to students enrolled in federally-recognized tribes throughout the U.S. It is located on a 164 acre residential campus in Albuquerque, New Mexico. Unlike most tribal colleges that are tribally chartered by a single or limited number of tribes and usually reservation-based, SIPI is federally chartered, national in scope and located in a mid-size city.

SIPI was initially accredited by North Central Association of Schools and Colleges (NCA) in 1975. This was followed by two comprehensive site visits to affirm accreditation status in 1981 and 1986. In 1991, the SIPI Board of Regents expanded the mission in order to achieve community college status and included an Associate’s of Applied Science degrees for all technical training programs, Associates of Science degrees for Computer Science and Business Administration programs and Associates of Arts degree in Liberal Arts. In 1993, the Higher Learning Commission (HLC) granted this request for accreditation at the Associate degree level. The following year SIPI was designated a 1994 land-grant institution and received federal funds for research, education and extension in support of advancing knowledge for agriculture, the environment, human health and well-being, and communities. The land-grant direction is woven into the administrative, academic, student support services, and community outreach programs, missions and goals.

In 1999, as part of the previous strategic planning process, the college reaffirmed its role as a community college committed to providing educational opportunities at the associate’s degree level.0 SIPI has received further allowances from the HLC to add an Associate’s of Arts degree in Early Childhood Education through distance learning (2003), and an Associate’s of Science degree in Pre-Engineering (2006). On July 2, 2010, as a result of compliance concerns raised during the December 7-9, 2009 comprehensive evaluation visit, the Higher Learning Commission Board of Trustees voted to withdraw SIPI’s accreditation and to move the college to candidacy status effective August 2010.0

Unique Federal Relationship0

The Federal government operates SIPI, in partial fulfillment of its legal and trust responsibilities to provide education for members of federally recognized Indian tribes, rooted in treaties, statutes, case law and policies. In contrast to tribally-controlled colleges and universities in the U.S. (Whose enrollment is usually reservation-based and may include non-Native students); SIPI exclusively serves American Indian/Alaska Native students from all parts of the country. SIPI,

0 SIPI Strategic Plan 2000-2010.

0 Letter sent by Dr. Sylvia Manning, President, Higher Learning Commission to Dr. Sherry Allison, President, Southwestern Indian Polytechnic Institute on July 2,

2010 informing SIPI that the HLC Board of Trustees voted to withdraw accreditation from SIPI but also to grant candidate for accreditation status to the institution.

0 Excerpt the Higher Learning Commission for continued accreditation with two-year probation, pages 3-5.

7 Introduction to SIPI

however, is not authorized by Congress to charge tuition to Indian students or to admit non-Indian students for a fee.

As a Federal entity, SIPI relies on Congressional appropriations for operational funding. Congress makes a single appropriation to the Department of the Interior for the “Operation of Indian Programs,” including the programs of the Bureau of Indian Affairs, the Bureau of Indian Education, and other programs of the Office of the Assistant Secretary-Indian Affairs. The Department makes an annual funding request to Congress, in which the Department justifies the appropriations needed for the “Operation of Indian Programs.” A funding request is made three years in advance of appropriations. Once the time for requesting appropriations has passed, additional Congressional funding is available only if the Department requests and Congress makes a supplemental appropriation. Funding requests for SIPI pass through several layers of review within the Bureau of Indian Education, within the Office of the Assistant Secretary-Indian Affairs, within the Department of the Interior, within the Office of Management and Budget, and finally within Congress. In this process, SIPI’s funding requests are balanced against requests for funding other Federal programs.

Besides Congressional appropriations for SIPI’s operational funding, Congress has authorized SIPI to receive federally appropriated funds under any program authorized by the Higher Education Act of 1965 or any other applicable program for the benefit of institutions of higher education (25 U.S.C. 13). This authorization allows SIPI to apply for grants from other federal agencies that meet the statutory restrictions. SIPI can apply for grants for which it meets the eligibility requirements. Instead, Congress has authorized the Secretary of the Interior to accept donations of funds and other property to benefit SIPI; the donated property shall be used in accordance with the terms of the donation (25 U.S.C. 451). Although the Secretary may accept donations, Federal employees many not solicit them. It is important to recognize, however, that the SIPI Board of Regents holds 501(c) 3 status0 which allows them to fund raise in the interest of the College. Department officials also cannot expend appropriated funds to generate grassroots lobbying designed to influence members of Congress or government officials (Federal, state, local, or tribal) regarding his or her position on legislation. That is, they may not lobby. This restriction covers encouraging a partner to lobby in support of the Department.

Under the Anti-Deficiency Act, Federal officials are prohibited (without specific authority) from making payments, or committing the United States to make payments, at some future time, unless there is enough money currently available in their agency’s funds to cover the cost in full. Thus, in any given year, SIPI cannot spend or commit to spend more than the amounts allocated and available to it from annual appropriations, unless there are sufficient funds specifically available for more than one year.

SIPI operates under Federal Indian preference laws (25 U.S.C. 44-47, 472) and Federal veteran’s preference laws in hiring employees. This means that, within a pool of qualified candidates, preference must be given to the candidate who is an enrolled member of a federally recognized tribe/nation. In support of Indian preference, it is not uncommon for a position to be advertised and re-advertised until a viable Indian candidate is recruited and selected.

0 IRS proof on Non-Profit 501 (c) 3 Status for the Board of Regents. December 1995.


Unique Role of the SIPI Board of Regents. The Bureau of Indian Education policies require a conferring process with tribes, Alaska Native entities, and Tribal organizations in which Bureau and Department officials “listen to and give effect, to the extent they can, to the views of these entities.” 25 C.F.R. 32.2(g). Accordingly, the Bureau’s policies at 25 C.F.R. 32.4(a)(1)-(3) require the Director of the Bureau of Indian Education to:

"(1) Assure that no new policy shall be established nor any existing policy changed or modified without consultation with affected Tribes and Alaska Native Government entities. (2) Be guided in policy formulation and funding priorities…by periodic and systematic consultation with governing bodies of Tribes and Alaska Native entities. (3) Ensure that Indian Tribes and Alaska Native entities fully exercise self-determination and control in planning, priority-setting, development, management, operation, staffing and evaluation in all aspects of the education process."

The Bureau’s policies at 25 C.F.R. 32.4(r)(2) also requires the Director to:

"Extend to Tribes and Alaska Native entities the prerogative of determining those critical professions and fields of study in post-secondary education which are of the highest priority to meet their economic and cultural goals."

The Bureau’s policies, therefore, call for policymaking governing boards to be established at Bureau-operated postsecondary schools. 25 C.F.R. 32.4(g)(1) & (2) require the Director to:

"(1) Develop in consultation with Tribes and Alaska Native entities a plan to include their direct involvement in short and long-range planning of Bureau operated post-secondary schools through the formation of policy making governing boards.(2) Encourage and defend the right of the Tribes and Alaska Native entities to govern their own internal affairs in all matters relating to education, and their right to determine the equitable and appropriate composition of governing boards at Bureau off-reservation and post-secondary schools."

These policy making governing boards help the Bureau meet its obligations to confer with Tribes, Alaska Native entities and tribal organizations. The SIPI Board of Regents is the policy making governing board that the Bureau has established with tribes for SIPI.

SIPI Students

Figure 1 illustrates trends for both headcount and full-time equivalent (FTE).0 The gap between headcount and FTE statistics since 2006 indicate an increase in the average number of credit hours enrolled. SIPI’s unduplicated headcount declined by 23% from 615 to 470 from fall 2005 to fall 2010. Headcount numbers for fall 2009 and 2010 reverse this trend and are a hopeful sign for SIPI with a 12% increase from fall 2008.

Figure 1.10Full Time Equivalency, as defined by the CHE, is total student credit hours divided by 15.


All of SIPI’s students are Native American and members of federally recognized tribes. They represent on average more than 100 tribes. However, the Navajo Nation is the largest tribal group, representing 51% of enrollment in fall of 2010. The next highest tribal affiliations are the Pueblo of Jemez, New Mexico at 6%; Pueblo of Laguna, New Mexico at 4%; the Pueblo of San Felipe, New Mexico at 2%; and the Pueblo of Santo Domingo, New Mexico at 2% of the student body. The Criterion One chapter shows the stability of this pattern from fall 2006 to fall 2010.

In fall 2010, 52% of SIPI’s students were female, while 48% were male. The largest age category is students aged 20 to 24 (as referenced in Criterion 3, figure 3.5). As might be expected at a community college, SIPI serves many students who are not of traditional college entry age. In the timeframe 2005-2010, between 38% and 44% of SIPI students were aged 25 or older. This is in comparison to 48% for the general population in 2003-2004.0

SIPI is unique among 2-year institutions due to a residential program. Approximately two-thirds of the students live in “residential lodges” or single student housing consisting of separate buildings for males and females.0 Full-time students (12 credit hours) in good standing are eligible for on-campus residency. Although SIPI does not charge tuition to students, a nominal fee of $55 is paid by students residing in the “lodges.”0

About 14% of SIPI’s students entered with a General Equivalency Diploma (GED) in 2007-2008. The somewhat older student profile discussed previously parallels the decline in the number of students entering straight from high schools (Table 1). The result is an increase in developmental education enrollment.

Table 1.1Table1.1First-Time Entering Students Pre-College Preparation

0 U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, Table 232, Enrollment in postsecondary education by

student level, type of institution, age, and major field of study: 2003-04. Accessed at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010013 on January 13, 2011.

0 Southwestern Indian Polytechnic Institute. SIPI Student Handbook 2009-2010. p. 13.0 Southwestern Indian Polytechnic Institute. SIPI 2009-2011 Catalog. p. 13.


Unduplicated Headcounts and FTE Enrollment Trends

535636

470574

614561

547

657624

486

615 601

0

100200

300400

500600

700

Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010

Unduplicated Headcount Full-Time EquivalentSource: SIPI Internal Data

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010013

Number of Students with 2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

High School Diploma 309 286 324 275 369GED 50 45 47 46 55Dual enrolled High School/College 0 1 0 0 0Not Reported 9 0 0 14 10Source: SIPI Data Reported in AIMS

SIPI’s own data indicate that nearly half of its entering students have attended an off-reservation public school (Figure 4). Approximately a third attended a public high school on the reservation.

Figure 1.2

SIPI’s relationship to federal financial aid is unique compared to mainstream institutions as well as other tribally-controlled colleges and universities. Admitted students are required to register for each trimester they attend. The Bureau of Indian Education provides tuition, room and board, and some books to students at minimal charge. Students are responsible for fees in the amount of $150 for part-time commuter students, $225 for full-time commuter students and $280 per trimester for full-time students residing on campus. Since the Federal formula for determining financial need relies on a student’s resources minus the cost of attendance, data showing average amounts of financial aid compared to other institutions are skewed. Table 2 indicates that tribal scholarships available for SIPI students have declined. This will further be expanded upon in Criterion 4.


Table 1.2FINANCIAL AID SOURCES0 2008-2009 2009-2010 2010-2011*American Indian College Fund Scholarship $100,000 $125,819 $77,870 Federal Pell Grant $707,914 $1,988,126 $1,322,948 Federal Supplemental Educational Opportunity Grant $13,062 $17,462 $14,653 Academic Competiveness Grant $7,553 $22,650 $13,625 State Scholarships/Grants $68,948 $65,667 $77,227 Tribal Scholarships $163,276 $224,696 $86,726 Other Scholarships $266,642 $232,859 $44,039 Federal/State/Institutional Work Study $46,793 $26,132 $47,030 NMWS $36,793 $16,132 $33,606 FWS $10,000 $10,000 $13,424 TOTAL $1,374,188 $2,709,182 $1,684,118

0 Sources: Information ws provided by the SIPI Financial Aid Office. SIPI State Program Allocations sent by Heather Romero of New Mexico Higher Education Department

U.S. Department of Education e-Campus-Based Statement of Account

U.S. Department of Education ED-Express Database 2009-2010



U.S. Department of Education Common Origination & Disbursement School Yearly Totals

AIHEC AIMS Financial Resources and Student Costs AY 2009-2010 Report

*2010-2011 data accurate as of 11/15/10, the last column represents the fall 2010 trimester only.


The following table (Table 1.3) provides a breakdown of enrollment by certificate and degree program.

Table 1.3SIPI Program Enrollment, Academic Years 2005-2006 through 2009-2010

Program Enrollment Award Type2005-

062006-

072007-

082008-

092009-

10Natural Resources Management, Agribusiness AAS Degree 0 0 0 0 0

Natural Resources Management AAS Degree 36 28 36 29 29Natural Resources Management, Crop and Soil Science AAS Degree 1 0 0 0 1

Natural Resources Management, Environmental Science AAS Degree 8 4 4 3 7Pre-Engineering AS Degree 0 4 24 29 38

Civil Engineering Technology - Architectural Drafting Certificate 6 6 3 2 0Electronics Technology AAS Degree 23 17 9 5 2

Electronics Technology Certificate 1 2 0 0 1Instrumentation and Control Technology AAS Degree 1 10 11 9 8

Computer Integrated Manufacturing Technology AAS Degree 3 1 0 0 1Civil Engineering Technology - Surveying AAS Degree 15 10 7 5 3

Computer Aided Drafting and Design Certificate 0 0 1 0 1Geospatial Information Technologies AAS Degree 17 10 6 4 5

Geospatial Information Technology Certificate 0 2 3 2 4Institutional Cooking and Baking Certificate 32 41 36 45 41

Culinary Arts AAS Degree 3 2 5 3 10Commercial Offset Printing and Pre-press Certificate 10 6 1 0 0

Commercial Offset Printing and Pre-press AAS Degree 3 4 1 0 0Vision Care Technology AAS Degree 28 35 36 34 24

Optical Laboratory Technology Certificate 13 9 3 2 10Hospitality Services Management AAS Degree 12 10 8 6 20

Network Management Certificate 11 10 8 2 1Network Management AAS Degree 14 16 22 26 35

Business Administration AS Degree 34 24 42 36 57Business Administration Certificate 14 13 7 3 5

Business Administration AAS Degree 12 10 7 8 12Business Administration - Tribal Administration AAS Degree 2 2 1 2 7

Accounting Certificate 17 6 7 5 3Accounting AAS Degree 13 15 10 12 20

Office Information Applications Certificate 10 9 6 3 4Office Information Applications AAS Degree 4 3 3 2 8

Computer Science Information Systems AS Degree 14 12 18 13 9Early Childhood AA Degree 103 69 69 78 81

Early Childhood Certificate 2 2 1 0 2Liberal Arts AA Degree 145 131 148 162 202

Liberal Arts (Non-Degree); Science and Humanities None 13 14 20 22 16Undeclared 260 261 249 247 323

Total 880 798 812 799 990


Twenty-seven percent (22/82) of the graduates received degrees in Liberal Arts, followed by fifteen percent (12/82) in Business Administration (Table 1.4).

Table 1.4SIPI Degrees and Certificates Awarded, 2005-06 through 2009-2010

Program Graduates Award Type2005-06

2006-07

2007-08

2008-09

2009-10

Natural Resources Management, Agribusiness AAS Degree 0 0 0 0 0

Natural Resources Management AAS Degree 7 5 2 6 4Natural Resources Management, Crop and Soil Science AAS Degree 0 0 0 0 0

Natural Resources Mgt. - Environmental Science Specialty AAS Degree 1 1 0 0 0Pre-Engineering AS Degree 0 0 0 0 0

Civil Engineering Technology - Architectural Drafting Certificate 0 0 0 0 0Electronics Technology AAS Degree 1 2 1 1 0

Electronics Technology Certificate 0 0 0 0 0Instrumentation and Control Technology AAS Degree 0 0 0 1 0

Computer Integrated Manufacturing Technology AAS Degree 0 0 0 0 0Civil Engineering Technology - Surveying AAS Degree 0 1 0 0 0

Computer Aided Drafting and Design Certificate 0 0 0 1 3Geospatial Information Technologies AAS Degree 4 3 0 2 2

Geospatial Information Technology Certificate 0 0 0 0 0Institutional Cooking and Baking Certificate 4 8 7 6 12

Culinary Arts AAS Degree 1 0 1 0 0Commercial Offset Printing and Pre-press Certificate 0 0 0 0 0

Commercial Offset Printing and Pre-press AAS Degree 1 0 1 0 0Vision Care Technology AAS Degree 8 3 5 9 6

Optical Laboratory Technology Certificate 2 2 1 1 0Hospitality Services Management AAS Degree 0 2 3 2 1

Network Management Certificate 0 0 0 0 0Network Management AAS Degree 2 4 5 3 2

Business Administration AS Degree 3 3 4 5 6Business Administration Certificate 2 0 1 0 0

Business Administration AAS Degree 5 4 5 0 5Business Administration - Tribal Administration AAS Degree 0 0 0 0 0

Accounting Certificate 1 0 1 1 0Accounting AAS Degree 3 3 6 7 6

Office Information Applications Certificate 1 1 0 1 0Office Information Applications AAS Degree 0 2 0 1 3

Computer Science Information Systems AS Degree 3 0 1 0 2Early Childhood AA Degree 8 9 3 10 7

Early Childhood Certificate 1 0 0 0 1Liberal Arts AA Degree 18 14 16 21 27

Totals 76 67 63 78 87Source: SIPI’s Internal Data


SIPI Employees

Table 4 reflects the diversity of SIPI faculty and staff members, in culture and professional and academic experiences. During the 2008-2009 academic year, approximately 53% (73/137) of all faculty and staff at SIPI report that they are Native American (full-time faculty 6/17=35% and part-time faculty 2/52=4%). The average age of employees is 51 years; 53% are male. 55% of the part-time and full-time instructors reported they have a master’s degree or a doctorate. Figure 5 provides a distribution of faculty based on 2007-08 IPEDS data. The Criterion Chapter 3 provides credential information for full- and part-time faculty from the Fall 2010 trimester.

SIPI Faculty and Staff Characteristics, Academic Year Fall 2008-Summer 2009.0

Table 1.5

0 The data for this table was collected for the Fall 2008-2009 Academic Year. Since that time two full-time faculty members applied for and were selected for two

Department Chairperson positions. SIPI currently has 15 full-time faculty.


Figure 1.3

SIPI lost a significant number of full-time faculty members over the past six years; the impact of this trend is reflected in Figure 6. During the Fall 2008 trimester nearly half of all course sections were taught by part-time faculty. During Academic Year 2008-2009, 38% (52/137) of the SIPI faculty members were part-time. However, among mainstream colleges there is a more pronounced pattern. The U.S. Department of Education reported that 67% of faculty in community colleges was part-time in 2004.0 The Chronicle of Higher Education 2010-2011 Almanac reported that 53% of faculty members at 2-year public institutions are part-time.0

Figure 1.4

The loss of faculty in-part occurred due to the campus atmosphere created by a Reduction in Force (RIF), implemented to avoid future deficits as had occurred in September of 2004, under a

0 Provasnik, S., and Planty, M. (2008). Community College: Special Supplement to The Condition of Education 2008 (NCES 2008-033). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. p. 8.0 The Chronicle of Higher Education. Almanac Issue 2010-11. August 27, 2010, Volume LVII, Number 1. p. 18.


former president and the lack of stability in leadership since then. 0, 0 Since January 2009 the atmosphere has improved under the leadership of President Sherry Allison; this is recognized by the interaction she had with the Higher Learning Commission as noted in their July 2, 2010 decision letter that moved SIPI from accredited status to candidacy status, “ …the Board in taking this action noted the high degree of commitment demonstrated by institutional representatives to the historic mission of the institution and to students as well as to improving operations and noted the credible plans put forward by the institution with the support of the Bureau of Indian Education for remediation of the institution’s significant issues.”0 The SIPI Board of Regents also acknowledges the strong consisted leadership of President Sherry Allison.0 The SIPI administration is working to address this issue and is developing a plan that includes hiring faculty, which is further discussed in the Criterion 1 chapter.

As noted previously, the core budget for SIPI is funded by annual appropriations from the U.S. Congress. There are two major funding streams allocated to the school by U.S. Department of Interior, Bureau of Indian Education: they are for facilities management and college operations. In general these funds have been stable and reliable (Table 1.6), although they have not grown substantially throughout SIPI’s history. The College is managing operations within the appropriated amount to prevent deficits. These two funding streams, facilities management and college operations are the core funding for the institution’s employees.

Table 1.6

FY 2006 FY 2007 FY 2008 FY 2009Education Program $5,703,491 $5,950,070 $6,240,801 $6,410,000 Facilities Management $2,066,514 $2,146,760 $1,986,588 $1,850,287 TOTALS $7,770,005 $8,096,830 $8,227,389 $8,260,287

0 This RIF was grieved by the union (Federation of Indian Service Employees, Local 04524) and eventually the RIF was overturned by a federal mediator. Employees

were reinstated and compensated with back pay. The RIF was implemented under a Personnel Demonstration Project, on October 7, 2007. In order to ensure the

College operated under a solidly established personnel system, SIPI President, Dr. Jeffrey Hamley terminated the Personnel Demonstration Project and SIPI returned to

the previous federal personnel system.

0 Dr. Joseph Martin resigned in 2005 and James Lujan was appointed at Interim President, James Lujan retired in 2005 and Valerie Montoya was appointed Interim

President, Dr. Jeffrey Hamley was appointed in 2006 and served until he was detailed to another Bureau of Indian Education office in January 2009 and finally Dr.

Sherry Allison served as Interim President and was then appointed in December 2010.

0 Letter sent by Dr. Sylvia Manning, President, Higher Learning Commission to Dr. Sherry Allison, President, Southwestern Indian Polytechnic Institute on July 2,

2010 informing SIPI that the HLC Board of Trustees voted to withdraw accreditation from SIPI but also to grant candidate for accreditation status to the institution.

0 The importance of a stable leadership is well recognized by the SIPI Board of Regents who passed Resolution #2010-08 on November 19, 2010 indicating, “The

Board of Regents strongly supports the consistency of leadership under the leadership [of] Dr. Sherry Allison.”


The Community/Constituencies

SIPI was established to provide higher education to federally recognized tribes. Today, there are 565 federally-recognized tribes in the United States.0 The U.S. Census Bureau reported that as of July 1, 2009 the estimated population of American Indians and Alaska Natives was 5 million or 1.6 percent of the total population with the following characteristics. 0

The median age of this population in 2009, was 29.7 compared to a median age of 36.8 for the population as a whole. Thirty percent were younger than 18, and eight percent were 65 and older.

Thirteen states were home to 65 percent of the nation’s American Indian and Alaska Native residents and/or have more than 100,000 residents in July 1, 2009, including: California, Oklahoma, Arizona, Texas, New Mexico, New York, Washington, Florida, North Carolina, Michigan, Alaska, Oregon and Colorado. In July 1, 2009 Alaska had the highest proportion of American Indians and Alaska Natives (18%), followed by Oklahoma (11%), and New Mexico (11%).

Eighty percent (80%) of American Indians and Alaska Natives 25 and older had at least a high school diploma compared to 85 for the total population. Sixteen percent (16%) obtained a bachelor’s degree compared to 28% for the overall population.

American Indian and Alaska Native owned business numbered 237,386, with $34.5 billion total receipts in 2007.

Twenty-eight (28%) of the civilian-employed American Indian and Alaska Native people 16 and older worked in management, professional and related occupations.

The median income of American Indian and Alaskan Native houses was $37,348. The percent of American Indian and Alaska Natives in poverty in 2009 was 23.6%.

A gap analysis and report was completed December 2009 to examine job opportunities in areas surrounding Indian reservations.0 There was also an audit of SIPI’s current program offerings to determine whether the occupational growth and earnings associated with these jobs qualifies these programs as very good, good, average, or poor. The Criterion chapter 5 presents information from the report.

SIPI within New Mexico Higher Education

New Mexico has 24 public postsecondary institutions and four tribal colleges that serve 121,593 square miles of New Mexico (fifth largest state in the nation). In Fall 2006, the State of New 0 On October 1, 2010 there were “564 tribal entities recognized and eligible for funding and services from the Bureau of Indian Education by virtue of their status as

Indian Tribes” and on October 27, 2010 the Shinnecock Indian Nation was added to the list. So now it is up to 565 federally recognized tribes. This information is

available from the Federal Register: “Indian Entities Recognized and Eligible To Receive Services From the United States Bureau of Indian Affairs (Notice).” Federal

Register 75:190 (October 1, 2010), pp. 60810-60814. Also, “Indian Entities Recognized and Eligible To Receive Services From the United States Bureau of Indian

Affairs (Notice).” Federal Register 75: 207 (October 27, 2010), pp. 66124.

0 U.S. Census Bureau. 2010. Facts for Features - American Indian and Alaska Native Heritage Month: November 2010. Downloaded from

http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb10ff22.html on December 23, 2010.

0 Economic Modeling Specialists Inc. (EMSI). December 2009. American Indian Education Gap Analysis for the Southwestern Indian Polytechnic Institute.


http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb10ff22.html

Mexico reported that 10,188 American Indian students attended public colleges and universities and 2,162 attended one of four tribal colleges. The American Indian enrollment was approximately 9.5% of the total New Mexico enrollment of 130,338 college students. This represents a gap of 1% or 1,200 students since the American Indian population is 10.5% of the state’s overall population.0

In terms of degree attainment, in 2006-2007 nearly 9.7% (678) of the 6,980 Associate’s and Certificates and nearly 4.3% of Bachelor’s were awarded to Native Americans.0 This pattern occurred in-part due to poor academic preparation. The State of New Mexico reported that 68% of Native Americans graduating from New Mexico Public High School took remedial classes upon enrolling in college (Whites=35%, Asians=35%, Blacks=54%, Hispanics=58%). To address these educational equity issues, the state is focused on improving transfer rates from 2-year to 4-year institutions, improving retention and graduation rates at 4-year institutions, supporting dual-credit enrollment, and encouraging 2+2 initiatives.

Furthermore, in 2009 the New Mexico State Legislature passed House Bill 50 which established the American Indian Post-Secondary Education Act; authorizing the New Mexico Higher Education Department to provide assistance to public post-secondary educational institutions and tribal colleges in the planning, development, implementation and evaluation of recruitment and retention strategies designed for American Indian college students.0 The Act formally recognizes the historical and cultural importance of New Mexico’s four tribal colleges as a part of the state’s higher education system. SIPI had already built bridges to the state’s public institutions: a) SIPI participates in a number of statewide articulation matrices (General Education, Business Administration, Early Childhood Education, and Engineering), b) SIPI has partnered in a number of grant funded programs to strengthen transfer (for example, New Mexico Alliance for Minority Participation, UNM Southwest Center for Microsystems Education’s NSF-ATE Regional Center), and c) SIPI students receive state financial aid. The New Mexico higher education community continues to support SIPI as the College continues work on accreditation issues.0

0 Cabinet Secretary, New Mexico Higher Education Department Reed Dasenbrock, Ph.D. American Indian Students in Higher Education and the Indian Education

Act. Presentation on June 19, 2008. Access at http://www.hed.state.nm.us.

0 Winograd, P., Dasenbrock, R., Garcia, V. Ready For College 2008: An Annual Report on New Mexico High School Graduates Who Take Remedial Classes in New Mexico Colleges and Universities. Santa Fe, New Mexico. August 2008. Access at http://www.hed.state.nm.us.0 New Mexico State Legislature, Regular Session, 2009. House Bill 50, The American Indian Post-secondary Education Act.0 Letter from Dr. David A. Lepre, Executive Director, NM Council of University Presidents, to Dr. Sherry Allison, President, SIPI. July 19, 2010.Letter from Dr. Viola E. Florez, Secretary of Higher Education to Dr. Sherry Allison, President, SIPI. July 21, 2010.Letter from Danny K. Earp, Director, New Mexico Independent Community Colleges to Dr. Sherry Allison, President, SIPI. July 28, 2010.Letter from Dr. Cedric Page, President, New Mexico Association of Community Colleges to Dr. Sherry Allison, President, SIPI. August 16, 2010.


PART II—ACCREDITATION HISTORY

Chapter 1: Summary of Accreditation History

The following is a summary of the accreditation history of SIPI.

1975 SIPI initially accredited by NCA (now HLC) (certificate)1981 Comprehensive site visit accreditation status reaffirmed1986 Comprehensive site visit accreditation status reaffirmed1993 Comprehensive site visit accreditation status reaffirmed (associate degree)1996 Focused Self Study: Assessment & General Education1998 Progress Report: Non-academic Assessment Plan2000 Comprehensive site visit accreditation status reaffirmed2002 Progress Report: Academic Assessment Plan, Funding Formula, & Funding of Science

& Technology Building2003 Request for Institutional Change: A.A. in Early Childhood Education2006 Request for Institutional Change: A.S. in Pre-Engineering2006 SIPI Business Programs are accredited by The Association of Collegiate Business

Schools and Programs (ACSP)2009 The Commission of Opticianry Accreditation (COA) for the Vision Care Technology

Program; the program was recently reviewed in March 2009 and reaccredited for another six years

2009 SIPI had a comprehensive evaluation visit by the Higher Learning Commission (HLC) on December 7-9.

2010 On July 2, 2010, SIPI received formal notification from the HLC that the Board of Trustees voted to withdraw accreditation, and to place the College in candidate status.

2010 The Accreditation Council for Business Schools and Programs (ACBSP) withdrew its specialized accreditation upon being informed by SIPI that the Higher Learning Commission withdrew its accreditation status.0

2010 When SIPI informed the COA that the HLC withdrew its regional accreditation, the COA placed SIPI on “Provisional Accreditation” not to exceed two years.0

0 Accreditation Council for Business Schools and Programs (ACBSP) August 18, 2010 letter to the SIPI President withdrawing specialized

business accreditation upon being informed that the HLC withdrew regional accreditation.

0 Commission on Opticianry Accreditation (COA) November 11, 2010 letter to the SIPI President, placing SIPI in “Provisional Accreditation”

status not to exceed two years.


Chapter 2: Concerns from the 2000 Visit and SIPI’s Response

The 2000 comprehensive evaluation report identified five major issues.0 The issues and SIPI’s responses are as follows:

1. “There is no formalized systematic program review process at Southwestern Indian Polytechnic Institute.”

Response: SIPI failed to respond aggressively to this concern and did not develop and implement an internally developed program review process during the period spanning 2000 and 2009, the period prior to the latest comprehensive evaluation team visit in December 7-9, 2009.

2. The Southwestern Indian Polytechnic Institute plan for the assessment of student academic achievement has not been fully implemented.

Response: SIPI developed an assessment plan; this was reported to the HLC in a 2002 progress report. However, this plan was not fully implemented prior to the December 7-9, 2009 comprehensive evaluation visit.

3. “The funding formula change agreed to by Southwestern Indian Polytechnic Institute, Haskell University, and Office of Indian Education Programs has received congressional support. The allocation to Southwestern Indian Polytechnic Institute however, based on this new formula has not been approved by the United States Congress.” Response: This continued to be the case prior to the December 7-9, 2009 evaluation visit.

4. “The ten million dollar funding request for completion of the proposed science building has not been appropriated by the United States Congress.”

Response: SIPI received a ten million dollar appropriation. A state-of-the-art science and technology building was complete and has been in full use since 2003.

5. “Transcripts for all adjunct faculty members were not on file at Southwestern Indian Polytechnic Institute.”

Response: SIPI had official transcripts for adjunct instructors on-file in the departmental chairperson’s office during the December 7-9, 2010 HLC visit.

0 Higher Learning Commission Evaluation Team Report to SIPI for the February 14-16, 2000 visit.


24 Accreditation History

Chapter 3: Compliance Issues from the HLC Final Decision Letter0

The following are the non-compliance issues identified by the Higher Learning Commission in their July 2, 2010 letter formally notifying SIPI of the withdrawal of accreditation and granting of candidate status.

Criterion One, “the institution operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff and students,” particularly Core Component 1.d, “the institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission,” and Core Component 1.e, “the institution upholds and protects its integrity,” for the following reasons:

“The complicated relationship between the Bureau of Indian Education (“BIE”), the SIPI Board of Regents, the President, senior leadership and faculty has led to failures at the operational level in responding to the concerns of the last evaluation team and moving forward important initiatives related to planning, program review, and assessment (Core Component 1.d.).”

Response or Status: In order to address “complicated relationships” between stakeholders leading to operational failures and a lack of progress from the 2000 comprehensive evaluation, SIPI has taken a number of steps to clearly define areas of responsibility and decision-making, embedding these in institutional policies and documents (e.g., handbooks), engaging in effective communication, and developing the means to monitor and evaluate systems (including assessment, budgeting, and planning).

Clearly Defining Areas of Responsibility and Decision-Making: Part I, Chapter 2 of this report described the role of the SIPI Board of Regents within the context of the federal government. At the local level, there are a number of documents that further delineate the composition, role, and operation of the SIPI Board of Regents, including their by-laws which determine the composition of the Board of Regents, a MOU signed by the Board of Regents, the Bureau of Indian Education, and the SIPI President on May 26, 2010 that delineates the duties and role of the Board of Regents in relation to the school and its administration, the constitution of the Board of Regents that was revised in December of 2009 (these documents are further discussed in the Criterion 1 Chapter, Part III of this report). This work is not complete, further discussions are in process to ensure that the Board of Regents fulfills a vital role in ensuring SIPI meets its mission.

Secondly, a significant document has been executed; the Bureau of Indian Education (BIE) has issued a new administrative manual that delineates the delegation of authorities of the Assistant Secretary – Indian Affairs through the Director, Bureau of Indian Education to the Deputy Directors, Associate Deputy Directors, Assistance Deputy Director, BIE to the President of Southwestern Indian Polytechnic Institute.0

0 The July 2, 2009 final decision letter from the HLC summarizes the December 7-9, 2009 Evaluation Visit Report and Review Committee Report. SIPI responses to

these reports are in the Accreditation Resource Room.

0 Part 3 Chapter 8 Indian Affairs Manual (3 IAM 8).


SIPI has also established a new committee structure. The President’s Cabinet was created to address planning, budgeting and policy. The Division of Academic Programs has formalized a “Curriculum Committee” consisting of all full-time faculty members that have developed SIPI’s own Five-Year Program Review Process, SIPI’s Program Assessment Model, refined the College’s General Education requirements, developed an Advisory Committee Handbook and an Annual Program Reporting form that will be used to ensure assessment and reviews are occurring and that data can be systematically compiled into reports that are shared with internal and external stakeholders. The Curriculum Committee has the means to assume responsibility for the curriculum. The Academic Affairs Committee consists of the Vice President of Academic Programs, the Director of Admissions, the Director of Housing and Recreation, a representative from the Financial Aid Office, a representative from the Student Senate, and the three department chairpersons. The Academic Affairs Committee reviews curriculum changes approved by the Curriculum Committee and any proposed changes in policies and compiles assessment and program review reports. The Academic Affairs Committee makes recommendations to the SIPI President who may seek concurrence with the SIPI Board of Regents.

Embedding Change in Institutional Handbooks: SIPI is revising its Academic Affairs Handbook to reflect this new decision-making structure. The College has also drafted a faculty handbook; however it is not yet complete and must be reviewed by the union and human resources to ensure there is no conflict with existing federal regulations. SIPI is developing a new personnel handbook; the previous handbook was created under a personnel demonstration project. Since the College has made a full transition back to the Title V, federal personnel system a new personnel handbook must be developed. Finally, the College is developing a general administrative handbook that applies to SIPI at the local level.

Effective Communication: The SIPI President, the President’s Cabinet and the SIPI Board of Regents have endeavored to build greater transparency. The Board of Regents meets quarterly and encourages stakeholders to attend. The President writes weekly reports and quarterly reports to share with the Board of Regents. Also, many of the standing committees have broad representation, for example a union representative, a liaison from the SIPI Board of Regents Office and the Student Senate President serve on the President’s Cabinet. The SIPI President holds campus-wide meeting with all faculty (full-time and adjunct), staff, and students to keep them informed of key processes being developed. The intent is to ensure that all stakeholders have input to the change process and are aware of changes that are occurring across the campus.

Monitoring and Evaluation: The Curriculum Committee has made tremendous progress in addressing assessment of student learning and program reviews (see Part III, Chapter 3 on Criterion 3). The College will now use an “Annual Program Report” form for faculty to report assessment activities and any changes to the curriculum, pedagogy, and learning resources. This information will be compiled at the department level and sent through the Academic Affairs Committee with final reports given to the President, the SIPI Board of Regents and other stakeholders.

Additionally, SIPI has taken steps to ensure that assessment is integrated into the planning and budgeting process. This is addressed in Figure 9, the SIPI Institutional Flowchart and the


Institutional Planning Calendar (Part III, Chapter 2, Criterion 2), that specifically assessment data is used in budget requests, and in evaluating annual progress on the strategic plan. The reports to stakeholders and the integration of major institutional processes will help to ensure transparency and accountability with regards to assessment.

SIPI has developed an instrument to conduct non-academic assessment, but still needs to specify how this will be implemented. The College is reexamining how it will conduct faculty evaluations to ensure full faculty participation in assessment, program review processes and service on committees is adequately reflected in this process.

“The pattern of oversight of the College related to funding wherein SIPI is administered by the Bureau of Indian Education, which is responsible for academic oversight and some facilities, the Bureau of Indian Affairs Office of Facilities Management and Construction, which is responsible for some facilities, disaggregates funding and further attenuates responsibility across structures in the Department of the Interior (Core Component 1.d.).”

Response or Status: SIPI’s President has the authority to administratively manage and control Congressionally appropriated funds that come to SIPI through the Office of Facility Management and Construction (OFMC) or through the Bureau of Indian Education, within the scope and specific intended purposes and used for which the funds were received. Once the funds become available for expenditure, the President has the authority to administer the funds in accordance with applicable federal regulations and policies.

“The bureaucratic oversight patterns have led to extended delays in program approval, fiscal management, and hiring additional personnel, including a situation where no new employees could be hired for a period of time because the institution was remedying a back-pay problem caused by an attempt to revise the Federal personnel structure in use at SIPI (Core Component 1.d.)”

Response or Status: The SIPI President is strengthening the administrative leadership team by ensuring that key positions are filled. For example, since the last HLC comprehensive evaluation visit in December 2009 SIPI has hired three full-time department chairpersons. According to the College’s Humans Resources Office, 20 vacant positions were filled across the campus (see Part III, Chapter 1, the section on Strengths, Challenges and Issues for the Future). Secondly, SIPI has completed the transition back to the Title V federal personnel system and has resolved the back-pay issue. Thirdly, the SIPI President has established a strong working relationship with the Bureau of Indian Education and the Assistant Secretary – Indian Affairs Office, who support local control and who have taken on a more supportive role in SIPI’s efforts to comply with accreditation standards and best practices from the higher education field.0 Finally, as a part of the institutional planning process, the organizational structure will be reviewed to ensure key functions are addressed such as student services.

0 Letter from Assistant Secretary of Indian Affairs Larry Echo Hawk to The Higher Learning Commission of North Central Accreditation, April 15, 2010.


“The college has had four presidents and four interim presidents in the past ten years, which is a pattern of turnover that has failed to, provide stable, long-term leadership for the college (Core Component 1.d.).”

Response or Status: The College recognizes the importance of stable leadership to ensuring a continuity of efforts leading to a quality education for its students. Over the past ten years three previous presidents have voluntarily separated from the College and a number of interim presidents have served. Along with these voluntary separations, a number of individuals retired who had been at the College for over thirty years (Vice President of Academic Programs and three department chairpersons). As a result the current President has focused on rebuilding her leadership team and ensuring that merit system principles are followed. A majority of position descriptions are in place (see Part III, Chapter 1, Strength, Challenges and Issues for the Future for a breakdown of the status of position descriptions), performance plans are being developed, and faculty and staff will be recognized for quality work.

The Board of Regents recognizes the value of consistent leadership as reflected in Resolution #2010-08, “The Board of Regents strongly supports the consistency in leadership under Dr. Sherry Allison.” Assistant Secretary-Indian Affairs Larry Echo Hawk also expressed his commitment to, “ensuring SIPI’s leadership remains consistent, and fully supports the President and management’s proactive efforts to address the challenges of sustained stability and outcome-based, positive academic achievement among the SIPI student body.” He goes on to commend Dr. Allison’s demonstrated capacity to realign relationships and foster positive change.0

Meanwhile, the College’s administration is working to ensure that new processes are formalized and integrated into the everyday operation of the college. This has necessitated an extensive effort to update policies and institutional handbooks. Under Dr. Allison’s leadership, the College has broaden the role of faculty and staff and ensured campus-wide representation on key standing committees such as the President’s Cabinet.

“College staffing is limited (at the time of the team visit there were just three administrators) and there are a number of interim positions as well as faculty positions still vacant, which remain vacant until position descriptions can be finalized through the federal structure (Core Component 1.d.).”

Response or Status: The SIPI President has taken the lead to develop a Hiring Plan that specifies each department assess their personnel needs on an on-going basis, that current position descriptions are in place and exist on the college’s organizational chart, that the SIPI Human Relations Specialist can advertise and/or recruit for the vacancy, that rating instruments are in place, so that hiring can be carried out in the most efficient and effective method. The President’s Cabinet is currently reviewing institutional priorities that will recognize hiring needs and address budgeting. However, on an immediate basis a number of key positions have been recruited, hired, or are pending. In sum, 89 position descriptions have been approved and 64 of these positions descriptions are occupied. SIPI still needs to classify an additional 73 positions

0 Letter from Assistant Secretary of Indian Affairs Larry Echo Hawk to The Higher Learning Commission of North Central Accreditation, April 15, 2010.


descriptions approved within the Title V federal personnel system (Part III, Chapter 3, Criterion 1, see the section on Strengths, Challenges and Issues for the Future).

“While the Bureau of Indian Affairs has begun to provide more support and acknowledge some of these issues, and a new president has taken over leadership of the college, the current structure does not provide the depth and breadth to develop and implement appropriate policies and procedures and improvement plans effectively to enable it to fulfill its mission as a college (Core Component 1.d.).”

Response or Status: On a short-term basis the College has identified key functions and/or processes that must be addressed to ensure the College is meeting requirements and have assigned them to existing staff and faculty. The College has leveraged additional resources within the Bureau of Indian Education to work with the Vice Presidents to update policies and handbooks and to solidify on-going implementation of key processes. SIPI has also earmarked formula grant funds from the U.S. Department of Education, Strengthening Minority Serving Institutions, Title III (Tribal Colleges and Universities) to hire term positions to rebuild a Division of Student Services.0 These funds are also being used to establish the Institutional Research Office. The President has selected a candidate for the position of Institutional Effectiveness Specialist who will oversee this office. The Institutional Research Office will be service oriented with a college-wide scope. The office will assist with the systematic evaluation of educational programs, faculty educational support services, administrative processes, and financial and fiscal resources in order to identify the strengths and weaknesses of the institution. On a long-term basis the College will reexamine its organizational chart to ensure key positions are filled leading to effective mission attainment. This must be accomplished within the scope of existing appropriations. Finally, it must also be noted that existing faculty and staff have spent the past several months strengthening their own knowledge base about key processes that lead to development of a quality institution, as a result the institution has a broader and more in-depth knowledge base to draw on to address challenges.

“The institution presented the program review document of another institution as SIPI’s own document and, while it cited the document’s author in institutional materials, did not appreciate that it should not have represented such a document as its own (Core Component 1.e.).”

Response or Status: A lack of program reviews was cited as an issue at SIPI and the use of another institution’s program review process and document. This is not an issue, the Curriculum Committee has developed SIPI’s own program review process and it is currently being implemented in three programs, including: Early Childhood Education, Vision Care Technology, and Developmental Education.

0 HEA-Title III-A Strengthening Institutions: Tribal Colleges and Universities Statutory Language [20 U.S.C. 1059(c)]. This program helps eligible institutions of higher education to increase their self-sufficiency by providing funds to improve and strengthen the academic quality, institutional management, and fiscal stability of eligible institutions. During the FY 2009, the program became formula funded, rather than allocated through a competitive grant program.


“The institution also presented the strategic plan as its own planning document, which was later revealed to have provided as a strategic planning framework by a consultant (Core Component 1.e.).”

Response or Status: SIPI did contract with a consultant to help with environmental scans and facilitate SIPI internal group discussions and focus groups, as noted on page of page 2 of the original document shared with the HLC evaluation team that visited SIPI December 7-9, 2010. However, the strategic framework previously developed was in fact a SIPI product including the mission, vision, goals. SIPI acknowledges that the document was incomplete. The College had not yet completed prioritizing strategic activities and establishing implementation processes. It should not have been titled as the “strategic plan.” Since then SIPI has reconvened focus groups and reviewed strategic activities campus-wide. The President’s Cabinet is completing the prioritization of strategic activities and anticipates SIPI’s complete Strategic Plan will be in the final approval stage during February 2011.

“Supporting documents were not organized and readily available to the Commission’s evaluation team and plans such as the Program Evaluation Plan, etc. were implemented before the college community was adequately informed (Core Component 1.e.).”

Response or Status: SIPI established a permanent accreditation resource room that houses key institutional documents. This resource room assists faculty and staff in conducting the self-study however; it also serves as a reference room for standing committees including the Curriculum Committee and Academic Affairs. In writing this current “Progress Report” faculty and staff have continually ensured that documentation is in place and can be easily accessed by HLC evaluation teams. When the HLC Evaluation team is on-site, the support staff plans to provide a copy of this Self-Study Report that is hyperlinked to documentation/evidence. On a more long-term basis the Accreditation Coordinator has developed a “file plan” that specifies how documents are reviewed and then cataloged. Staff is also digitizing the collection to provide greater ease of access. Finally, although the pace of change has been rapid, SIPI has acted to ensure that processes are internally reviewed prior to implementation (e.g. Program Assessment Model, Five-Year Program Review), and can be documented through committee minutes.

Criterion Two, “the institution’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities,” particularly Core Component 2.a., “the organization realistically prepares for a future shaped by multiple societal and economic trends,” 2.b., “the institution’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future,” 2.c., “the organization’s assessment evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement, and 2.d., “all levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill its mission,” for the following reasons:


“Although the institution has expressed a willingness to complete the strategic plan, it remains incomplete and is not guiding decision-making (Core Components 2.a. and 2.d.).”

Response or Status: SIPI takes strategic planning, its budgeting process, and operational activities very seriously. The intent is to have planning inform the budget and for assessment to inform planning. SIPI is building processes that link planning efforts – such as strategic planning, educational master planning, other master planning, and program review – into the annual budgeting process. (see Figure 2.1 “Institutional Effectiveness Flow-Chart” and Figure 2.2 “Institutional Planning Calendar” in Part III, Chapter 2 of this report). As a result, SIPI reconvened focus groups to review operational work plans November 17-22, 2010. On January 3, 2011 the President’s Cabinet met to review and to begin prioritizing strategic activities based on the results of these focus groups. SIPI now has a baseline to track annual planning and to allocate resources. SIPI is in the final approval stages, the President’s Cabinet is expected to vote on the strategic plan on February 11, 2011, and then it must be approved by the SIPI Board of Regents and the Bureau of Indian Education.0

“The institution is not currently collecting appropriate academic and outcomes data to become better informed about the success of the organization and is not making decisions based on such data (Core Components 2.a. and 2.c).”

Response or Status: SIPI faculty members, working through the Curriculum Committee structure have developed:

Five-Year Program Review Annual Program Report Standardized Curriculum Format Advisory Committee Handbook Program Assessment Model General Education Assessment Plan

Each academic program has identified a mission, program educational goals, and multiple measureable student learning objectives that are mapped to appropriate courses. Suitable assessment approaches have been selected to assess students. The learning outcomes at the course level are indicated in course syllabi. These changes will be reflected in the 2011-2012 catalog. During the Spring 2011 trimester, program faculty and department chairpersons will determine what outcomes will be assessed and begin collecting data. During Summer 2011 trimester, faculty will continue to collect and analyze data and make recommendations for program improvement. During the Fall 2011 trimester, the faculty will utilize the Annual Report Form to submit program assessment data to the Curriculum Committee; the Curriculum Committee reviews and approves these reports. The Department Chairpersons will compile the Annual Reports for their programs, and submit them to the Academic Affairs Committee. Once the Academic Affairs Committee accepts the Annual Reports, the Vice President of Academic Programs submits an overall report to the President and to the SIPI Board of Regents and other stakeholders. The recommendations from this report will provide data and information to the budgeting process and to assess progress on the strategic plan.

0 Copies of the 2009-2013 Strategic Plan, operational plans, and minutes from the upcoming President’s Cabinet will be available in the accreditation resource room.


Linking assessment to other key College processes will help to institutionalize assessment and ensure continuity of effort. SIPI will also specifically evaluate the assessment system (see Part III, Chapter 3 on Criterion 3 for evaluation questions). Finally, faculty evaluation criteria will address: program reviews, assessment practices, program development, curricula documentation, and service on committees. In addition, teaching and advising functions and a process to evaluate current credentials will be institutionalized.

“The institution lacks adequate internal structures for review, planning and oversight of its financial and other resources and for allocating such resources for the future (Core Components 2.a. and 2.b.).”

Response or Status: The President’s Cabinet was established as an institution-wide body to work with the President to operationalize SIPI’s Strategic Plan, provide internal financial oversight, review institutional effectiveness, and assist with policy development. The Cabinet has been established as the gatekeeper for fiscal activities and the College budgeting process. The broad nature of the Cabinet ensures that all areas of campus have input into resource allocation decisions. Appendix I of the Strategic Plan outlines the program based budget process. The process establishes an annual cycle that allows for the planning of internal budgets based upon strategic activities of the offices, divisions and departments (20 areas) that have been identified by the President’s Cabinet. The budgeting process is based upon the review and prioritization of strategic activities that are developed from the operational work plans of each area. The prioritizing process utilizes an established rubric, and ensures that operational work plans are tied to the budget and linked to SIPI’s mission, vision, and goals. The operational work plans identify the resources necessary to implement strategic activities. This enables the President’s Cabinet to identify priorities for resource allocation. The President’s Cabinet is scheduled to meet twice a trimester to review financial reports and to ensure that the budget process is on track. Part II, Chapter 2, Criterion 2 provides a more in-depth discussion. The College has also been working with the financial personnel in Washington DC to determine the necessary steps to modify the current accounting and finance system to track each of the designated areas. This will modify the current structure of five major cost codes to twenty. The College has also developed a Hiring Plan to effectively utilize human resources and has acquired funding to begin a new Facility Master Plan.

“While the institution is included in a consolidated audit of the Department of the Interior and is accountable for its finances within the system used at the Department of Interior, the institution has been unable to provide the Commission externally-validated evidence of its own internal finances and appears not to be using such information to support its financial management and internal accountability on an ongoing basis (Core Components 2.a. and 2.b.).”

Response or Status: SIPI has been working with Department of Interior and BIE financial experts to review the current audit process within the Department of Interior and determine the appropriate mechanism to acquire an external audit and/or financial review specifically for SIPI. The College understands the need and usefulness of this type of annual review and is actively working to develop an appropriate external audit and/or review. As part of these discussions the SIPI President and the President of Haskell Indian Nations University requested a meeting via


conference call with HLC finance personnel to discuss the unique fiscal nature of both Federal institutions. As a result of these discussions, on December 20, 2010, the HLC sent a letter to the Presidents indicating that they understood the constraints faced by the nature of working within the federal finance system (e.g. cannot accumulate reserves, cannot operate within a deficit).0 As a result the Commission waived the requirement to respond to the call for financial ratios in the current Annual Institutional Data Update (AIDU). The HLC also acknowledged that by virtue of being included within the federal finance system, federal institutions such as SIPI undergo financial monitoring to ensure proper accounting of funds received and expenditures.

However, the Commission still requested information to determine that SIPI meets Criterion 2, “The organization’s allocation of resources and processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.” The HLC requested significant detailed evidence, “to show that the processes within the institution offer a robust system of access to financial and other information in order to make day-to-day and long-term decisions in the best interest of the institution…These patterns of evidence include, but are not limited to, concepts such as an institution’s ability to demonstrate management control over its resources, deploy those resources at will, set priorities as an autonomous institution, and assign importance by directing financial and other resources accordingly.

SIPI has taken a number of steps to address these financial and budget concerns. The establishment of the President’s Cabinet has given campus wide input into budget development and implementation. SIPI has established a program-based budget process that is linked to planning and institutional priorities which drives resource allocation (this is discussed in Part II, Chapter 2: Criterion 2). Additionally, the Vice President of College Operations is taking the lead to structure the Federal Finance System (FFS) into a more fine-grained system of reporting. This will allow for timely reporting of detailed information to be utilized in resource allocation and decision making. This modification will be extended to the BIE web based WebBudget system, an online budgeting tool utilized by all BIE schools and post-secondary institutions to track appropriated funds on a quarterly basis. The work in place and the efforts underway will provide transparency and allow for timely fiscal information in the planning and decision making structure for the College.

“While the institution has developed a plan for a college budget committee that includes representation from across the campus, the college is not currently preparing its own budgets internally including information and structures appropriate for a college budget and is not using the budget as a basis for planning so that it knows what its resources and reserves are for the future (Core Components 2.a., 2.b., and 2.d.).”

Response or Status: The previous two responses discuss the efforts being made to modify the accounting structure, acquire external evaluation and the operation of the President’s Cabinet to provide internal fiscal oversight and develop internal budgets tied to strategic priorities. The program based budget process ensures an on-going annual cycle of planning, implementation and review.

0 Letter from Dr. Andrew Lootens-White, Vice President for Accreditation Relations, HLC to Dr. Sherry Allison, President, SIPI and Mr. Chris Redman, President, Haskell Indian Nations University. December 20, 2010.


“The institution currently lacks an institutional research office or function to gather or assemble data or prepare institutional reports, and the institution is not utilizing data in its decision-making (Core.Component.2.c.).”

Response or Status: SIPI has earmarked Title III grant funds to establish an Institutional Research Office staffed by the Institutional Effectiveness Specialist that will assist with planning and assessment. Meanwhile, SIPI is using existing faculty and staff to fill this function.

“The assessment plan is still a nascent document (Core Component 2.c.).”

Response or Status: A previous response indicates SIPI’s progress in establishing a robust academic assessment system. In sum, the College has begun data collection specific to the program assessment model and program review process (Spring 2011), this will continue into Summer 2011 along with an analysis of this data and data that SIPI has routinely collected for many years. The Annual Program Report will synthesize this data in Fall 2011. SIPI will review and analyze assessment data annually and expand program reviews to other areas of the College.

“The institution has plans to hire an institutional researcher and to begin to conduct ongoing planning based on institutional research, assessment and data, but the institution has had such plans since its required progress report in 2002 and has made little progress (Core Component 2.c. and 2.d.).”

Response or Status: SIPI advertised the vacancy, screened applicants, and has made a job offer. SIPI is waiting for a response from the individual.

Criterion Three, “the organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its education mission,” particularly Core Component 3.a. “the organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible,” for the following reasons:

“While three educational programs may have established learning goals and processes for assessment, a majority of the educational programs lack assessable or stated learning outcomes and effective assessment of these programs is not taking place, nor is outcome data being used to enhance student learning even in those programs in which some assessment is occurring.”

Response or Status: Prior to the December 2009 comprehensive evaluation visit, SIPI faculty and staff attempted to develop a new assessment plan, but it was neither fully developed nor implemented. The lack of a fully articulated plan has led to a non-systematic approach to program level assessment. To ensure that this did not occur again, SIPI changed its decision-making structure by establishing the Curriculum Committee. The Curriculum Committee has developed a program assessment model and faculty members have received training and professional development to apply this model to programs. As a result each program has identified a mission, program educational goals, multiple measureable and student learning outcomes that are mapped to courses. This serves to ensure that the curriculum is aligned.


Program Assessment Plans were reviewed and feedback was provided to program faculty. Program faculty are now refining their plans, and during the Spring 2011 trimester faculty members will identify specific learning outcomes they will assess, and begin collecting data, this will continue into the summer. The faculty will begin analyzing data and developing recommendations to strengthen the curriculum, pedagogy and learning resources. This data and recommendation will be captured and shared with stakeholders through an Annual Report form. By Fall 2011 SIPI should have these reports. In order to ensure that assessment continues, this process will become part of faculty and staff evaluations.

“While SIPI participates in the New Mexico Higher Education Department assessment reporting which is linked to state learning outcomes, SIPI has not established its own general education learning goals and is not assessing the learning of its students against these goals.”

Response or Status: The faculty has established its own General Education Program goals, competencies, and distribution requirements that are unique to SIPI’s mission. The Curriculum Committee has development a General Education Assessment Plan.

Program Goals

Goal 1: Ensure breadth of knowledge and promotes intellectual inquiry.

Goal 2: Prepare students to live in and contribute to a dynamic, complex and multicultural world as productive life-long learners and tribal members, in an ever changing global environment.

Goal 3: Develop and enhance such abilities as critical thinking, communication (written and oral), interpersonal skills, and an appreciation of their cultural legacy.

Goal 4: Provide an environment that allows students to gain an appreciation of the creative arts, understand multicultural and diverse perspectives, articulate the human condition, analyze the natural world through mathematics and science, and make meaningful and ethical decisions.

Goal 5: Students who complete the general education requirement will possess the knowledge and mental skills essential to their development as an individual, as tribal member, and as a global citizen.

Core Competencies

SIPI has identified four core competencies that all SIPI certificate and associate degree students will demonstrate upon completion of a program of study at SIPI. The competencies are in SIPI’s basic mission statement and represent the most deeply held values of the college. The competencies help ensure that our graduates will be informed and committed citizens, prepared for the technological, behavioral and practical needs of modern workplaces and communities.


Communication: Students will be able to effectively communicate ideas to others in a grammatically correct way.

Interpersonal Skills/Teamwork (or possibly Team Group learning): Students will demonstrate individual and interpersonal skills to work with others professionally on a community and global level.

Cultural Legacy: Students will demonstrate knowledge of Native American history, culture and traditions while recognizing the culture and traditions of others on a national and global level.

Critical Thinking: Students will demonstrate the ability to analyze, synthesize and communicate data by using critical thinking skills.

General Education Requirements

Certificate 6 creditsA. A. S. 15 creditsA.A. or A.S. 24 credits

“The institution filed a progress report with the Commission regarding its assessment planning in 2002, but none of the plans outlined in the progress report have been implemented so assessment remains in a very beginning state at the institution.”

Response or Status: Prior to the December 2009 HLC comprehensive evaluation visit SIPI failed to implement an academic assessment program. The College developed an assessment plan in 1999, and had begun course level assessment. However, due to the change in leadership and retirement of key personnel (Vice President of Academic Programs, and three department chairpersons), the lack of broad based buy-in from the faculty, and the lack of an institutional assessment office, this 1999 assessment plan never achieved full implementation. This has been addressed and SIPI is taking measures to ensure that assessment is institutionalized. For example, we are linking assessment to planning and budgeting, we have identified a method for reporting assessment data to stakeholders, and finally faculty and staff will be evaluated on the extent to which they are performing assessment.


“The institution adopted a program review protocol from another community college but has not appropriately modified the plan for use at SIPI, and, although some programs may be participating in program review driven by an external agency (e.g., accredited by specialized business accreditor Association of Collegiate Business Schools and Programs (ACBSP) [American Assembly of Collegiate School of Business], no program review protocol has been adopted across the institution.”

Response or Status: SIPI has a home-grown Five-Year Program Review process that was approved by the Curriculum Committee. Three academic programs were identified for a review during 2011: Vision Care Technology, Developmental Education, and Early Childhood Education. These programs were selected because data in readily available, this will allow SIPI to build its experience with this process, and the individuals involved in these initial reviews can mentor those involved in subsequent reviews. In the future, the College will schedule programs for review based on the following criteria: low enrollment, low graduation, or showing rapid growth in enrollment. This will become evident as programs utilize their Annual Program Reports. SIPI will provide the status or evidence of these reviews during the 2011 HLC visit scheduled for March 2011.

“Evidence from assessment results is not being used for decision-making or curricular change in academic affairs.”

Response or Status: SIPI will begin to systematically use assessment results to improve the curriculum beginning late Fall 2011 into Spring 2012.

Criterion Four, “the organization promotes a life of learning for its faculty, administration, staff and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission,” particularly Core Component 4.c., “the organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society,” for the following reasons:

“The institution is not conducting a program review or assessment of student learning outcomes systematically across the institution so that it can be knowledgeable about the usefulness of its programs.”

Response or Status: see previous responses.

“Academic Programs with external advisory committees lack clear protocols to provide input based on data analysis to inform the review of the usefulness of information provided in the curriculum”.

Response or Status: The Curriculum Committee has developed and officially adopted an Advisory Committee Handbook. The following advisory committees met during Fall 2010: Culinary Arts, Geospatial Information Technology, Natural Resources, Vision Care Technology, and Engineering and Engineering Technology. Two other advisory committees for Business and for Liberal Arts will meet in February, 2011. Minutes from the meetings are available in the Accreditation Resource Room.


PART III: CRITERIA, CORE COMPONENTS AND EVIDENCE

Chapter 1: Criterion One: Mission and Integrity

THE ORGANIZATION OPERATES WITH INTEGRITY TO ENSURE THE FULFILLMENT OF ITS MISSION THROUGH STRUCTURES AND PROCESSES THAT INVOLVE THE BOARD, ADMINISTRATION, FACULTY, STAFF, AND STUDENTS.

Core Component – 1a: The organization’s mission documents are clear and articulate publicly the organization’s commitments.

“…SIPI has a successful history of serving the educational needs of American Indian and Alaskan Native students through comprehensive programs of education, extension education and public service.”0

Dr. Sherry Allison (Dine’), SIPI President

The SIPI Board of Regents has adopted statements of mission, vision, values, goals and organizational priorities that together clearly and broadly defines SIPI’s mission.

The following list SIPI’s mission, vision, values and goal statements approved by the Board of Regents on September, 20090 to ensure the College is meeting its obligation to the student population and tribal communities it serves. SIPI and the Board of Regents clearly recognize the variety of educational experiences, skills, needs, and interests in the student body in addition to the variety of social, economic, and political needs of tribal nations. SIPI strives to ensure that a healthy, holistic learning environment centers on the classroom and extends beyond the classroom.

Mission Statement

Southwestern Indian Polytechnic Institute is a National Indian Community College that prepares Native American students to be productive life-long learners as tribal members in an ever-changing global environment. As a land grant institution, SIPI partners with tribes, employers, and other organizations with a stake in Indian education. An enduring commitment to student success is the hallmark of SIPI’s operations.

Vision Statement

By the year 2020, Southwestern Indian Polytechnic Institute (SIPI) will solidify its position as a preeminent higher learning institution, providing a range of career and transfer opportunities for Native learners throughout the United States including Science, Technology, Engineering, and Mathematics (STEM). Recognized for its unwavering

0 2009-2011 Southwestern Indian Polytechnic Institute Catalog, pg. 2, “A message from the Interim President.”0 Board of Regents, September 25, 2009 Meeting Minutes

39 Criterion One: Mission and Integrity

commitment to success for all students, SIPI is innovative in the pursuit of educational excellence. SIPI collaborates with tribes and other entities with a stake in Indian education. SIPI’s graduates are proud of their Native American culture in a pluralistic, globalized world and are ready to compete with the best graduates from colleges and universities anywhere.

Value Statements

As a National Indian Community College, SIPI will adhere to the following values within its structure, policies and practices:

Respect for tribal sovereignty, self-determination, self-governance and recognition of treaty obligations: The College recognizes that Indian nations exist as sovereign nations with the inherent right of self-determination and self-governance. SIPI will accomplish its goals within this scope through collaborative partnerships with tribal entities.

Relevance: Recognizing the impact of global trends on Indian nations, the College strives to deliver culturally, socially, and economically relevant information, training, and services that will offer long-term solutions and encourage life-long learning among students. Furthermore, through the process of education, the College will work with tribal communities to reclaim and integrate traditional indigenous knowledge into a context that will meet their needs.

Respect for Diversity: The College values and supports diversity within its structure and within the individuals and communities that are served.

Holistic Approaches: The College will provide a holistic learning environment for students including affective, cognitive and social enhancement.

Integrity and Professionalism: The College strives to provide the highest quality instruction, services, and learning resources to American Indian and Alaska Native students and communities

Service to Tribal Nations: The College works with tribal nations and public and private industry in setting a direction and through its many education/training programs, workshops, conferences, and grant/contract-supported projects; the College works to assist tribal nations in dealing with complex challenges and opportunities.

Promote Educational Excellence for All Native Americans: The College will foster partnerships with other organizations and consortiums that promote educational access and excellence for all Native Americans.


Additionally, the College commits itself to the achievement of six strategic goals during 2009-2013.

Goal Statements

1. Make learner success the core work of Southwestern Indian Polytechnic Institute.

2. Develop new programs, strengthen existing programs, and recruit students to respond directly to the current and projected demographic and economic trends of Indian tribes, the state in which they are located, the nation, and the world.

3. Promote the health and economic vitality of Indian tribes and communities through dynamic partnerships, coalitions, and collaborations.

4. Expand the use of instructional technology to enhance student learning.

5. Make better use of existing data and information; create new actionable information and customers for this information to support SIPI's operational and strategic planning efforts.

6. Provide new and expanded opportunities for faculty and staff development that supports an atmosphere of excellence in academics and student support services.

SIPI’s mission, vision, values and goals documents define the varied internal and external constituencies SIPI intends to serve.

SIPI serves the higher educational needs of federally recognized tribes by: Providing Developmental Education and General Education Development (GED)

instruction; Maintaining an open admissions policy to address a history of educational inequities, Offering AA and AS degrees to ensure students have the educational foundation to

transfer to 4-year institutions; Providing career technical training to prepare students to compete in today’s

workforce either on or off the reservation; Providing continuing education for those individuals who need to refresh their skills

through short-course training; And implementing community services and outreach programs to assist pre-college

students in preparing for college and to meet the extension-services component of land-grant institutions.


SIPI serves its Native American and Alaska Native students by ensuring the College offers strong academic programs and curriculum (listed below) aimed to strengthen student achievement and success.

Certificate and Degree Programs

Pre-CollegeGeneral Education Development (GED)

CertificatesAccountingBusiness AdministrationEarly Childhood EducationComputer Aided Drafting and DesignGEO-Spatial Information TechnologyNetwork ManagementOffice Information ApplicationOptical Laboratory TechnologyCulinary Arts

Associates of Applied SciencesAccountingBusiness AdministrationBusiness Administration – Tribal AdministrationOffice Information ApplicationsGEO Spatial-Information TechnologyNatural Resources Management – AgribusinessNatural Resources Management – Crop and Soil ScienceNatural Resources Management – Environmental ScienceNatural Resources Management Network ManagementComputer Integrated Manufacturing TechnologyInstrumentation and Control TechnologyCulinary ArtsCulinary Arts – Hospitality Services ManagementVision Care Technology

Associates of ScienceBusiness AdministrationComputer Science Information SystemsPre-engineering

Associates of ArtsEarly Childhood EducationLiberal Arts


In addition to the above programs, SIPI provides a foundation that prepares students to be life-long learners through a wide array of student-support programs including the SIPI Academic Support Center, which provides tutoring, workshops, college success courses, referrals for personal and/or behavioral health counseling and career counseling. Admissions, financial aid, internships, mentoring, placement, housing, recreation, counseling and library services also exist for student success. SIPI’s Extended College provides outreach, educational programming and multiple delivery systems including distance education.

SIPI also has a growing number of extended community outreach programs including Upward Bound, Educational Talent Search, Family Extension and Educational Programs (FEEP), SIPI Early Childhood Learning Center, and the Diabetes Education in Tribal Schools program (DETS). Although DETS is no longer funded, the K-12 curriculum developed by DETS has been adopted and implemented in Tribal Schools across the United States.0

The mission documents include a strong commitment to high academic standards that sustain and advance excellence in higher learning.

SIPI’s mission documents, listed below, specifically state the goals for the learning success and achievement of its students:

SIPI Catalog: lists the mission and goals of each department and academic program SIPI Student Handbook: identifies academic standards Academic Affairs Handbook: provides guidance on curriculum changes Advisor Handbook: identifies the goals for advising as well as procedures and best

practices Internship Handbook: identifies the purpose for internships as they apply to individual

career pathways Program Assessment Model: provides a framework to assess student learner outcomes

SIPI’s mission documents state goals for student learning and achievement.

SIPI’s catalog is being revised to ensure that all academic programs publish their goal statements with related learning outcomes/objectives. Since the last Higher Learning Commission (HLC) visit in December 7-9, 2009, the faculty of each academic program developed new or modified existing student exit/graduation competencies. The faculty, through the Curriculum Committee, has developed a Statement on General Education, developed General Education Goal Statements, and expanded the core competencies students must possess. To compliment student learning experiences that develop and enhance critical thinking, communication (written and oral), and interpersonal skills, a “cultural legacy” component within the General Education curriculum will be included to enrich the students’ program of studies by exploring “Native American history, culture and traditions while recognizing the culture and traditions of others on a national and global level.” These will be included in the new catalog.0

SIPI regularly evaluates and, when appropriate, revises the mission documents.

0 Diabetes Education in Tribal Schools (DETS) Grant Information, Grant number 5 U01DK064081-040 SIPI Faculty Retreat: “Rising to the Challenge” Minutes from Thursday 08/19/10


SIPI periodically reviews and revises the mission documents to insure relevancy and integrity. The evaluation and revision process is data driven and is participatory in nature, involving stakeholders. Evaluation and revision are accomplished through strategic planning, course assessment, program review, tribal and community needs assessments, and student feedback. In addition, evaluation assistance is provided through staff assessment and advisory boards that are composed of community, industry, academia and students.

In April 2009, SIPI contracted with the Voorhees Group LLC to facilitate a strategic planning process. The group has substantial experience in working with tribal colleges and universities, and agreed to help SIPI organize the planning process and create a framework. It was crucial to this process that SIPI exercise complete ownership to both the process and the resulting plan.

All documents and presentations generated by the strategic planning process were shared electronically with external shareholders, Board of Regents’ members, faculty, staff, administrators, and SIPI students. The following topics were addressed by the planning process:

Identify 5-year projected needs for community College programs and services. Recommend how SIPI can better meet the needs of students through academic programs,

support services, organizational development, technology, staffing and marketing. Identify which programs SIPI will need to develop to meet the varying needs of its

constituents’ communities. Conduct a series of staff and community strategy sessions to access unique needs and

preferences for current and new programs.

SIPI makes the mission documents available to the public, particularly to prospective and enrolled students.

SIPI provides catalogs and information packets to students and the public upon request. The College also publishes handbooks for students. Each of these sources contains the College’s mission, vision, values and goals. This information is also published and can be located on the College’s website at http://www.sipi.edu.


Core Component – 1b: In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.

The core values underlying SIPI’s mission address and promote diversity as well as highlight common purposes across the local and broad community. Diversity amongst staff, faculty and students is a strong element that will guide SIPI into its future. SIPI also holds diversity at its core with values representing a community environment, conducive to multicultural learning that will reach out to local tribal entities and tribal affiliations across the United States. The subsequent paragraphs provide examples and evidence that confirm SIPI’s commitment to diversity as an important lifeline to its success.

Curriculum: SIPI recognizes and respects that each tribal nation is diverse in culture, language, geographic location, and traditions. Through this understanding and recognition, SIPI is able to provide a diverse curriculum that meets the needs of each tribal nation and its members. Each nation can rest assured that SIPI is doing everything within its ability to provide an academically driven and culturally relevant learning environment so that a wide range of American Indian and Alaska Native students receives the optimum academic opportunity.

Service to Tribal Nations: The College works with tribal nations, as well as public and private industry, in setting the organization’s strategic direction. The College works to assist tribal nations in dealing with complex challenges and opportunities through its many education/training programs, workshops, conferences, short course offerings, continuing education courses and grant/contract-supported projects. The Family Extension and Education Program (FEEP), for example, provide the initial state-mandated training for staff in Tribal Head Start and Child Care programs. SIPI’s Geospatial Information Technology (GIT) program provides short courses in technical areas for tribal employees who want to improve their skills.

Promote Educational Excellence for All Native Americans: The College fosters partnerships with other organizations and consortiums that promote educational access and excellence for all Native Americans. The Early Childhood Program delivers courses to remote areas via distance education0, enabling Head Start teachers to meet the mandates from “No Child Left Behind.” Due to the remoteness of some of the communities, these courses are the single way in which many communities can comply and, therefore, keep their Head Start Programs which positively impacts teachers, families and children.

Each respective tribal nation operates as an independent sovereign nation0 with its own unique rich tapestry of culture and priorities. SIPI responds to diversity by being sensitive and flexible in designing programs and services for students and follows tribal protocols in dealing with tribal communities (e.g. address recognized tribal leaders prior to approaching tribal members).

0 Early Childhood Program, Various Distance Education Sites MOU’s and Support Letters 0 Federal Register/Vol. 75, No. 190/Friday, October 1,2010


In its mission documents, SIPI addresses diversity within the community values and common purposes it considers fundamental to its mission.

One of SIPI’s value statements0 emphasizes ‘respect for diversity’ which conveys that the College values and supports diversity within its academic and organizational structure as well as the individuals and communities it serves. SIPI was established to provide higher education to federally recognized tribes.0

Within the academic and program areas of the institution, diversity is practiced through student support services, residential life, athletics, student clubs, and community outreach. Each student comes to SIPI with a personal set of values and expectations of higher education. SIPI aims to bring together values collectively, and encourages students to build on their own cultural foundations to enhance the student outcomes.In December 2010, SIPI received a grant award of $14,000 from the American Indian College Fund (AICF) to provide cultural activities on the campus.0 The cultural initiative is the result of student voices being heard through student focus group discussions and a survey initiated by the Student Life Task Force. SIPI students stated that they would like to have more cultural activities that would allow them to share their own cultures and to learn about others. The survey indicates a value of culturally diverse activities by both staff and students.

The SIPI Housing and Recreation Department is committed to providing a living and learning environment conducive to student development and diversity. A large component of this experience is having students learning to live and interact with other people from different tribal, cultural and economic backgrounds. To this end, students are supported in developing a growing sense of maturity and responsibility by participating and planning student activities within the residential facilities and throughout the College campus. This is done by forming residential councils which identify various types of social activities and fundraising to successfully implement these activities. Faculty and staff are encouraged to participate and mentor students through this process. In all, SIPI has two residential facilities, one for women and the other for men, which provides accommodations for approximately 392 students. The Housing and Recreation Department makes available recreational activities, social gatherings, intramural sports and access to the SIPI Wellness Center. .

One of SIPI’s primary goals is to provide a curriculum that instills skills students can utilize within their own communities and in the workforce. Students come to SIPI from various tribal nations across the country. As students accomplish their academic goals at SIPI and return to their communities, or transfer to universities, they leave SIPI with the experience, knowledge, and a sense of accomplishment that benefit diverse communities.

SIPI attracts a diverse student population. According to SIPI’s Admission office, students from 188 tribes have enrolled at SIPI since 2004, creating a uniquely diverse population of students. The Navajo Nation is the largest group, representing 51% of enrollment in the fall of 2010. The next highest tribal affiliations of the student body are the Pueblo of Jemez, New Mexico at 6%; the Pueblo

0 SIPI Strategic Plan Draft 2009-2013, Value Statement pg. 4 0 SIPI Strategic Plan Draft 2009-2013, Context for Planning pg. 13 0 AICF Proposal


of Laguna, New Mexico at 4%; the Pueblo of San Felipe, New Mexico at 2%; and the Pueblo of Santo Domingo (known as Kewa), New Mexico at 2%. SIPI addresses cultural diversity in its curriculum, as well as in extra-curricular events. To illustrate, culturally relevant activities such as Pow-wows, drum groups, hand game competitions, traditional craft nights, and sharing of life experiences are common occurrences at SIPI.

Figure 1.1

The preceding graph represents the enrollment by tribal affiliation from Fall 2006 through Fall 2010.


The mission documents present SIPI’s function in a multicultural society.

SIPI’s mission documents help to illustrate the organization’s function in a multicultural society. Faculty members are recruited nationally and represent various ethnic backgrounds. Although, some faculty are American Indian (11.6%) others represent different cultures and races which play a vital role in how SIPI addresses a wide range of student learning and experiences. A diverse faculty offers the opportunity to expose students to new cultures, philosophies and perspectives.

SIPI designs its curriculum, as outlined in the catalog, to meet the needs of all students attending the College and prepares students to perform at their highest potential. For example, a student can select an Associate of Arts Degree program, which prepares the student for transferring to a four year institution, or an Associate of Applied Science Degree, which prepares the student for direct employment. The exposure to diversity prepares them to work in the real world either on or off a reservation and to become productive members of society. SIPI envisions itself to be a College with the institutional autonomy, flexibility and vision necessary to create models that others adopt in preparing students for the future. This view is reflected in course syllabi, articulation efforts that recognize indigenous knowledge but which also ensures students are successful in the workplace and/or upon transfer to higher levels of education and various grant programs aimed to enhance academics, 0

Through mission documents, SIPI shows evidence of its emphasis on working with local communities and networking with other outside organizations to enhance opportunities that will benefit students. One example that demonstrates SIPI is recognizing this importance is through its work with the former Seven Generations of Health Grant Program. “Seven Generations of Health: A Transgenerational Approach to Human Nutrition and Obesity Intervention in Indian Country” is a collaborative effort among SIPI; Centers of Disease Control; Indian Health Services; American Indian Research and Education Center at the University of Nevada, Las Vegas; and the Office of Native American Diabetes Program at the University of New Mexico. The two goals of the collaborative grant program are to: 1) develop and disseminate accurate, culturally relevant information about nutrition, exercise and obesity prevention throughout Indian Country as a means to eliminate health disparities; and 2) establish community-based infrastructure for life–long healthy lifestyles in Native American communities.” Although funding has ended, the products and infrastructures that resulted from the program are still being utilized within the communities. Collaboration with the First Nations Health Source0 is just one of many services provided on campus for all students. Their services include alcohol and substance abuse education, depression awareness, self-improvement and recognizing and supporting healthy lifestyles.

The mission documents affirm SIPI’s commitment to honor the dignity and worth of individuals.

As a College, SIPI clearly recognizes a person’s worth and value through its mission documents and value statements. Each person who enters the campus finds through the catalog, student

0 Southwestern Indian Polytechnic Institute (SIPI) 2009-2011 Catalog 0 Memorandum of Understanding (MOU) between Southwestern Indian Polytechnic Institute and First Nations


handbooks, and observation of staff and faculty practice, that SIPI values all human beings, interactions and dialogues as demonstrated through its policy against harassment in SIPI’s 2009-2011 Catalog: “Anti-Harassment: It is the policy of SIPI to prevent and eliminate forms of unlawful harassment in employment and educational settings. SIPI prohibits harassment of people on the basis of race, color, religion, national origin, physical or mental disability, age, gender, sexual orientation, ancestry, medical condition or other protected status.”0 SIPI’s commitment to providing a beneficial learning environment is displayed through its sensitivity toward students and their unique needs as evidenced through the employment of a Disability Counselor for students with special needs. The Counselors assists the students to access appropriate resources.

SIPI’s Adult Basic Education (ABE) program seeks to ensure that students have every opportunity to be successful in achieving their individual goals. “Our goal is to provide students with the basic educational and life skills required for completing their General Education Development (GED) and/or SIPI’s Adult Developmental Education Program, which will prepare the student to enter or retain employment and/or continue on to a degree or certificate program. The ability to better meet these goals of SIPI’s ABE participants are aligned with SIPI’s mission and its commitment to develop long-term goals to ensure support and assistance to Tribal communities.”0 SIPI’s affirmation of the belief that each person’s worth and dignity is of the utmost importance while attending the institution. Each individual student has the potential to impact the SIPI community, their home community and the global community is what compels SIPI to honor each student and their worth.

Curriculum is geared specifically towards what is relevant and necessary to function in today’s multicultural society as demonstrated through the numerous degree and certificate programs at SIPI. The diverse curriculum is designed to encourage problem solving and team approaches to meet everyday challenges while maintaining and enhancing industry standards. SIPI is committed to producing student learners who continue to seek knowledge and learning opportunities beyond campus and college life to meet life’s challenges. Support services are provided throughout campus to aid students in the achievement of educational goals. The academic support center offers tutoring in basic educational offerings, study skills and career exploration. Student Senate and student clubs0 enhance student’s leadership skills and personal experience in governing and managing their own affairs through collaborative efforts.

0 SIPI 2010-2011 Catalog Pg. 110 Adult Basic Education Mission Statement 0 List of SIPI Clubs


SIPI’s required codes of belief or expected behavior are congruent with its mission.

The College exists to provide higher education opportunities in an environment built on relevance, integrity, professionalism, and respect for diversity. Through mission documents, SIPI’s codes of beliefs or expected behavior lies within curriculum standards, assessments and course syllabi which provide structure that parallels the course outline. Expectations and outcomes are aligned with the College’s mission, vision, goals and values through the following:

Catalog Student Handbook Curriculum Format Program Assessment Model Employee Performance and Appraisal Plan

The mission documents provide a basis for SIPI’s basic strategies to address diversity.

Strategies that uphold and address SIPI’s view of the importance of diversity are exercised through the mission documents. Within strategic planning, course program assessment, program review and evaluations, diverse perspectives are sought and incorporated into the documents when deemed appropriate. SIPI is able to provide a curriculum that best fits the needs of each student and his/her respective communities. Courses that address social, economic and cultural frameworks make certain that each student has the opportunity to challenge themselves while becoming more familiar with and mastering the materials presented to them.

SIPI’s value statements were adopted to provide guidance in development of all structures, policies and practices at SIPI:

Respect for tribal sovereignty, self-determination, self-governance and recognition of treaty obligation

Relevance Respect for Diversity Holistic Approaches Integrity and Professionalism Service to Tribal Nations Promote Educational Excellence for All Native Americans

These values not only provide guiding principles, but, have helped to create and maintain a healthy environment in which staff and students can learn, live and work. SIPI serves a diverse number of tribes as delineated by the staff and student populations. It is therefore important that all College personnel exemplify the values of SIPI especially when dealing with issues related to Native cultures and practices. Faculty are tolerant of student absences for the purpose of tribal religious ceremonies; while supervisors work individually with employees to honor their traditional and cultural responsibilities, e.g. appointments by tribal religious leaders and elders to traditional positions that require time off and/or a shift in work schedule. Recognizing and honoring the values of “making relations” within tribal communities, the College President


(Dine’) models a respect for this practice by introducing and identifying herself through her tribal affiliation and clanship; students who are aware of their clanships, immediately associate their relationship to the President and often refer to the President through clan relationship rather than position and/or name—which is the ultimate sign of respect in the Dine’ culture. Another example is the development of a volunteer student group, “Student Ambassadors” who are engaged in new student orientation, interacted with tribal governments and presented to the Board of Regents and Navajo Nation delegation who visited the campus in December, 2009.0

Core Component – 1c: Understanding of and support for the mission pervade the organization.

The board, administration, faculty, staff and students understand and support SIPI’s mission.

All entering students attend an orientation to SIPI to help the transition into campus life. During orientation, each student receives a packet highlighting the mission of SIPI and a student’s role and responsibilities while receiving an education at SIPI. The orientation is presented in a PowerPoint0 format facilitated by personnel from the Admissions Office; the President provides a welcome statement which emphasizes the mission, vision, values and goals of SIPI.

The orientation specifies how each department addresses the needs of all students attending SIPI. For each student this is where the understanding of SIPI’s mission is initiated. The Board of Regents, administration, faculty, and staff continually plan, implement, and assess instructional approaches that utilize students’ background, knowledge, and skills; thus, meeting the objectives of SIPI’s mission. Developing and articulating this understanding was further demonstrated when SIPI Board of Regents contracted with Voorhees Group LLC in April 20090, to facilitate group activities that developed SIPI’s strategic planning framework. 0 The draft document published October, 2009, indicates how each group (administration, faculty and staff) meets the core components of SIPI’s mission. To further promote SIPI’s mission, vision, values and goals, the statements are placed in all buildings throughout the campus.

0 SIPI Power Point Presentation Ambassadors– December 2009 0 New Student Orientation PowerPoint Fall 20100 Board of Regents Employee Service Contract with Voorhees Group LLC 06/23/09 0 Draft framework for SIPI’s Strategic Plan Voorhees Group LLC, October 2009


SIPI’s strategic decisions are mission-driven.

Figure 1.2

The Board of Regents, President, faculty, staff and students recognize their fundamental responsibility to uphold the integrity of SIPI. During strategic planning meetings with the Voorhees’ group, a new mission statement evolved reaffirming SIPI’s vision and establishing new goals as expressed throughout the SIPI community.0 The process by which SIPI will accomplish its mission and objectives is outlined in the diagram above. Program review and assessment will provide data to use in determining the intensity and level(s) of adjustments.

SIPI’s planning and budgeting priorities flow from and support the mission.

The 2010 strategic planning process illustrates the importance of allocating and/or reallocating resources by having each department conduct their budget and operational work planning. Development of operational work plans involves all departmental staff identifying data-driven needs to ensure that programs operate at their fullest potential.

As a federally operated college, SIPI’s operational funds are appropriated by the United States Congress.0 Approximately 90% of the appropriated funds are used for personnel; the remaining 10% is dedicated to college operations. Each department assesses its budgetary projections, by first identifying its needs through an operational plan matrix which enables the departments to discover or correct discrepancies and align needs with resources. The President’s Cabinet, composed of the President, department chairpersons, key administrative personnel, director of housing and recreation, and representatives from the Union, Student Senate and Board of Regents Office review budgetary feedback. The President’s Cabinet prioritizes the needs and

0 Board of Regents Meeting Minutes, 09/24/09 and 09/25/090 Department of the Interior and Related Agencies Appropriations Act, 2010, HR 2996, 10/30/09.


makes recommendations to the President, who has the final decision making authority, and secures approval/concurrence from the Board of Regents.

For planning purposes as well as to maintain the integrity of SIPI’s mission, a “Request to Proceed with Grant/Proposal Development” 0 must be internally processed and approved prior to any grant application made. The form includes a question “Does a current Needs Assessment justify an application?” It also requires that a narrative statement be submitted explaining how the prospective grant “reflects SIPI’s mission statement and institutional strategies”. A final determination is made by the President, followed by a review by the Attorney Advisor-Office of the Solicitor making certain SIPI, as federal entity, is eligible.

The goals of the administrative and academic subunits of SIPI are congruent with SIPI’s mission.

Each program at SIPI has goals and learning objectives that are aligned with SIPI’s institutional mission. Assurance that curricula and academic subunits are congruent with SIPI’s mission is made possible by the curriculum formatting, adopted by the Faculty Curriculum Committee on September 29, 2010.0 The revised mission statement adopted by the Board of Regents on September 25, 2009, was developed in conjunction with and support of the administration, staff, faculty and student group work. The endeavor to revise the mission statement was a community-wide effort.

The Five-Year Program Review Process and the Annual Program Report format0 of May 2010 also ensure that every departmental program is aligned with SIPI’s mission statement. Course mapping and learning objectives provide alignment and natural progression of knowledge acquisition that will result in academic success for Native American and Alaska Native students.

The 1999 Facilities Master Plan is scheduled to be updated as soon as the College completes its 2009-2013 Strategic Plan. The Bureau of Indian Affairs-Office of Facilities Management and Construction confirmed the availability of $200,000.00 for the Master Plan.0 The Facility Master Plan, when completed, is intended to serve as a guide for future development of the College to meet its mission, serve the changing needs, address the projected enrollment of the College and plan for upgrades to be in compliance with Federal mandates.0 As a Federally operated facility, SIPI must comply with all Federal mandates and procedure, including the health and safety of students, personnel and visitors.0

0 Request to Proceed with Grant/Proposal Development0 Faculty Curriculum Committee’s minutes and agenda 09/29/100 Annual Program Report format 0 Email from Barbara Borgeson 11/08/100 American Disability Act (ADA) Compliance Scopes of Work and backlog from Facilities, letter date 09/02/09 regarding safe work practice 0 Health & Safety Scopes of Work from Facilities, various dates between 09/22/09-08/09/10


SIPI’s internal constituencies articulate the mission in a consistent manner.

The mission statement is publicly displayed on SIPI’s website under ‘About SIPI.’ On the website0, constituents are informed about SIPI’s mission, vision and goals. All entering students are exposed to the statement during orientation each term via distributed printed materials. The mission statement is also posted throughout the College.

The Student Senate, representing the entire student population, is aware of the mission statement and advocates on behalf of the students that it be upheld. In the past, they have used the statement to challenge the College Administration to meet their cultural needs. Such challenges resulted in activities unique to Native American and Alaska Native communities. For example, in collaboration with SIPI’s student Veterans’ club, the Student Senate sponsored a successful Pow-wow in the spring of 2010, bringing together community members, elders, and traditional drummers and dancers, uniting and addressing the cultural needs of SIPI students. Students also used the mission statement as the basis to express their ideas and concerns to the President regarding student life; as a result, the President convened a volunteer taskforce comprised of students, faculty and staff called the Student Life Taskforce0 to focus on student needs related directly to campus living. Students have realized their potential by citing the mission statement and have developed an ownership of the statement. The ownership and understanding of the College’s mission statement is exemplified among faculty, staff and administration through curricular development, revision of program materials, partnership endeavors and the development and implementation of policies and procedures.

Core Component – 1d: The organization’s governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.

Board policies and practices document the board’s focus on SIPI’s mission.

As specified in the SIPI Board of Regents By-Laws, the eleven-member Board of Regents is appointed by their respective tribe, consortium of tribes or tribal organization, to advise the President in the governance and planning of the College. The Board of Regents, the Bureau of Indian Education (BIE), and the President have a Memorandum of Understanding (MOU) that was last negotiated and approved on May 26, 2010.0 The MOU delineates the duties and the role of the Board of Regents in relation to the school and its administration. The MOU is to be re-negotiated every five years or more frequently if one of the principal parties deems it necessary.

The Constitution of the SIPI Board of Regents was revised in December of 2009.0 It designates representation from the following tribes and/or tribal organizations: Jicarilla Apache Tribe, Mescalero Apache Tribe , Navajo Nation (New Mexico), Navajo Nation (Arizona), Southern

0 SIPI webpage, updated September 9, 2010.0 Student Life Task Force (SLTF) Meeting Minutes, various dates, SLTF Integrated Research Report completed 09/17/100 Memorandum of Understanding between SIPI and Board of Regents, May 26, 20100 Board of Regents Constitution, Revised January 2009


Pueblos, Northern Pueblos, Southern Ute Tribe, Joint Oklahoma Tribes, Sioux Tribe, Inter-Tribal Council of Arizona, and the SIPI Student Senate President. Each Board of Regents member holds an autonomous seat that requires him /her to reflect the opinions and wishes of the national Indian community and their tribal governments in the development and support of the SIPI mission and vision to exist as an exemplary National Indian Community College. Members of the Board of Regents are not compensated for their appointment to the Board. However, their travel for SIPI-related meetings, including their quarterly meetings is covered per the Federal government travel regulations. According to the Constitution of the SIPI Board of Regents, their purpose is to “promote the interests of the Southwestern Indian Polytechnic Institute and its student body; to ensure the availability and quality of all training programs offered to the students; to maintain the integrity of the Southwestern Indian Polytechnic Institute and to operate it as a center of education for American Indians; to provide an environment to meet the needs of the students for development as wholesome individuals; to retain traditional values of the Indian community; to award the appropriate degrees or certificates.”

In an effort to have a presence on campus, the Board of Regents maintains an office at SIPI. The staff consists of a Program Administrator, an Accountant, and a Program Assistant. The Principal Investigator for each of the grant programs housed under the Board of Regents is also part of the office.0

The Board of Regents’ Program Administrator0 is charged with serving as a liaison between SIPI’s President and the Board of Regents. The Administrator serves on the President’s Cabinet, writes and administers grant programs that support SIPI. The Administrator also oversees SIPI’s Early Childhood Learning Center as a representative of the Board of Regents office. The President of SIPI and the Program Administrator communicate daily; while the Board of Regents’ Chairman and the Administrator meet weekly to discuss issues and sign official documents. The Administrator submits a quarterly report to the Board of Regents and SIPI President at each meeting.

The President of SIPI also submits quarterly reports to the Board of Regents and communicates with Board members through e-mail to keep them apprised of events and issues at the College.The Program Administrator is supervised directly by the Board of Regents’ Chairman. The Program Administrator is responsible for supervising the remaining staff under the Board of Regents.

The Board of Regents’ Accountant0 is responsible for maintaining all fiduciary matters under the Board of Regents 501(c) 3. This includes all reports to funding agencies for grant programs, payroll, taxes, insurances, audits, and any other funds which may come under the Board of Regents. The Board of Regents is an entity unto itself and as such, has its own bank accounts and an accountant. Under no condition is there co-mingling of funds between the Board of Regents and SIPI. The Board of Regents has an annual audit completed. The Accountant submits a quarterly report to the Board of Regents at each meeting.

0 Board of Regents Organizational Chart , January 2009 and Revised October 20100 Board of Regents Administrative Position Description, 01/20090 Board of Regents Accountant Position Description, 01/2009


The Program Assistant0 is responsible for office management of the Board of Regents Office. The Assistant is responsible for all correspondence and records pertaining to the Board of Regents. This person is the communication liaison for Board of Regents’ members, SIPI personnel, and other Board of Regents’ employees and outside constituents. The Assistant is responsible for arranging the Board of Regents’ meetings and any other community meetings that affect SIPI and the Board of Regents. The Program Assistant also coordinates the activities of the Program Managers of grants that operate under the Board of Regents.

Representing the tribal voices, members of the Board of Regents were instrumental in the development of the mission, vision and goals of SIPI which they officially approved on September 25, 2009.0 The process was a collaborative effort among students, administration, staff, faculty and outside constituents. The Board of Regents received training on strategic planning and the development of vision and mission statements. Being responsible for the development of the Strategic Plan, the Board of Regents actively participated in focus groups discussions and the revision of the Student Handbook. Board of Regents staff served on various committees throughout the College.

The Board of Regents reviews and takes official action upon the addition or deletion of programs, as presented by the SIPI administration. They base their actions on the needs of their constituents and presented data. Previously they approved two academic programs: Early Childhood Education and Pre-Engineering.

The Board of Regents is interested not only in the present, but also in the future of SIPI and its place in Indian Education. In November of 2009, they commissioned a Labor Market Study0 to determine the labor needs around Native communities on a national level. This instrument will help SIPI develop curriculum and programs that reflect the needs of the communities and maintain its commitment to uphold the mission.

The board enables SIPI’s chief administrative personnel to exercise effective leadership.

The SIPI Board of Regents acts as the general agent of the tribes. A Memorandum of Understanding (MOU) was established between the SIPI President and the Board of Regents (refer to footnote 29). The MOU outlines the responsibilities of both the President and the Board of Regents as follows:

“C. Duties and Responsibilities of the Board in relation to Southwestern Indian Polytechnic Institute. The Board acts as the general agent of the tribes in working with Southwestern Indian Polytechnic Institute. The Board has the primary responsibility to:

1. Submit national Indian education goals and objectives, through policy statements, to the President.

0 Board of Regents Program Assistant Position Description, January 2009.0 Board of Regents meeting minutes September 25, 20090 Labor Market Survey prepared by Economic Modeling Specialist Inc. 12/2009


2. Support the President and the SIPI community in the development of a long-range plan defining the mission and establishing goals for Southwestern Indian Polytechnic Institute.

3. Submit recommendations regarding additions or renovations to SIPI's physical plant to the President.

4. Review recommendations from the President for changes to or the addition of new academic programs and/or student services.

5. Review and make recommendations regarding organization and personnel processes for SIPI.

6. Provide communication from the national Indian community, tribal governments, and tribal organizations on educational programs and student issues.

7. Inform the national Indian community of SIPI's programs and policies, as well as providing timely reports to those constituencies on accomplishments, special awards, and program evaluations.

D. Responsibilities of the President in Relation to the Board of Regents. The President is responsible for the administrative management of SIPI in accordance with Bureau of Indian Education policies and Federal law. The Board, President, employees, and students shall work in a spirit of cooperation on issues important to the education of Indian students. The President will:

1. Consult with the Board to recommend policies and develop processes for SIPI to provide an effective and exemplary school program. .

2. Establish and implement a long-range planning process which involves the Board of Regents, employees, alumni, the employees' union, and students in determining the mission of SIPI and its goals.

3. Provide information to the Board, such as:a. Existing SIPI and Bureau operations, policies, programs, and regulations.b. Current allocations and future budget proposals.c. Regular, periodic reports summarizing SIPI operations.

4. Provide staff/clerical assistance in preparing, typing, disseminating, and filing of Board minutes and agenda, and for the preparation of reports, recommendations, and correspondence for the Board.

5. Assist the Board in establishing orientation and training programs for Board members.6. Promote a cooperative working relationship between the Board, employees, students, and

the SIPI community.”


The distribution of responsibilities as defined in governance structures, processes, and activities is understood and is implemented through delegated authority.

SIPI was created in 1971 by the U.S. Congress in accordance with the authorities contained at 25 USC 13 (The Snyder Act of November 02, 1921/ P.L. 67-85).0 The Director, BIE, Indian Affairs, U.S. Department of Interior (DOI) in cooperation with a nationally representative governing board (SIPI Board of Regents), is authorized to establish and maintain BIE controlled post-secondary schools, as indicated at Sec. 1126 of P.L. 95-561; the Education Amendments of 1978 (92Stat. 2143, 2391; 25 U.S.C. 2006), and as further defined at 25 CFR Part 33.1 (f); BIA 130DM 7.1 through 130 DM 7.6; 62 BIAM 3.1E (8)0 (a) and additionally specified at 47 FR 13327, March 30, 1982. As such, SIPI is Federally-funded and directly operated by the BIE. The BIE Director recognizes the SIPI Board of Regents as the official representative group for the College; the Boards duties and responsibilities are specified in the Memorandum of Agreement as specified in the previous two sections of this report. The BIE Director has delegated to the SIPI President the authority to operate the College, per 130 DM 8.0 The SIPI President is accountable for the day-to-day administrative management of the College in accordance with general BIE policies and regulations and standard higher education practices. The President and the Board of Regents strive to develop an effective working relationship through shared governance with faculty, staff, and students. Input from these groups is actively sought; for example, the Academic Affairs Committee provides input from faculty and staff. The involvement of the Student Government is actively sought and formalized through a voting seat on the Board of Regents and Academic Affairs Committee.

Additionally, SIPI administration works with the Federation of Indian Services Employees (FISE), Local 04524. The FISE is the exclusive representative of all employees in the consolidated bargaining unit as certified in the Federal Labor Relations Authority (FLRA) Case WA-RP-02-0058, dated March 31, 2003.0

People within the governance and administrative structures are committed to the mission and are appropriately qualified to carry out their defined responsibilities.

In compliance with merit system principles, SIPI recruits qualified individuals in an endeavor to achieve a workforce from all segments of society. Selection and advancement is determined solely on the basis of relative ability, knowledge and skills, after fair and open competition, which assures that all receive equal opportunity (5 U.S.C., Sec. 2301).

Position Descriptions and evidence of qualifications are maintained in the Human Resources (HR) Office at SIPI. Position descriptions and resumes for the College’s leadership are available in the Criterion One evidentiary folder.

0 Public Law 67-85, The Snyder Act 25U.S.C13 11/02/1921 Section 13.Expenditure of Appropriations by Bureau 0 Bureau of Indian Affairs Manual 3.1E.3a0 130 DM 8 from BIE Director, Keith Moore0 IEF Handbook, Article 3 Union Rights, Representation and Official Time, Section 1 pg. 2, Authority


SIPI President: Dr. Sherry Allison0. The Chief Executive Officer of the College, is selected and hired by the Secretary of the U. S. Department of the Interior or his/her authorized representative and is supervised by the Deputy Director, Policy and Evaluation and Post-Secondary Education, BIE. The Board of Regents has input into the selection. A member of the Navajo Nation, Dr. Sherry Allison holds a Doctorate of Education-Educational Leadership; Master of Arts in Education and a Bachelor of Social Work. In 1999-2000 Dr. Allison served as President of the National Indian Education Association and was appointed by the New Mexico State Superintendent of Education as Chairperson of the New Mexico Advisory Panel for Individuals with Disabilities Education Act. Dr. Allison’s professional experience in Indian Education spans over 29 years including the following university appointments: Assistant Professor (LAT) and Sr. Research Scientist at the University of New Mexico (UNM)/Health Sciences Center; Assistant Professor (Adjunct) with the Native American Studies Program at UNM; and Research Associate with the University of Arizona/School of Medicine/Native American Research and Training Center. Dr. Allison’s federal career spans over 12 years with the BIE serving in various capacities including: administrator of programs dealing with residential treatment and education services to students in juvenile detention centers; professional development and special education. She also served as the Education Line Officer (Superintendent of Education) for schools located in the Northern Navajo and Ft. Defiance Agencies (Navajo Nation); she also served seven-month tenure as the Acting Chief for the BIE-Division of Performance and Accountability.

The Vice President of Academic Programs, the Vice President of College Operations, the Director of Housing and Recreation, the Facilities Manager and the Director of Admissions and Financial Aid are accountable to the SIPI President for providing overall leadership in the administrative areas of the College. When hired, the Institutional Effectiveness Specialist will be directly supervised by the President.

Vice President (VP) of Academic Programs: Ms. Valerie Montoya. 0 Under the direction of the President, the VP-Academics Programs has the primary responsibility and authority for the supervision and development of all learning programs and activities. The VP is responsible for providing quality and sound judgment in content development of courses and programs, use of appropriate teaching and learning methodology, deployment of learning resources, and the management of learning support services. The VP serves as the liaison between the President of the College and the faculty and learning support personnel. Holding a Bachelors of Science and Masters of Arts in Sociology and, doctoral level courses in Educational Management and Development, Ms. Montoya has been employed at SIPI for the past 17 years in various capacities including: Chairperson, Department of General Studies; Special Programs Administrator; and Interim President. A member of the Ohkay Owingeh Pueblo (San Juan), she has also served as an Assistant Professor of Sociology at the University of Alaska-Fairbanks and was a Kellogg MSI Leadership Fellow in 2003-2005.

Vice President of College Operations: Mr. Monte Monteith. 0 Under the direction of the President, the VP-College Operations has the primary responsibility of overseeing budget

0 Position description and resume Dr. Sherry Allison, SIPI President0 Position description and resume Valerie Montoya, VP Academic Programs.0 Position description and resume Monte Monteith, Acting VP College Operations.


development and implementation, and accounting of all fund revenues and expenditures. The VP establishes and maintains quality procedures for the procurement of services, materials, and equipment purchased, as well as inventory of all College property. The VP serves as liaison between the President of the College and personnel in business services, human resources services, facilities management, information technology, financial aid, and admissions services. Serving in an acting capacity, Mr. Monteith holds two Bachelors of Arts degrees (Economics and Government), he also holds a Masters of Arts in Economics. Employed at SIPI for 15 years, Mr. Monteith served in various capacities including: being an Instructor, Education Specialist-Project Management/Technology, technical representative for the SIPI-RGIS site; and he was instrumental in several grant development and management initiative for SIPI.

Director of Housing and Recreation: Mr. Allen Ray Gachupin. 0 Under the direction of the President, the Director of Housing has the primary responsibility for the development and implementation of policies and programs related to housing and student life, including the Student Senate. The Director serves as the liaison between the President of the College, student senate, and personnel employed in housing and recreation. A member of the Jemez Pueblo, Mr. Gachupin holds a Masters of Arts in Education Administration and a Bachelors of Arts in Physical Education/History/Social Science; he holds licensure for teaching in the State of New Mexico. Mr. Gachupin has been at SIPI since 2009, and served nine years as the Director of Student Programs for Santa Fe Indian School. He was appointed by his tribe’s religious leaders to numerous leadership positions, including Governor, Lt. Governor and Tribal Sheriff. Mr. Gachupin was appointed by the Governor of New Mexico to the New Mexico Commission on Indian Affairs, of which he was elected Chairperson.

Director of Admissions and Financial Aid: Mr. Joseph M. Carpio. 0 Supervised by the VP-College Operations, the Director oversees the daily operations of the admissions/records and financial aid offices. The Director is responsible for the maintenance, storage, and retrieval of all academic records for every SIPI student. The Director is charged with maintaining the integrity of academic and financial aid processes. As a member of the Laguna Pueblo, he holds a Bachelors of Arts in Organizational Sociology and a Masters of Arts in Organizational Management. Mr. Carpio has been employed at SIPI for 23 years as an Assistant Placement Counselor, Recruitment Officer and Director of Admissions/Records and Financial Aide.

Facilities Manager: Ms. Karlisa Shomour. 0 Supervised by the VP-College Operations, the Facilities Manager is responsible for the maintenance, repairs and upgrade of SIPI facilities. The Security department is included as part of the Facilities Manager’s responsibilities, as is all safety and health issues arising on campus. Ms. Shomour is a member of the Navajo Nation and holds a Bachelors of Science degree in Civil Engineering. She has been employed at SIPI since 2008. Throughout her career Ms. Shomour has held several professional engineering positions; beginning her federal career in 2002 as an intern with the Department of Energy. Prior to coming to SIPI, she was a Facility Management Specialist with the BIE-Facility Management overseeing operations and maintenance of 184 K-12 BIE schools nationwide. Ms. Shomour served as a General Engineer for the Bureau of Indian Affairs-Office of Facilities Management and

0 Position description and resume Ray Gachupin, Housing/Recreation Supervisor.0 Position description and resume Joseph Carpio, Director of Admissions.0 Position description and resume Karlisa Shomour, Facilities Supervisor.


Construction for one and a half years; and, four years with the Department of Energy- National Nuclear Security Administration Program as a General Engineer.

Collectively, the SIPI leadership has 97 years of administrative experience and approximately 37 years of post-secondary education.

Faculty is augmented at SIPI through a cadre of adjunct faculty. These faculty members are obtained through a contract with the University of New Mexico0 and are highly qualified in their fields. In order to teach a transferable class at SIPI, the faculty must hold a minimum of a Master’s Degree in the subject being taught. Transcripts for all adjunct faculties are held in the department chairpersons’ files. The use of adjunct faculty allows SIPI to provide students with a variety of faculty that might not otherwise be recruited and funded.

Faculty and other academic leaders share responsibility for the coherence of the curriculum and the integrity of academic processes.

After the last HLC comprehensive visit in December 2009, SIPI developed a new Curriculum Committee within the Division of Academic Programs consisting of all faculty members.0 The Curriculum Committee has provided leadership in revising all course curriculum formats, developed a program assessment model, provided training/guidance to faculty in developing their program assessment plans and developed an internal Five-Year Program Review Model for all certificate and degree programs. The General Education statement has also been refined by the Curriculum Committee which includes distribution requirements, learning outcomes and assessment plans. SIPI is still working on revising its curriculum approval forms to incorporate a process that now includes the Curriculum Committee.

Once full approval is granted from the Curriculum Committee, the Academic Affairs Committee (AAC) will review followed by the SIPI President and Board of Regents. As noted in the Academic Affairs Committee Handbook,0 the AAC consist of the following members: Vice President of Academic Programs, chairperson from each academic department, instructor from each academic department, the Registrar and representatives from Financial Aid and Student Housing and a student appointed by the recognized student government. The Office of the Vice President of Academic Programs provides staff support for the Committee. Instructors are elected by their respective departments to two-year terms. Duties and responsibilities include the development and review of education programs, academic policy creation, and the recommendation and the implementation of programs, policies, and course offerings to the President.

0 SIPI and University of New Mexico Contract for adjunct instructor services 05/08/080 Discussion regarding formation of the Curriculum Committee began in the summer of 2010. In August 2010, the faculty began finalizing by-laws for the Curriculum Committee. These by-laws were signed by the SIPI President on October 1, 2010. Supporting evidence: Curriculum Committee by-laws and meeting minutes0 Academic Affairs Handbook 09/19/08


The following items are among those that require Curriculum Committee and AAC approval: Course additions or deletions Program review or changes New concentrations requests Existing courses changes (course number changes, general education requests,

course name change, course credit change, changes in catalog language) Academic policy issues

Effective communication facilitates governance processes and activities.

The SIPI Board of Regents meets quarterly. Meetings are open to the public and invitations are extended to all SIPI community members prior to each meeting. In preparation of these meetings, the SIPI President submits a college-wide report in addition to the weekly reports supplied to the BIE based on reports generated by the all college departments. The SIPI President is also responsible for distributing these reports to the SIPI community, including members of the Board of Regents, through email distributions, announcements and various ad hoc community meetings and events. The President holds bi-weekly meetings (where participation is recorded and saved) with the Leadership Team with the expectation that members share information with all Division staff. In a community-building effort and to enhance communication, the President also holds campus wide meetings to bring together all community members (staff, faculty, students, Union representatives, Board of Regents members and partners) to provide information and to solicit input from all stakeholders. Campus wide meetings were held: May 6, 2010; May 10, 2010; June 9, 2010; July 7, 2010; July 13, 2010; and, December 10, 2010.0

Effective communication is also required when creating annual reports to funding agencies detailing the achievements of a particular grant. These reports serve as a means of sharing the accomplishments of the SIPI community and Board of Regents members.0

Important information about SIPI is posted on its website (http://www.sipi.edu) as an effective way of communication0 0 0 with all stakeholders, including the public. This allows the constituents, students, and other interested individuals and organizations to monitor SIPI’s policies and procedures and to be appraised educational opportunities available to Native American and Alaska Native students. SIPI is also committed to updating stakeholders on accreditation efforts via monthly newsletters posted on the website.

0 Community Meeting Agendas, Minutes, Sign In Sheets0 Grant Reports from Joan Goodman, BOR Program Coordinator0 Assistant Secretary, BIA Larry Echo Hawk News Release, 09/02/10.0 HLC Website change in SIPI accreditation status.0 Dear Tribal Leader” a letter from Larry Echo Hawk, Assistant Secretary – Change in SIPI accreditation status.


http://www.sipi.edu/

SIPI evaluates its structures and processes regularly and strengthens them as needed.

SIPI actively engages in evaluation and has administered the Noel-Levitz Institutional Profiles Survey and Student Satisfaction Inventory in 20060 and 2009.0 Through the Student Satisfaction Inventory institutions can determine how satisfied students are with the academic and support programs as well as the campus environment, considering the perceived relative importance of each factor. The Institutional Priorities Survey is administered to the faculty, administration, and staff. The College has also administered two waves of the Community College Survey of Student Engagement (CCSSE) in 2006 and 2009. The CCSSE provides benchmarks that SIPI can use to compare its performance against a comparison group or all students taking the CCSSE nationally in the following areas: 1) Acting Collaborative Learning, 2) Student Effort, 3) Academic Challenge, 4) Student-Faculty Interactions, and 5) Support for Learners. In all five of these areas, especially in the area of student effort and active and collaborative learning, SIPI exceeds both the small College and comparison groups as well as the national profile.

In the Spring of 2010, an Assessment Committee was established to develop a campus-wide assessment and evaluation process that will apply to academic and non-academic departments and programs. A key component of the process is a schedule of program reviews. Three programs at SIPI are collecting data and conducting reviews:

1. Faculty Evaluation: SIPI follows the Federal Personnel system to evaluate the performance of its faculty. Performance expectations and goals are set and aligned with the mission and goals of the College. The annual evaluation and the performance elements of faculty are further defined within two documents that SIPI is currently developing; Personnel Policies and Procedures Handbook and the Faculty Handbook. Both of these documents must be reviewed and approved by the appropriate parties. Performance elements are defined and the evaluation of teaching will be standardized to ensure a process for full-time and part-time faculty (faculty members and adjuncts).

2. Student Evaluation: The resulting information collected from the Community College Survey of Student Engagement (CCSSE) and Noel-Levitz's Student Satisfaction Inventory described above are used by department chairpersons, faculty members, and adjuncts in the review and analysis of teaching and student feedback regarding the effectiveness of the course delivery and subject matter.

3. Curriculum Evaluation: The Curriculum Committee is standardizing the curricula and syllabi for all courses taught; this committee meets bi-weekly.0 Each department at SIPI established an operational plan that delineates goals, objectives and means of attainment for the next three years.

0 Noel-Levitz Institutional Profiles Survey and Student Satisfaction Inventory 20060 Noel-Levitz Institutional Profiles Survey and Student Satisfaction Inventory 20090 Curriculum Committee By-Laws, 10/01/10


Core Component – 1e: The organization upholds and protects its integrity.

The activities of SIPI are congruent with its mission.

SIPI is a student-oriented, open admission, two-year College committed to meeting the educational needs of a nationwide Native American and Alaska Native student population. As a land-grant community College,0 SIPI partners with tribes, employers, and other organizations that have a stake in Indian education. SIPI’s purpose is to focus on preparing Native American and Alaska Native students to be productive life-long learners as tribal members in an ever-changing global environment.

Since September 16, 1971, when SIPI officially opened its doors for Native Americans, nine mission statements have been adopted. Each statement reflects a constant stage of progression to achieve and provide higher levels of education and technical training to Native American and Alaska Native students. The most recent mission statement grew out of a series of strategic planning sessions that involved students, faculty, staff, administrators, Board of Regents members and external stakeholders. It reflects the current and desired future status of SIPI0 and includes those values SIPI places among tribal people and organizations that promote the advancement of Native people. In the spirit of partnership, SIPI offers it facilities to be used for meetings, conferences, training and social gatherings.

Together with the SIPI Board of Regents, students, faculty/staff and administrators, the mission statement was introduced during a community wide meeting with the new vision statement, values, and goals. During a November 2009, meeting, laminated bookmarkers and small posters indicating SIPI’s new mission, statement, and goals were disseminated to all present, approximately 500 students, faculty/staff and administrators. At subsequent student orientations and other campus wide meetings the bookmarkers were also distributed with a more updated version, and on the reverse side, a listing of important dates taken from the SIPI academic calendar.

Each office on campus, along with the Academic Support Center, Dining Hall, Library and Dormitories received a framed Mission Statement, Vision Statement and Goals to display in a public area. The publicly displayed statements serve as a reminder and guide in operating the College and offers guidance on providing future direction.

Curriculum development reflects the goals identified within the 2010 strategic plan by making student success the core of academic and non- academic development. Strengthening existing academic programs is currently being set in motion by conducting program evaluations and identifying measurable learning outcomes while at the same time assembling program advisory boards made of representatives from the industry arena to better position SIPI graduates to compete in a global economy.0 The following advisory committees have met fall 2010: Culinary Arts, Geospatial Information Technology, Natural Resources, Vision Care Technology,

0 Criterion 1 Linked Evidence\1e.58 USDA Website_SIPI a 1994 land grant institution.pdf0 Voorhees Group, LLC (2009). SIPI Strategic Plan Draft Framework pg. 20 Montoya, Valerie (2009). Curriculum Committee Handbook, Fall 2010.


and Engineering and Engineering Technology. Two other advisory committees for Business and for Liberal Arts will meet in February 2011.

The Board exercises its responsibility to the public to ensure that SIPI operates legally, responsibly, and with fiscal honesty.

The Code of Federal Regulations (CFR), Title 25, Volume 1, revised as of April 1, 2010 (25 CFR12.4 authorizes the formation of policy making governing boards for post secondary schools operated by the BIE.0 The Director of the BIE recognizes the Board of Regents as the official representative group for the College as indicated in 62 BIAM 3.IE (8) (A).0 The Board of Regents’ legal status was established when the Board of Regents became a non-profit entity incorporated under the laws of the State of New Mexico. Articles of Incorporation and By-Laws were filed with the New Mexico State Corporation Commission on November 25, 1974, and the Board was granted Federal Tax Exempt Status by the Internal Revenue Service (IRS) on April 11, 1974 (IRS No. 85-0235298).0 To ensure fiscal integrity the Board of Regents under goes an annual audit by an independent accounting firm.0

SIPI understands and abides by local, state, and Federal laws and regulations applicable to it (or by-laws and regulations established by Federally recognized sovereign entities).

SIPI implements its mission with integrity through ethical policies and procedures that comply with Federal and New Mexico State laws. The College’s commitment to these laws and ethical values are reflected in the SIPI catalog and the SIPI Student and Employee Handbooks0. These publications reflect the College’s expectations regarding behavior of personnel and the College’s relationships to other institutions, agencies, businesses and industry and the public. All Federal employees must complete four mandatory online trainings each year, including Ethics training. Each employee must submit a certificate of completion to his/her supervisor and SIPI’s HR office where it is kept on file. Administrative employees also submit a yearly financial disclosure to the Ethics Office.

A thorough review of SIPI’s catalog is in progress to ensure all program information (course listings, program learning objectives and program descriptions) is accurate and up-to-date. The recently established Curriculum Committee has by-laws and goals set forth by SIPI faculty to ensure implementation. The current Academic Advisor Handbook is also being reviewed and will be updated by March 2011 and a new Faculty Handbook has been drafted and will serve as a reference for Faculty to delineate their roles and responsibilities.

SIPI is recognized as a public, 2-year community college as indicated in federal and state reports. The HLC mark of affiliation is included in all documents for public dissemination and indicates SIPI’s current “Candidacy Status.” A letter was developed and signed by the SIPI President

0 Electronic Federal Code of Regulations Website; http://ecfr.gpoaccess.gov/cgi/t/text/text-idx?c=ecfr&rgn=div5&view=text&node=25:1.0.1.2.6&idno=25#25:1.0.1.2.6.1.1.40 U.S. Department of Interior. (1979). 62-4 Bureau of Indian Affairs Manual BIAM Reissue February 1984.0 Internal Revenue Service (1995). Mail Code 4940 DAL0 2008 Board of Regents Audit0 Indian Affairs Manual – IAM Federal Employee Handbook 04/06/90


informing potential students, parents and funding agencies on SIPI’s change in accreditation.0 0 0 0 0 This was posted at the Admissions and Financial Aid offices in addition to the SIPI website with a link to the HLC Public Disclosure Statement. On August 26, 2010, the Assistant Secretary-Indian Affairs issued a letter to all 565 Tribal Leaders informing them of SIPI’s change in accreditation status which is also posted on SIPI’s website.

SIPI is compliant in annual reporting obligations to the U.S. Department of Education’s Integrated Postsecondary Education Data Systems (IPEDS) report;0 the US Department of Education’s Fiscal Operations Report and Application to Participate (FISAP) report;0 and the Postsecondary Education Quick Information Systems (PEQIS) report. In addition, SIPI is compliant with New Mexico State Higher Education Departments Data Editing and Reporting System, Developmental Education Annual Report (DEAR report) and the Carl Perkins and Alliance of Minority Participants (AMP) reports. All reports reflect SIPI’s status as a 2-year National Indian Community College in Candidacy Status, awarding Associate of Applied Science, Associate of Science, Associate of Arts and Certificates of Completion. Other reports SIPI is compliant on are:

American Indian College Fund Solomon Act for Military Recruiting American Indian Higher Education Consortium Higher Learning Commission College Board National Science Foundation Government Performance Rating Accountability GPRA US Department of Education-Title III Green Book Funding Formula Clery Act Disclosure of Campus Policy and Campus Crime Statistics Act

In addition, although the College’s accreditation has been withdrawn and the College was placed into Candidacy Status, SIPI remains on the New Mexico Statewide Articulation Matrix and continues to receive support from other New Mexico two and four-year Colleges and Universities.0 0 0 0 SIPI’s Federal status supersedes State and local regulations.

0 Allison, Sherry, Ed. D. (07/19/10). Tribal Higher Education Notification Letter0 Public Disclosure Notice from HLC dated July 24, 2010.0 Assistant Secretary – BIA Larry Echo Hawk News Release – September 2, 2010.0 HLC Website change in SIPI accreditation status.0 “Dear Tribal Leader” a letter from Larry Echo Hawk, Asst. Sec. – Change in SIPI accreditation status.0 U.S. Department of Education, National Center for Education Statistics (2008). The Integrated Postsecondary Education Data System (IPEDS).0 U.S. Department of Education (2010). Fiscal Operations Report and Application to Participate (FISAP).0 Earp, Danny, Director NMICC (2010). New Mexico Independent Community Colleges Transfer Acceptance Letter.0 Page, Cedric. (2010). New Mexico Association of Community Colleges, College Transfer Agreement Letter.0 Lepre, David A. Director (2010). Council of University President Course Transfer and Articulation Agreement.0 New Mexico Higher Education Department, Transfer Articulation Matrix including SIPI.


SIPI is compliant with all Continuance of Operation Plans which are implemented in case of a campus emergency. SIPI also adheres to Federal Homeland Security Levels; compliant in submitting the Clery Campus Security Reports. SIPI has a campus security office which is staffed 24 hours a day. Security officers regularly patrol the campus to verify buildings are secure, ensure student safety and to screen incoming traffic entering the campus. Since the December 2009, HLC on site visit, two additional security guards have been hired. Students are able to enroll in an “e2Campus Security alert notice system”. This system sends out alerts via text messaging, cell phone or land lines, whichever is indicated by the student. For example, snow days can create a delay start for classes. Using the e2Campus system, an alert is sent out to students notifying them of school delays. Students can readily access the signup system through the SIPI website. All are encouraged to participate in this alert system. All security information is explained to entering students via the new student orientation.

As a federally operated college, SIPI must also comply with the Anti-Deficiency Act, 31 U.S.C. §1341, a legislation enacted by the US Congress to prevent expenditures in excess of congressional appropriations:0 Anti-Deficiency Act, 31 U.S.C. §1341 and all Equal Employment Opportunity (EEO) laws: Title 29 CFR, Part 1614, Age Discrimination in Employment Act of 1967, as amended; American with Disabilities Act (ADA) and Rehabilitation Act of 2008; Americans with Disabilities Act and Rehabilitation Act of 1973; Fair Labor Standards Act of 1958, as amended; Title VI of the Civil Rights Act of 1964-Prohibition Against National Origin Discrimination Affecting Limited English Proficient persons; Title VII of the Civil Rights Act of 1964, as amended.

SIPI consistently implements clear and fair policies regarding the rights and responsibilities of each of its internal constituencies.

SIPI’s internal constituents are students, employees and Board of Regents members. The mission statement, vision statement, goals, catalog and student and employee handbooks guide ethical behavior of faculty, staff, and administration. This information is readily available to all internal constituents. All of SIPI’s personnel must conform to the standards set forth and all students are expected to adhere to a Student Code of Conduct.

SIPI maintains an open line of communication with both students and College personnel. Internally, SIPI provides avenues for both SIPI faculty/staff and students to seek resolution of grievances. SIPI adheres to the rights of students through 25 CFR 42.3, which outlines the following:

1. What general principles apply to this part?

2. What rights do individual students have?

3. How should a school address alleged violations of school policies?

4. What are Alternative Dispute Resolution (ADR) processes?

5. When can a school use ADR processes to address an alleged violation?

0 Criterion 1 Linked Evidence\1e.77 US Government Accountibility Website.pdf


6. When does due process require a formal disciplinary hearing?

7. What does due process in a formal disciplinary proceeding include?

8. What are a student's due process rights in a formal disciplinary proceeding?

9. What are victims' rights in formal disciplinary proceedings?

10. How must the school communicate individual student rights to students, parents, guardians, and staff?

11. The collection of information for reporting purposes.0

Student Grievance procedures are found in the student handbook (pg. 29). The purpose of this policy is to provide an acceptable method for prompt and equitable settlement of student-initiated complaints in which no forum is available. Faculty and staff initiated complaints procedures are found in the Department Manuel 370 DM 771 Subchapter 3.

The SIPI Student Senate is an active organization. Students can participate in and have a voice in student affairs as well as college administration and Board of Regents meetings. Student clubs are initiated through the Student Senate and formed by students who have a common interest. Beginning in fall 2009 and going through summer 2011 there are 11 clubs officially approved by the Student Senate. Once student clubs are formed they have the opportunity along with the club sponsor, to raise funds through campus activities. Funds are maintained and accounted for through the Student Senate. In accordance to 25 CFR 31.71 “Handling of students funds in Federal school facilities”, 0 a commercial account has been established off campus. The Student Senate treasurer, along with the other senate officers, is accountable for funds generated. Student and staff participation is encouraged in all College sponsored activities.

SIPI must comply with the Americans with Disabilities Act of 1990. SIPI is an accessible campus and the SIPI Facilities ensure the proper equipment is available for access to all buildings, rooms in buildings and utilities. A disability counselor is available on campus that ensures students appropriately receive services from both internal and external resources. Frequently the counselor meets with the students, staff and faculty to develop plans to meet the accommodation of students with disabilities’.0 0

Due to the federal nature of the College all personnel are aware of the personnel policies and procedures as dictated by Title V and the Office of Personnel Management Rules and Regulations. In addition, a Personnel Policies and Procedures handbook as a reference for SIPI employees is being developed. This will be reviewed and approved by the President’s Cabinet.

SIPI Admissions office maintains and regularly reviews Student Academic files. Following a suggestion by the HLC visiting team on December 7-9, 2009, SIPI amended its process for handling student files. Two files are maintained: 1) An Academic file containing the application

0 U.S. Certified Federal Register (1005. Vol. 70 No. 81 Part 42 Student Rights0 Criterion 1 Linked Evidence\1e.79 Indian Ed Policies Website.pdf0 ADA Compliance SOW’s and backlog from facilities.0 Health and Safety SOW’s from facilities.


for admissions, supporting documents and all academic related documentation; and 2) A Medical file containing the physical form, immunization record, and release of information form, if completed. In the standard course of operation, the Admissions office processes numerous applications and maintains an application file on each new student prior to admission to the College. Once the student is accepted to SIPI, an acceptance letter is generated, mailed and the admissions documents are filed in a color coded folder known as an Academic File. For re-admission students, a folder is classified as inactive until the student is accepted. Once the student registers for classes, verified by a class schedule, the admissions file becomes an active academic file. At this point, the health form and immunization record will be removed from the active academic file and filed separately at a different location to respect the privacy of the student. If a member of SIPI staff or student authorizes the release of the medical documents, a HIPA/FERPA approved release of medical information form is completed and signed by the student.0

SIPI is required to follow Federal guidelines utilizing 16 Bureau of Indian Affairs Manual (BIAM) – (Release 3) 5400 Series School Operations dated July 10, 2006.0 The storage of academic records are in accordance with the Privacy Act which states access to student academic records is limited to authorized persons. All employees handling these records are required to take care in protecting the integrity, security and confidentiality of the student records. All entrances to the Admissions and Records office are locked and only admissions and financial aid staff are allowed entrance. Each entrance to the office is clearly posted as to the protection of records under FERPA Guidelines. The Administrative Assistant regularly attends training and receives updates on Federal Guidelines for records management. Upon completion of training the Administrative Assistant informs the Admissions and Financial Aid staff of updates and procedures for file management. The contents of the records may not be disclosed unless authorized. No employee may alter or destroy these records unless authorized to do so. A criminal penalty may be imposed for knowingly and willingly disclosing these records without proper authority 5 U.S.C. 5521 (i) I.0 To ensure the security of these records, a written request along with the SIPI Student ID is required to obtain both official and unofficial transcripts, mid-term grades, final grades, verification of enrollment letters, copies of the high school transcripts, other college transcripts and certificates of Indian Blood.0

All files are kept in a lock Lektreiver file and only admissions staffs have access to the files. Student Academic files are separated by active and inactive status. Once a student goes through the withdrawal process, the file is moved to the inactive file. Inactive files are kept for a period of ten years, then boxed and shipped to the National Archives- Central Plains Region which is a Federal Repository. Student records are stored in accordance with Family Educational Rights and Privacy Act of 1974, FERPA guidelines.0

0 Bureau of Indian Affairs Records Schedule. 16 BIAM (Release 3) 5400 Series. School Operations. July 10, 2006.0 The Privacy Act of 1974, 5 U.S.C. § 552a—As Amended.0 SIPI Transcript Request Form. Office of SIPI Admissions and Records.0 SIPI Admissions Document Request Form. Office of SIPI Admissions and Records.0 SIPI FERPA Brochure


SIPI’s structures and processes allow it to ensure the integrity of its co-curricular and auxiliary activities.

Services rendered to SIPI by parental organizations or other affiliated organizations come under the purview of the President. The SIPI President has the authority to enter into, or reject, Memorandums of Understanding (MOU). All MOUs or Memorandum of Agreements (MOA) committing SIPI to a partnership must be reviewed and approved by both the President and the Attorney Advisor from the Department of Interior-Office of the Solicitor. Some of the agreements pertain to a single department or program, while others are relevant to the entire student body.0 0 0 0 The timeframe to approve the MOU’s vary, for example, the MOU with First Nations Health Source required nearly a year of negotiation.0 The First Nation Health Source provides behavioral health services for students. For a number of years students had to travel nearly 17 miles to receive such services, now it is locally available on campus. The SIPI Early Childhood Learning Center is another partnership program that would have required SIPI to hire all staff personnel and may have taken a number of years before its opening. SIPI and the Youth Development Incorporated (YDI), a State certified childhood service provider, agreed to terms to provide services to SIPI students and immediate staff’s child care services. Through formal agreements between YDI, SIPI and the Board of Regents, the SIPI Early Childhood Learning Center program serves children of SIPI students while they attend classes during the day.

SIPI deals fairly with its external constituents.

Partnerships with external constituents are symbiotic in nature. SIPI and the partner both gain from the partnership and both have responsibilities toward accomplishment of common goals. All MOUs clearly explains the roles, responsibilities and benefits for each partner. Formal partnerships between First Nations Health Source and SIPI for the delivery of behavioral health programs; and with the Albuquerque Area Indian Health Service for dental services to be located on the SIPI campus, are examples of collaboration with external constituents.0

SIPI deals fairly with the tribal communities and organizations in design of programs and curriculum for Native communities. Extreme precaution is taken when dealing with tribal communities to ensure that tribal protocols are upheld; as tribal members who are aware of tribal customs and beliefs, the SIPI leadership ensures respectful interactions to alleviate violations of traditional protocol or practices. SIPI facilities are available to external constituents for cultural events, athletic events, meetings, and training.0

SIPI prides its relationships with Indian tribes. SIPI is a National Indian Community College that accepts American Indian and Alaska Native students who present verification of U.S. federal tribal membership from a Tribal enrollment/census office or Bureau of Indian Affairs (BIA)

0 MOU IHS & SIPI for Vision care/clinical practice site 0 Partnership agreement between SIPI and NAU transfer of credits in Forestry agreement.0 MOU’s for Distance Education at Jicarilla, Mescalero and Santo Domingo Pueblos 0 NM Higher Ed Dept. Transfer Articulation Matrix 0 MOU SIPI and First Nations for behavioral health partnership0 MOU SIPI and First Nations for behavioral health partnership and AIHS MOU0 Facilities use form, List of events


agency. The minimum age of acceptance to SIPI is 17 years of age. Accepted students who are 17 years of age are not eligible to reside on campus until their 18th birthday. A parent or legal guardian must sign the release statement on the college application. The GED program, however, requires students to be at least 18 years of age. Each applicant is screened and supporting documents reviewed prior to admission to the College. Students applying for admission must submit a (n):

Admission Application Verification of Tribal Affiliation Official High School Transcript (Showing a graduation date) Health Physical (Can be turned in 30 days after instruction begins) Immunization Record (Can be turned in 30 days after instruction begins) DD-214 Form (If claiming veteran status) All official College transcripts if a transfer student

Reporting any false information on a student’s application may be grounds for denying admission or suspension from the College. The Admissions office will not copy, transfer, or return documents submitted for admission to SIPI. All accepted new and transfer students are required to take the ACT Compass Test for placement. Based on placement and test scores, the student may be required to enroll in developmental courses to help prepare the student for success in College level courses. Applicants currently on criminal probation or parole must indicate their status by checking the "Yes" box in the General Information section on the first page of SIPI’s Application for Admission. Any applicant, who is on criminal probation or parole or is pending for criminal probation or parole, must have their application reviewed by the Director of Admissions and Financial Aid before consideration for acceptance can be determined. The Director may request additional documents to determine the applicant’s eligibility for acceptance.

SIPI will not grant acceptance as part of a Grounds for Motion for Release or as a condition of release from incarceration, probation or parole. Students on probation or parole will not be provided lodging privileges until one year after the probation/parole is successfully completed. The student will provide the Admissions office official documentation of the successful completion of probation/parole.

If the College finds that the SIPI application for admission has been falsified to later show that the student is on probation or parole the student will be immediately dropped from SIPI and will not be allowed to reapply until one year after the drop was initiated. At that time the student must provide documentation of probation or parole and successful completion of probation or parole.

All applicants for enrollment are treated fair and equal. SIPI Administration adheres consistently to the above admissions requirements and provides the above information in a consistent manner to the public.


SIPI presents itself accurately and honestly to the public.

The College provides accurate information to constituents through its website and printed documents. SIPI is also compliant to all reporting criteria from funding sources. The website includes a variety of information on the College’s accreditation status, including its history, mission and vision statements, goals and list Board of Regents members. In addition, a newsletter, fees associated with attendance costs, course schedules, college catalog, student handbook, academic calendar, employment opportunities, admissions procedures and requirements and student resources is located on the SIPI website. Upon request, the President has delivered status reports to various entities including Tribal and State Governments and other stakeholder organizations.0

SIPI documents timely response to complaints and grievances, particular those of students.

SIPI consistently implements clear and fair policies regarding the rights and responsibilities of each of its internal constituencies and is dedicated to academic pursuits of instruction and excellence in education. The College values humane, safe and supportive environments to aide students in their pursuit of knowledge. As such, the following formal process has been instituted (and is noted in the Student handbook):

Student Complaint Procedure – “In the interest of better serving students, SIPI has established a procedure to provide for an acceptable method for prompt and equitable settlement of student-initiated complaints in which no other forum is available. More specifically a complaint is a written concern or formal charge of dissatisfaction with a person, service or process that requires clarification, investigation and resolution. The grievance procedure does not apply to matters relating to academic policies, curriculum development, content of class related materials or any other academic/instructional issue under the exclusive control of SIPI staff and faculty. A grievance may be undertaken by either an individual student or a group of students. If a student has attempted to work out an issue or problem by first discussing it with those most involved [individual(s) and/or office(s)] in a calm and honest way, but continues to feel that the issue or problem continues to persist, then the student may submit a written complaint to the Vice President of College Operations within 21 calendar day of the date of occurrence or matter being grieved. SIPI will not allow any form of retaliation against individuals who file a complaint to SIPI management or cooperate in the investigation of such reports. To the extent possible, the confidentiality of the reports will be maintained.” Information of complaints and actions taken are on file with the Vice President-College Operations.

SIPI is working on updating the current student grievance policy. A draft policy has been developed and is in the approval process. This policy, having been submitted to the President’s Cabinet for review, defines timelines and appeals procedures.0 The policy will then go to the President for approval and to the Board of Regents for concurrence/approval.

0 Presentations to Navajo Nation, NM Legislative Commission on Indian Affairs, NM Indian Higher Education Consortium.0 DRAFT SIPI “Student Complaints & Grievances Policy” 1-2011


Strengths, Challenges and Issues for the Future

The SIPI staff is diligent in moving toward a data-driven system as evident by the development of a program base budgeting process involving the use of data in the prioritization of activities; program reviews; submission and collection of work tickets in facilities management; analysis of student violations to determine security needs; and analysis of enrollment and labor market trends.

One of SIPI’s major strengths is in the commitment of its staff and faculty, as evident by attendance to campus wide meetings, participation in the development of this report, and participation of all staff (86%) in focus group meetings for the strategic plan. The shift in the commitment, ownership and knowledge of SIPI and the accreditation process, since the December 2010 visit, is phenomenal. All individuals on campus are involved in developing documents and processes crucial to institutional change. One of the greatest challenges SIPI faces is completing these documents and implementing the processes.

SIPI staff is in the process of developing the following documents: Faculty Handbook, Housing and Recreation Policies Handbook, General Administration Handbook, Personnel Policy and Procedures Handbook and a Hiring Plan. These documents must be finalized, approved and implemented. In-service training for personnel on these documents is essential; thus the need for a campus-wide professional development plan as included in SIPI’s Strategic Institutional Planning Calendar.

Shared governance is another priority at SIPI. The Board of Regents, the SIPI President and the BIE leadership must further delineate responsibilities of each entity, including the authority of the faculty. It is necessary to involve Union representatives in discussions. Although the relationships among all parties are positive and harmonious, the responsibilities must be clarified. At the center of discussion is determining whether the Board of Regents is a “policy making governing board” 25CFR32.4 (4) (g) or “advisory board".

As a 501(c) 3, the Board of Regents office operates as a separate and independent entity. The indirect cost rate for the Board of Regents is negotiated at 3.7%; however, many of the grants that are funded do not allow for indirect cost which poses a problem for the continued existence of the Board of Regents office. The Board of Regents office is striving to become a self-sustaining entity as indicated in the Strategic Plan which includes the development and implementation of a fundraising campaign that will meet their obligations and responsibilities of supporting SIPI’s mission; re-establishment of an alumni association; establishment of a Board of Regents website that will allow donations on behalf of the College and the development and implementation of a public campaign. This requires the maintenance of a Board of Regents office and basic staffs on campus to initiate development and implement plans.

Shared governance includes the Board of Regents, faculty, staff and student input on all matters. The College committees that have been established constitute a major step in this direction. They will have to continue positively contributing to the advancement of SIPI. All meetings are formally documented with meeting agendas, sign-in sheets, and meeting minutes.


Full-time staffing is a challenge at SIPI. Adjunct faculty ensures that the College offers all required courses and allows this to happen at a lower cost.0 One disadvantage to utilizing adjunct faculty is the lack of community and collegiality when people are on the campus for only a few hours a day. The adjuncts are not expected to serve on committees or do any work outside their teaching load. At SIPI, this puts an enormous stress on the few full-time faculty (15) and staff. SIPI’s administration will work to re-evaluate the adjunct contract with the University of New Mexico in order to rededicate funds to hire more fulltime faculty members.

SIPI is in process of hiring an Institutional Effectiveness Specialist and establishing an Institutional Research Office. This office should result in a coordinated, systematic method of gathering and analyzing data that will impact strategic decision making. It will be SIPI’s challenge to integrate this department into the daily operation of the College and institutionalize the use of data.

Issues stated for Criterion One from the last site visitation:

The accreditation team that visited SIPI in December 2009 indicated concern in five areas for Criterion One. These concerns were delineated in the HLC notification letter of July 2, 2010.0

The SIPI community has taken steps to ameliorate the conditions surrounding those concerns and to ultimately strengthen institutional integrity. The five general areas of concern identified are: 1) Bureaucracy (relationships, oversight and delays) 2) Turnover of Presidents; 3) Limited staff; 4) Lack of Program Review (which questioned the use of another institutions program review documents) and 5) Incomplete Strategic Plan with supporting documents not organized and readily available. Each issue and how SIPI has responded is discussed in the following paragraphs.

Bureaucracy: SIPI, as a federally-operated College, must adhere to all federal rules, regulations and processes which often affect the timeliness of completing acquisition and contracting, hiring, and fiscal management. SIPI’s President has established an effective working relationship with the Director of the Bureau of Indian Education and as such these obstacles have been minimized.

Acquisition and Contracting: SIPI must adhere to the Federal Acquisition Regulations (FAR). The College has an established Acquisition and Procurement office with a warranted Contract Specialist who has the responsibility to procure through the Interdepartmental Electronic Acquisition Systems (IDEAS) supplies, equipment, services and small construction contacts up to $25,000. The Contract Specialist is responsible for completing all federal acquisition reports and ensuring that the College is following all procurement and contract requirements. SIPI will establish procedures to effectively work within the Bureaucracy and has established a budget process that necessitates forward planning. SIPI administration has made effort to increase the warrant level of the Contract Specialist.

Hiring: SIPI must adhere to the Office of Personnel Management and Title V regulations. SIPI has a Human Resources Specialist who works in cooperation with the BIE-HR Office on development and approval (classification) of position descriptions, personnel issues,

0 SIPI and University of New Mexico Contract for Adjunct Instructor Services.0 Public Disclosure Notice from HLC, July 3, 2010.


advertisement and hiring. SIPI’s relationship and coordination with BIE-HR has improved. The President makes direct requests and submits a priority list of action to the BIE-Human Resources Officer. This has had a positive effect on the timeliness of completing tasks. In conjunction with the BIE-HR Office, SIPI has drafted a Hiring Plan that will be approved by March 2011. SIPI’s HR Specialist has worked on obtaining her certification to classify position descriptions and works with BIE-HR to meet current classifying needs. Having an HR Specialist capable of classifying the position descriptions with autonomy from BIE will greatly improve the turnaround time for classification.

Fiscal management: Fiscal operations are documented and maintained in the Federal Finance System (FFS). SIPI is working with Department of Interior-Finance personnel to modify the FFS to better track expenditures through the development of departmental and program cost codes. This will improve timeliness of fiscal data and allow the college to have a clear picture of how expenditures occur throughout the campus.

Being federally-operated, SIPI demonstrates a system of shared governance with the BIE, the SIPI administration, the SIPI Board of Regents and the SIPI faculty, staff and students. Conducting a comparative examination of the BIE’s organizational chart0 and SIPI’s organizational chart0 will help in understanding how to better collaboration between the entities. The three Indian Affairs Manual and Delegation of Authority to Deputy Directors, Assistant Directors, Presidents of SIPI and Haskell, issued on October 15, 2010 by the BIE, clearly states the authority SIPI’s President has to act as the CEO for the institution. BIE also issued 3 IAM 8 Delegation of Authority that outlines the Presidents responsibilities and authority. The Board of Regents has a MOU with the President of SIPI0 that delineates the roles and responsibilities of the President and the Board of Regents in the governance of SIPI. As stated previously, the SIPI Board of Regents holds 501(c) 3 status0 which allows them to fundraise in the interest of the College.

SIPI staff members have an active role in all planning, curriculum development, budgetary planning and operational issues of the College. In April, 2010, SIPI’s President appointed a President’s Cabinet to work in the areas of budgeting and strategic planning. An examination of the Cabinet’s composition as stated in the memorandum sent to all members reflects participation of all segments of the campus.0 A SIPI Assessment Steering Committee0 and a SIPI General Education Committee0 were also appointed.

0 BIE Organizational Chart.0 SIPI Organizational Chart.0 Resolution from SIPI Board of Regents supporting SIPI President’s authority and decision-making dated November 19, 2010 (pending new evidence).0 IRS proof on Non-Profit 501 (c) 3 Status for the Board of Regents. December 1995.0 Memo for appointment of President’s Cabinet Members from SIPI President.0 Memo for appointment of SIPI’s Steering Committee from SIPI President.0 Appointment of SIPI’s General Education Committee from VP Academic Programs.


Turnover of Presidents: The HLCs final letter identifies turnover of the College President as a concern that affected SIPI’s institutional effectiveness. During 2000-2010, SIPI experienced the following changes in Presidency:

December 2001: Dr. Carolyn Elgin, retired after ten years of service to SIPI January 2002: James Lujan, SIPI Vice President-Academic Programs was detailed

and served as Acting President for one year January 2003: Dr. Joseph Martin was appointed

o March 4, 2005: Dr. Martin resigned to re-assume a Faculty position as Northern Arizona University

March 2005: James Lujan, SIPI Vice President-Academic Programs was detailed and served as Acting President for nine months

o December 31, 2005: James Lujan retired from Federal service January 2006: Valerie Montoya, SIPI’s new Vice President-Academic Programs was

detailed and served as Acting President for six months July 2006: Dr. Jeffery Hamley was appointed

o January, 2009: Dr. Hamley detailed to the BIEo April 26, 2009: Dr. Hamley transferred permanently to the BIE

January 2009: Dr. Sherry Allison is detailed to SIPI December 2009: Dr. Sherry Allison is appointed

The Board of Regents submitted BOR Resolution 2010-08, which passed on November 19, 20100 advocating consistency in SIPI administration and the importance of keeping Dr. Allison as President during SIPI’s time of progress and growth which will provide much needed stability in the President’s office.

Limited Staff: SIPI has 15 full-time faculty members. A contract with the University of New Mexico allows the College to provide a larger variety of courses with a lower financial expenditure.0 Faculties are hired on as needed basis and are not paid benefits. The use of adjunct faculty is not unique in the community college arena; however, the contract will be revisited to allow funds to be used to hire additional fulltime faculty.

SIPI’s Human Resources Specialist works in conjunction with the BIE-Human Resources (HR) office on the approval (classification) of position descriptions and advertisement of vacancies. According to SIPI’s HR Specialist since the last HLC visit in December 2009:

the compensation of all employees has been completed; 20 permanent/term/temporary positions were filled and 23 individuals were hired on an

Emergency basis; there are fewer acting personnel at SIPI, and three Department Chair positions vacant at the time of the December, 2009 accreditation

visit have been filled:

0 Resolution passed by SIPI BOR on November 19, 2010 in support of Dr. Allison as SIPI’s President.0 SIPI and University of New Mexico Contract for adjunct instructor services.


o Dorothy Wester: Department Chairperson for Advanced Technology;0 o Christopher Harrington: Chairperson of Liberal Arts/Business Technology0

; ando Kathryn Akipa: Chairperson for Academic Support and Developmental

Education.0

The College has developed a Hiring Plan0 that will be completed in February 2011. The plan identifies each position needed, tasks needing to be completed prior to advertisement, expected costs and funding sources. (Offers have been extended to qualified individuals for the Institutional Effectiveness Specialist and Librarian positions). The President’s Cabinet will prioritize the list of vacancies at its January 31, 2011 meeting. The College anticipates using Title III funds and revisiting funds dedicated to the UNM adjunct contract to hire 7-8 faculty positions. On December 16, 2010, a generic position description for Instructors/Faculty was forwarded to the BIE-HR office for final approval, and on January 18, 2011, SIPI clarified questions posed by BIE-HR in regards to the position description. It is anticipated that the position description will be approved by the end of January 2011. When approval is secured to use the Title III funds and amendments are made to the University of New Mexico contract, these positions will be advertised.

Another matter that affected the turnover of staff stemmed from the implementation of a Reduction in Force (RIF) in September 2004 when SIPI experienced a budget deficit. Consequently, in response to the RIF, the Indian Education Federation (Union) filed an official grievance in March 2005. On November 15, 2006, it was determined that SIPI must comply with the “Annual Longevity Increment Provision” under the federal personnel system, which had SIPI appropriately compensate federal employee’s salary increases that were due. In addition, on October 2007, President Hamley terminated the Personnel Demonstration Project based on a June 20, 2007 decision of the U.S. Merit Systems Protection Board, Parrish v. Department of Interior, deciding that SIPI had not complied with the requirements of Public Law 105-227. SIPI began the long process of converting back to the General Schedule (GS) system. As stated above, SIPI completed the compensation of all employees in December 2010, but is still working on reclassification of position descriptions to the GS system which must be completed to fill vacancies. For more information, reference Part 1, Chapter 2.

According to SIPI’s Human Resources Specialist, the College’s organizational chart identifies 162 positions, which may or may not all be filled. Following is a breakdown of position descriptions:

Approved Position Descriptions: 89 o Occupied/encumbered: 64o Vacant positions (may not be filled): 25

0 Position description and resume Dorothy Wester, Dept. Chairperson, Advanced Technical Education.0 Position description and resume for Christopher Harrington, Department Chairperson Liberal Arts and Business Education.0 Position description and resume for Kathryn Akipa, Chairperson, Department of Academic Support and Developmental Education.0 SIPI Draft Hiring Plan


Position Descriptions needing approval:73o Occupied/encumbered: 21o Vacant ( may not be filled): 52

Since December 2009, a total of 40 position descriptions have been completed.

Lack of Program Reviews: The HLC cited the lack of program reviews as an issue at SIPI and the use of another institutions program review documents. This is no longer an issue; the Faculty at SIPI has developed a “homegrown” program review process and schedule. Three academic programs are currently collecting data for these program reviews. See Criterion 4 for more information.

Incomplete Strategic Plan and Lack of Supporting Documents: The Strategic Plan that was presented to the HLC visiting team during the December 2009 visit was to serve as a framework for the operational plan of action for the next three to five years. Since this visit, work on the Strategic Plan has continued. The Plan is in final draft and is expected to be completed with all approvals by the end of February 2011. Currently the only task needing finalization is the prioritization of Action Strategies and Activities, which will be completed by the President’s Cabinet on February 11, 2011. Once the Plan is formally approved by the President and the President’s Cabinet, it will be presented for approval to the Board of Regents and BIE Leadership.

Each department, including the Board of Regents, went through a series of work sessions and focus group discussions to determine the operational focus for the next three years. These operational plans are complete and within the Strategic Plan document. The period of three years was chosen to allow for immediate concentration on activities of greatest priority and to begin effectively implementing the Strategic Plan. This comprehensive plan will guide the course for SIPI and clarify its priorities.

As a part of SIPI’s Strategic Plan, various policies and handbooks (Faculty, Personnel, and Administrative) have been drafted and are scheduled to be finalized by March 2010. It is important to note that all of these documents will be submitted to the Board of Regents for concurrence and approval before being officially institutionalized.

A concern also noted in the July 2, 2010 final decision letter from HLC was in regards to the lack of supporting documentation. As a result of this cited concern, there is a concerted effort throughout campus to collect, organize and maintain institutional records. SIPI established a permanent Accreditation Resource Room that houses all evidentiary materials and documents for accreditation purposes. A filing plan was also developed to guide the organization and tracking of documents. A sign-in sheet is placed in the room to track and verify its usage by the SIPI community.

SIPI also completed a campus wide “records initiative”. Records that had met the archiving threshold of four years (2005) or more were collected and prepared for archiving in accordance to federal standards. By August 2010, 589 boxes were shipped to the American Indian Records Repository in Lenexa, Kansas


Chapter 2: Criterion Two: Preparing for the FutureTHE ORGANIZATION’S ALLOCATION OF RESOURCES AND ITS PROCESSES FOR EVALUATION AND PLANNING DEMONSTRATE ITS CAPACITY TO FULFILL ITS MISSION, IMPROVE THE QUALITY OF ITS EDUCATION, AND RESPOND TO FUTURE CHALLENGES AND OPPORTUNITIES.

Core Component – 2a: The organization realistically prepares for a future shaped by multiple societal and economic trends.

Southwestern Indian Polytechnic Institute’s (SIPI’s) future is defined by several planning documents.

On March 4, 20100, SIPI stakeholders met to develop a plan of action and timeline to complete the strategic plan by December 2010. At this meeting, the College’s core programs and departments were defined along with the structure for future budgetary processes. The President’s Cabinet was developed in part to review and approve the program based budgets. Cabinet membership includes the SIPI President, Vice President for College Operations, Vice President for Academic Programs, Department Chairs (3), Facility Management Supervisor, Director of Admissions and Records, Director of Housing and Recreation, Budget Analyst, Institutional Effectiveness Specialist, Education Specialist (BIE), Board of Regents’ staff member, Union representative and Student Senate President. Additional planning meetings were scheduled on May 6-11, 2010 with the faculty and staff to move forward with the strategic plan, develop department/division budgets, conduct discussion on the assessment committee, and program review processes. Subsequent meetings were held in 2010. Standing dates for future meetings are 01/31/11, 04/06/11, 06/07/11, and 7/16/11.

SIPI’s organizational planning documents reflect its current capacity and demonstrate its attention to emerging technical, multicultural, environmental and economical factors. The planning process began with the overall implementation of two key components of the strategic plan:0 department and program operational work plans0 and program based budgets0. The operational work plans are based upon the institutional goals approved by the Board of Regents. Initial plans were reviewed by a focus group from November 17 – 22, 20100. The feedback from the focus group underwent a comprehensive review with particular focus given to the prioritization of action strategies and activities by the President’s Cabinet on January 3, 2011. The subsequent plan will be used as the baseline for annual planning and resource allocation. The program based budgets will link to these plans to develop annual budgets for each program to document the needs and determine the most effective and efficient utilization of the College’s limited resources.

The following flowchart demonstrates how SIPI will plan, assess, build its capacity and document change to its academic and non-academic programs in a systematic way.

0 President’s Cabinet-(Reference President’s Cabinet Binder 04/04/2010)0 Draft SIPI Strategic Plan, 2009-2013, tentative date of approval February 20110 Departmental Operational Plan (sample form ATE Dept.)0 Program Based Budgets (sample ATE Dept.)0 President’s Cabinet-(reference President Cabinet’s Binder 11/ 17 – 22/2010)

79 Criterion Two: Preparing for the Future

Figure 2.1


The following institutional calendar serves to bring together all elements of the strategic plan, processes and other critical institutional plans to further demonstrate how SIPI will plan, assess, build its capacity and document change to its academic and non-academic programs in a systematic way. SIPI’s Institutional planning calendar will unify all elements of the Strategic Plan and the College’s overall institutional effectiveness process. The calendar was presented to the President’s Cabinet on January 3, 2011 for review and comment. The calendar will then be presented to the President for approval and the Board of Regents for concurrence.

Figure 2.2


BudgetSince the College’s inception in 1971 as a Federal entity SIPI has relied on Congressional appropriations for operational funding0. Congress makes a single appropriation to the Department of the Interior (DOI) for the “Operation of Indian Programs,” including the programs of the Bureau of Indian Affairs (BIA), the Bureau of Indian Education (BIE), and other programs of the Office of the Assistant Secretary-Indian Affairs. The Department makes an annual funding request to Congress, in which the Department justifies the appropriations needed for the “Operation of Indian Programs.” A funding request is made three years prior to the actual fiscal

0 GovTrack, H.R. 2996: Department of the Interior, Environment, and Related Agencies Appropriations Act, 2010


year appropriations. Once the time for requesting appropriations has passed, additional Congressional funding is available only if the Department requests and Congress makes a supplemental appropriation. Funding requests for SIPI pass through several layers of review0 within the Bureau of Indian Education, within the Office of the Assistant Secretary-Indian Affairs, within the Department of the Interior, within the Office of Management and Budget, and finally within Congress. In this process, SIPI’s funding requests are strictly evaluated against other federal program’s funding requests.

With the development of the Policy Evaluation and Post Secondary division, SIPI now has direct representation0 and an involvement in the federal funding cycle. As an example, SIPI made a presentation0 at Tribal/Interior Budget Council (TIBC)0, formerly known as the Indian Affairs (IA) Tribal Budget Advisory Council (TBAC) meeting in Washington DC. TIBC provides a forum and process for tribes and Federal officials to work together in developing annual budget requests for Indian programs in the Department of the Interior. It provides cooperative participation in Indian Affairs budget formulation, justification, and information. TIBC meetings also serve as an education forum to better inform tribes of the IA budget process and advice on the status of Indian Country initiatives throughout the Federal Government.

SIPI is also working with BIE Policy, Evaluation and Post Secondary (PEPS) personnel as well as Department of the Interior fiscal personnel to develop a fiscal audit/reporting process which will convey to the HLC and external stakeholders SIPI’s unique fiscal requirements and show a complete transparency of SIPI’s fiscal capacity. The information from this process will be utilized in resource allocation decisions and assist the College in having a clear picture of its fiscal resources. Due to the unique fiscal status of the College SIPI, BIE and DOI are reviewing the option to include SIPI in the overall Department of the Interior audit contract which is coming up for renewal or to develop a standalone contract for the sole purpose of developing the financial information needed.

Shared Governance

There is a renewed emphasis on shared governance. SIPI has chosen to use a committee structure to ensure their understanding of shared governance. There are several standing ad hoc committees: Academic Affairs Committee0, Curriculum Committee0, General Education Committee0, Assessment Committee0, Safety Committee0, Accreditation Steering Committee0

0 Narrative SIPI’s Budget Allocation Process, Tables and Charts0 Policy Evaluation &Post Secondary Letter from Stephanie Birdwell with supporting Funds Distribution Documents0 Tribal Budget Advisory Council (TBAC) Briefing PowerPoint 03/15/20100 Tribal Interior Budget Council (TIBA) information0 Academic Affairs Committee documents, minutes, agenda, 09/10 0 Curriculum Committee documents, minutes, agenda 09/100 General Education Committee appointment letter, documents, statements, assessments 08,09/20100 Appointment Letter from Dr. Allison dated 04/13/2010. The Assessment Committee was appointed on April 13, 2010, but due to staff limitation the curriculum committee resumed the responsibility of developing program assessment plans. 0 Safety Committee agendas, minutes and sign in sheets 20100 Accreditation Steering Committee documents, memos, agendas, minutes and sign in sheets 2010


and Criterion Committees as well as the President’s Cabinet. Other Ad Hoc Committees include Graduation Committee0, Policy Review, Records, Awards, Student Senate0, and Technology. This structure provides the depth and breadth essential to develop needed processes to implement all improvements and planning in a more efficient and effective manner. The committees are to report at regularly scheduled President’s Cabinet meetings. During these meetings the President’s Cabinet will also review the overall process and structure of the campus committees.

Performance Improvement Accountability Plan (PIAP)0

As a result of the recent accreditation action by the Higher Learning Commission, and at the request of the Department of Education, SIPI has developed a detailed Performance Improvement Accountability Plan (PIAP). The PIAP formally documents the planning process and tasks associated with it to ensure that the College is unequivocally planning and focusing on all functional areas necessary for renewed accreditation and continuous program review and improvement.

SIPI’s planning documents demonstrate that attention is being paid to emerging factors such as technology, demographic shifts and globalization.

Technology

SIPI’s Technology Committee will be reinstated to ensure that the college provides and maintains adequate technological resources to support student learning and success as stated in the College’s Strategic Plan and College Goals. The Technology Plan has been drafted0 and will be reviewed by the Technology Committee and ultimately submitted to the President for approval and the Board of Regents for concurrence.

This will be accomplished by:

Reviewing and developing a long-term technology plan that is aligned with the goals of the College;

Developing an annual assessment and scan of the College’s future technological needs;

Working with the Vice President of Operations and the President’s Cabinet to create and identify funding sources for the replacement of outdated technology;

Working with Information Technology (IT) staff to set and maintain minimum technological standards in collaboration with the Department of the Interior and Office of the Chief Information Officer;

0 Graduation Committee minutes, memos, Graduation agenda and Graduation program 20100 Student Senate agendas, minutes, sign in sheets, emails and examples of delegation0 Performance Improvement Accountability Plan (PIAP), 01/10/2010 0 Information Technology Plan Draft 2009-2014


Working with SIPI administration to determine professional development needs with respect to the use of technology;

Working with the Vice President of Academics and Distance Education staff to ensure adequate technological resources exist to support the College’s distance education and other technology-supported initiatives;

Ensuring that both long-term and short-term technology planning is integrated into institutional planning at all levels;

Participating in the creation of policies concerning appropriate use of technological resources; and

Making recommendations to the President’s Cabinet with respect to technological needs.

Demographic Shifts

SIPI’s 2009-2013 Strategic Plan addresses present and future opportunities. It is a data-driven plan seeking to outline issues and tasks that the College will integrate into operations including: Project needs for community college programs and services for the future;

Recommendations on how SIPI can meet needs for education through programs, support services, organizational development, technology, staffing and marketing;

Identification of programs and services SIPI will need to develop to meet the varied needs of its constituent communities;

Establishment of processes for staff and stakeholders to assess unique needs and preferences for current and new programs;

Collection and analysis of external information directly and indirectly effecting SIPI such as trends in education, economics, competitor higher education institutions and about the demography of tribes currently served by SIPI;

Provisions for SIPI of have an independent assessment of its capacity to meet future demand. Included here are: What new programs could to be developed to meet emerging workforce needs? What programs could be downsized or altered in the face of workforce needs? To what extent do support services meet current student needs as well as future needs? Is SIPI’s organizational structure developed to carry out program expansion?; and

Development of projections for student enrollment, existing programs, support services and educational delivery systems.Environmental scanning is a method that enables decision makers to understand the external environment and the interconnections of its various sectors and to translate this understanding


into the institution's planning and decision-making processes. Key is “translating this understanding into the institution’s planning and decision-making processes.” As a result of SIPI’s environmental scan, potential planning assumptions and key points that could shape SIPI’s future are noted within the College’s Strategic Plan. In addition, SIPI contracted with Economic Modeling Systems Inc. (EMSI) to get data and analysis regarding high-demand occupations in areas surrounding Indian reservations throughout the nation. To build on its analysis, EMSI provided recommendations on which programs SIPI can offer that best address the demand for these occupations. These recommendations and results of the survey are found within the Strategic Plan.

State and National Labor Markets are also analyzed as SIPI looks objectively at its current program mix and future programming options. Current State and National Labor Market data can be found with the Strategic Plan.

Attention to Emerging Factors

The College’s planning documents demonstrate attention is being paid to emerging factors such as technology, demographic shifts and globalization. For example, SIPI’s Information Technology (IT) department plays a major role in keeping SIPI up-to-date with technology in both the academic classrooms and non-academic areas. This department has been working diligently over the past year and a half to plan and prepare the College for the future. The entire campus went through a major change to the bie.edu domain. Likewise, the College has gone through the procurement and selection process for a new campus wide Enterprise Resource Planning (ERP) and Student Information system0. SIPI IT staff is now working toward a campus-wide data conversion and the development system.

Another major goal of the IT department is to increase the overall bandwidth for the campus. During the latter part of November 2010 the campus was upgraded to a DS3 circuit increasing the bandwidth 10 fold. At present, the College IT department has collaborated with Facilities Management to identify funds to procure a new campus-wide phone system. With BIE support, IT staff are reviewing and developing the design and scope of work for the project. It is predicted that with the initial planning and work completed, this project should be funded for fiscal year 2010-2011. Other relevant projects being overseen by the IT department follow:

Developed a standardized template for the college’s strategic IT plan to further the technology equipment currently in place to support campus-wide students and employees.

Implement security technology in conformity to BIE IT security policies. Planned software support for student computer labs across campus by the end of each

trimester for the next trimester for software implementations and maintenance service campus wide.

Planned future software implementations are performed during the breaks due to errors that it produces and the IT support have time to trouble shoot the software issues.

Programs0 Enterprise Resource Plan(ERP) Student Information System-CAMS Contract 2008


SIPI’s academic programs are continually working to ensure that the institution is preparing students for the future. SIPI addresses the needs of its students and communities by offering certificate and degree programs0 which are in demand and will prepare the students to successfully compete in the outside work force. SIPI’s certificate and degree programs give students a well-rounded perspective of what is needed to succeed in the workplace and/or continue with their higher education. The courses also ensure students have the necessary skills in communications, math, science and technology while incorporating the cultural aspect that is important to Native American people. SIPI’s Developmental Education program0 ensures that students have every opportunity to build basic skills to be successful in careers and post-secondary education.

In addition to traditional coursework, SIPI reaches out to Native American communities by offering courses through distance education0 and online using Blackboard technology. The Family Extension Programs help keep the communities that SIPI is working with informed and involved with SIPI for present and future generations. The Pre-Engineering, Network Management, Geo-Spatial Information Technologies, and Computer Integrated Manufacturing Technology programs prepare students to further their education and participate in the global economy based on Science, Technology, Engineering and Math (STEM) courses completed. SIPI has committed itself to compete with the rest of the world as noted in its vision statement. SIPI’s Engineering and Engineering Technology programs provide students with essential STEM skills needed to develop new technologies and advance on a global scale.

SIPI ensures students are up-to-date with environmental changes by providing instruction in the classroom, student internship opportunities, and leveraging the grant funding in Renewable Energy, Tribal Equity and Endowment, National Science Foundation-Advanced Technological Education (NSF-ATE) and National Science Foundation-Tribal Colleges and Universities Programs (NSF-TCUP) and Title III. Although these are focused grant programs with restricted funds, they augment SIPI’s Strategic Plan and are aligned with the mission of SIPI.

Program Review of Academic and Non-Academic programs is designed to serve as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and supports self-renewal and self-study. It provides a mechanism for the identification of weak performance (may be determined that a program or service should be eliminated) and assists programs in improving achievement. Program Review is one of the main components of planning that leads to better utilization of existing resources and leads to increased quality of instruction and service. A major function of program review is to monitor and pursue the alignment of institutional goals and priorities and the actual practices in the program or service. Program Review is the linkage point of planning, budgeting, and assessment of student learning outcomes. Development of Academic Program Review is currently in process. Three programs are in the review process at the present time. A schedule is in process of being developed for the

0 SIPI Certificate and Degree Programs, Programs of Study 0 SIPI Course Catalog 2009-2011, Adult Basic Education Program, pg. 280 SIPI Course Schedule Spring 2011, Distance Education


remaining programs. The Non-Academic Program Review has been developed and disseminated for review to programs. The schedule is in process of being developed. The continuous review and improvement of SIPI’s academic programs is focused on student achievement.

SIPI’s total enrollment for 2010 increased by 187 students (2010 total enrollment 1699 students, 2009 total enrollment 1512 students). This includes totals for spring, summer and fall trimesters gathered from SIPI’s STARS System. Below are the totals for each trimester. There has been a year to year decrease in the fall trimester numbers (547 vs. 657). This was attributed to the change in accreditation status during the summer.

Table 2.2Spring Trimester

Summer Trimester

Fall Trimester Totals

2009 441 414 657 15122010 673 479 547 1699

SIPI’s planning documents show careful attention to SIPI’s function in a multicultural society.

SIPI continues, as it has in the past, to collaborate with outside industries, state agencies including the New Mexico Higher Education Department, Federal divisions such as the Department of the Interior, Bureau of Indian Affairs/Bureau of Indian Education and outside community and state colleges such as the University of New Mexico, New Mexico State University and New Mexico Tech. Students have teamed up with outside agencies including National Aeronautics and Space Administration (NASA), U.S. Forest Service and U.S. Department of Agriculture (USDA). SIPI students participate and attend conferences on and off campus which included the New Mexico Organic Farming Conference0 as a part of the Intertribal Nursery Council, the Tribal Restoration Workshop0 hosted by SIPI’s Natural Resource Program and USDA Forest Service Tribal Relations Program, and the 2010 National Tribal Geographic Information System (GIS) Conference0.

During the past year the President and various personnel at SIPI have worked with and made presentations to numerous internal and external groups that support the College. These collaborations include working with the New Mexico (NM) Secretary of Education, NM Tribal Higher Education Committee, U.S. Department of Education, NM Indian Affairs Committee, Northern Arizona University, Education Committee - Navajo Nation Council, USDA, Louisiana State University, NM Association of Community Colleges, NM Independent Community Colleges and NM Council of University Presidents.

The work force study American Indian Educational Gap Analysis for the Southwestern Indian Polytechnic Institute0 prepared by Economic Modeling Specialists, Inc. (EMSI), December 2009, is another example of how the College plans for the future recognizing the diverse multicultural

0 NM Organic Farming Conference 02/19/100 Tribal Restoration Workshop, sign in sheet, agenda, 09/08/100 National Tribal GIS Conference, attendees, presenters, program, 10/08/100 American Indian Educational Gap Analysis for the Southwestern Indian Polytechnic Institute, December 2009


nature of the college and the tribes that it serves. Data analysis of the results is used to assist SIPI with program planning.

SIPI’s planning processes include effective environmental scanning.

As part of the strategic planning process, an environmental scan was completed. The scan is discussed in the Strategic Plan and reviews the areas of demographics, economics, employment, housing, secondary schools, public policy and tribal colleges and universities. Included in this discussion is the previously mentioned work force study “American Indian Educational Gap Analysis for the Southwestern Indian Polytechnic Institute.” This serves to scan and determine the work force needs of the students and external stakeholders. The report provides SIPI with data and analysis regarding high demand occupations in areas surrounding Indian reservations throughout the nation.

To make certain that the various programs at SIPI are keeping up with their academic and industry latest trends, the college is in the process of ensuring that there are advisory committees for all programs. The fall 2010 five advisory committees met; they were the Culinary Arts0, Engineering and Engineering Technology0, Geospatial Information Technology0, Natural Resources0, and Vision Care Technology0, Programs Advisory Committees.An advisory committee handbook0 has been developed to aid in this process.

With the ever evolving security concerns at colleges and universities, SIPI has worked with the Department of Homeland Security in conjunction with BIE to perform a physical security audit at SIPI which identified areas of concern0. The audit was used to justify the first phase of a door replacement project that was completed in 2010. The Facilities Management Department used this audit to identify other security needs throughout campus and has sought funds through the State of New Mexico’s General Obligation Bond Process. A security plan is being assembled to identify and prioritize projects to improve the overall campus security.

SIPI’s organizational environment is supportive of innovation and change.

Today, SIPI has grown into a College serving tribal members from over 100 tribes. SIPI offers Certificate programs, job training programs and grants, Associate of Applied Science, Associate of Arts and Associate of Science degrees, while offering its students opportunities to transfer into 4-year degree programs. As the times have changed, SIPI has expanded, adding more relevant degree programs, delivering courses with the latest technology, and preparing students for careers in the 21st century.

The Childhood Education Center, opened in spring 2010, is a training facility for pre-service early childhood educators, while serving as an early childhood laboratory school and providing 0 Culinary Arts Advisory Committee, agenda, members, 10/18/100 Engineering Advisory Committee, agenda, members, 12/14/100 Geospatial Technology Advisory Committee documents, 11/17/100 Natural Resources Advisory Committee agenda, minutes and sign in sheet, 11/19/100 Vision Care Technology Advisory Committee agenda, minutes and email, 12/01/100 SIPI’s Advisory Committee Handbook0 Physical Security Assessment for Southwestern Indian Polytechnic Institute, November 16, 2007


quality childcare for low- and moderate-income students, staff and faculty of SIPI. The facility features a kitchen to provide meals for the children and healthy cooking demonstrations for parents.

In 2007, SIPI and the three other tribal colleges in New Mexico signed a Memorandum of Agreement (MOA) with the New Mexico Higher Education Department to increase tribal student success in higher education by enhancing recruitment, participation, retention and graduation rates of Native students at tribal colleges. This memorandum is believed to be the first of its kind in the nation.

At the high school level, SIPI has partnered with the Bernalillo Public School System to institute an engineering pathways program to increase interest and training in engineering at the high school level. The collaboration allows high school students to enroll in SIPI courses and earn both high school and college credits in the fields of science, math, engineering, and technology, while allowing SIPI to do outreach to local public schools with large Native American populations.

SIPI incorporates in its planning those aspects of its history and heritage that it wishes to preserve and continue.

SIPI has dedicated facilities and resources to the development of a permanent Accreditation Resource Room. The Accreditation Resource Room will serve as the permanent repository for campus documents. In addition to the campus Accreditation Resource Room, SIPI is gathering and archiving historical and institutional records to be used as documentation and as the critical data element in a continuous improvement process. As part of the Department of the Interior and the Bureau of Indian Education, SIPI officially documents and stores archived records at the American Indian Records Repository (AIRR)0 0 0.

SIPI is moving forward to firmly entrench planning into the regular ongoing activities. Examples of this include the new strategic plan, facility master plan, the reinstated advisory committees, campus wide archiving efforts, and the development of the permanent resource room. All of these activities are based on preserving and building from historical efforts.

SIPI clearly identifies authority for decision making about organizational goals.

SIPI is administratively structured to ensure planning and decision making resulting in higher levels of student learning0. The College is organized into three major service areas: Academic Programs, College Operations and the Office of the President which encompasses Student Housing and Recreation. The President regularly holds scheduled meetings with the President’s Leadership Team and the President’s Cabinet to discuss pertinent issues as well as develop and implement sound planning processes. The President’s Cabinet functions as the gatekeeper for policies, strategic planning, budgeting, and campus input. This group is derived from a diverse

0 Records File Move Request, Form 20060 Records Transmitted and Receipt, Form 1350 Inventory List Sample, 09/140 Organizational Charts


group representing constituents from all aspects of campus. They ensure that the needs of the campus are heard and addressed. Each of the campus areas are given an opportunity to put forth their budget requirements as well as their strategic priorities as outlined in their respective operational work plans.

SIPI realizes the importance of maintaining systems for collecting, analyzing, and using institutional information. In December 2009, SIPI developed a position description for an Institutional Effectiveness Specialist0. It was subsequently advertised and was in the process of finalizing the hiring process i.e. reviewing a certificate of eligible candidates. At that point in time, it was cancelled to modify the position description to better align with the institution’s needs. The position will assist SIPI in moving forward with assessment, program reviews, reporting and data driven decisions. Since that time, the updated and modified position description was completed with the position being officially advertised in December 20100 as “Institutional Effectiveness Specialist.” The start date for a newly hired Institutional Effectiveness Specialist is anticipated to be by the end of February 2011. This individual will lead the Institutional Research Office.

The Institutional Research Office will be service oriented with a college-wide scope. The Office will assume the responsibility of either generating or supervising the development of all official College data reports as well as to provide data to faculty and staff. The office will assist with the systematic evaluation of educational programs, faculty educational support services, administrative processes, and financial and fiscal resources in order to identify the strengths and weaknesses of the institution. Along with the resource room, the office will act as a repository for information that may be used to support planning, policy formulation, and strategic decision making. The office will maintain a working library of publications on higher education, particularly the literature on research in higher education. This resource will be available for use by all members of the campus community. Finally, the Institutional Research Office will lead the way in encouraging the use of leading edge technology to ensure that end users of data are able to access and understand the information.

Like other BIE operated educational facilities, the funding for SIPI’s campus facilities and infrastructure are based on a formula generated through the use of the BIA/BIE Facilities Management Information System (FMIS). FMIS is a client-server electronic system that serves as the life-cycle management tool for the Bureau. All BIE facilities and their attributes are stored in the system. Once the items are listed on the FMIS inventory, they will generate operational and maintenance funds for the College beginning October 1st of the following fiscal year. The facility managers also utilize this system to request additional funds for back log items and emergency requests that can be added for each location. Unfortunately the College does not get the full funding need as determined by FMIS. For 2009 FMIS calculated a need of $2,703,901. SIPI received full funding for Maintenance ($891,935) but only receive 51% of the calculated need for Operations ($958,352). This was due to the ongoing shortfall in BIE Facilities Operational funds. The operation funds for all schools (including SIPI) are constrained by 49%. This meant that in 2009 SIPI had a facilities need of $2,703,901 but received funding

0 Institutional Effectiveness Specialist Position Description, classified and graded 10/25/100 Promotional Opportunities Bulletin, Human Resources office Announcement, 12/08/10


of $1,850,287. Currently SIPI receives $997,354 for Facilities Operations and $981,711 for Facilities Maintenance0. The FMIS has been fully implemented FMIS in over the last year in which the department has been able to submit a yearly project priority listing0 to Office of Facilities Management and Construction (OFMC), along with a request for Facilities Improvement and Repair (FI&R) and Minor Improvement and Repair (MI&R) funds. This process involves identification of backlogs that have been entered containing a cost estimate and justification. The facilities lead staff goes through a priority ranking based on safety and security deficiency for the year. The department came under new leadership two years ago and has since been able to address the most urgent needs of safety and security. Some of these projects involved coming into compliance with the Americans with Disabilities Act Accessibilities Guidelines.

The Facilities Management department intends to engage more fully to address academic needs by meeting with the department heads early on in the fiscal year. The department was able to address some academic needs by remodeling in the Business building to build permanent walls where only cabinets lined up and did not provide an adequate sound barrier. The remodeling project included replacing carpet in the hallways where old carpet posed as a trip hazard with new tile. The gymnasium floor replacement was identified in the 2010 planning as well and is underway. The Facilities Management Department can improve by more frequent interaction with their customers. The manager tries to do this through regular meetings to take care of needs at the dormitories, greenhouse complex and cafeteria.

Facilities Management has fully developed the Preventive Maintenance (PM) program in order to avoid costly repairs of major equipment throughout campus. This annual preventative maintenance program helps the department plan and prepare for major services and projects that are necessary throughout the year. In 2011, the department will further refine the campus preventative maintenance more thoroughly and have it defined in the Facilities Management and Information System (FMIS).

Core Component – 2b: The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.

SIPI’s resources are adequate for achievement of the educational quality it claims to provide.

With the development of the President’s Cabinet, SIPI began the process of reviewing and developing baseline information on the individual program needs. Each area developed program budgets to be used in the overall SIPI budget development. There has been a campus-wide effort to develop and refine operational work plans based on the College goals that were developed through a community-wide strategic planning process. These operational work plans play a key role by which the President’s Cabinet will prioritize action strategies and activities to determine resource allocation and budgetary decisions. In November 2010 all areas of campus had operational planning focus groups. This process refined and re-focused the operational work

0 FMIS Budget Distribution Printout O&M Total Distribution Table0 Project Priority Listing and Estimate Funding Cost, Sample FI&R Funding Document and email Acquisition Plan


plans in a more strategic nature. The President’s Cabinet will prioritize the action strategies and activities thus, clearing the way for making program based budget recommendations. Basically, the programs drive the budgets by linking the operational planning process to budgetary decisions through the President’s Cabinet.

Even with the flat funding and a perception that there is inadequate funding, the College strives to utilize the resources that are available in an efficient and effective manner to provide a quality educational experience for its students. Being funded by the Federal government, SIPI is under the auspices of the Bureau of Indian Education (BIE). Understandably, SIPI is required to adhere to the fiscal management policies and other restrictions required of any Federal government entity.

Currently, the Federal funding for the two postsecondary institutions is divided between SIPI and Haskell Indian Native University, a four-year college, considered a sister institution to SIPI. For the last two years, SIPI has incorporated its budget information to an on-line BIE developed budget system, which is called “web budget.” 0 This latest high-tech system allows all the schools and colleges, (including SIPI) under the BIE to enter their budgets which are updated every quarter. Budgets are in turn reconciled to the Bureau’s Federal Finance System (FFS), and submitted to BIE administrative oversight staff.

Under the auspices of the Federal government, SIPI is not allowed to use the services of a local commercial bank. Consequently, all of the fee collections are mailed via Federal Express to Denver Collections for deposit. Since President Allison’s administration, SIPI has concentrated heavily on fiscal management, particularly the importance of budget development. Budget meetings are held each academic term to review the status of funding. As part of the tactical plan to implement its strategic plan, a budgetary process has been developed by the College, which identifies the steps in developing the College’s budget. This process, once adopted and refined by the President’s Cabinet, will be fully utilized by the College. By means of this mechanism, every person

0 Web Budget BP Intranet Budget Projection System Printout FY 2010 and 2011


on campus will participate through their program and its operational work plans in the budget development process0.

The following Program-based Budget Process was presented to the President’s Cabinet January 3, 2011 for review and comment. The document will be presented to the President for approval and the Board of Regents for concurrence.

Program-based Budget Process

The President’s Cabinet will oversee the Budget Planning Process to ensure that the College maintains fiscal stability and that financial resources are allocated in accordance with agreed upon College priorities as established by the Cabinet. The President’s Cabinet:

Develops long-term and short-term fiscal plans that are aligned with the College’s Strategic Plan;

Informs and recommends annual operating budget to the Board of Regents and the Bureau of Indian Education;

Monitors the College operating budget twice each academic term and takes corrective actions as necessary and applicable;

Ensures that budget activities are integrated into Institutional Planning Calendar;

Makes recommendations resource allocation including emergency funds, faculty and staff positions each fiscal year;

Establishes regular two-way communication with the campus community regarding college budget matters; and

Assesses, reviews, and revises on an annual basis the effectiveness of the Budget Planning process.

Fiscal stewardship

The Board of Regents along with the SIPI President and President’s Cabinet recognizes its stewardship role with respect to financial resources. They are committed to maintaining and improving the fiscal health of the college and to ensuring that financial resources are used in an efficient manner to further college goals.

Transparency

0 Narrative on the SIPI Budget Formulation Process


The President’s Cabinet is committed to providing the College community with accurate, timely and readily accessible financial information. The Cabinet operates in a manner so that recommendations are well publicized and that there is a clear and logical path to the recommendations made.

Accountability

The operating departments of the College are responsible for developing recommended budgets and expending funds in accordance with approved budgeted amounts. The President’s Cabinet is responsible for monitoring College expenditures on a regular basis and to take corrective action if there are significant variances between budgeted and actual amounts. It is the responsibility of the President’s Cabinet to do a year end budget review and to recommend changes in future budgets if warranted.


Confidentiality

While transparency is a key guiding principle, there are times when President’s Cabinet members will be provided with information that cannot be shared with the campus community. Members agree to maintain confidentiality when circumstances require. There are times as Federal employees we discuss information dealing with matters of a personal nature that cannot be shared.

Flexibility

The President’s Cabinet recognizes the budgets are estimates only. While every attempt is made to develop accurate estimates, there are times when the College will depart from established budget amounts out of necessity or to pursue an unforeseen opportunity or need. In addition, the President’s Cabinet will ensure contingency planning is developed for unforeseen emergencies.

Multiple Funding Streams

The Board of Regents and the President’s Cabinet work together to identify additional financial resources to fund the short-term and long-term goals of the College. In some cases a single funding source will not be adequate to fund a College goal or activity. This will require a multiple stream approach to finance College goals.

Integration

The College budget serves as the means to achieve stated goals and objectives. As a result, the College budget must reflect the goals and objectives of the College’s Strategic Plan, Program Review, and other critical College data. The President’s Cabinet will rely upon these plans and information in making budget recommendations.

Plans for resource development and allocation document an organizational commitment to supporting and strengthening the quality of the education it provides.

SIPI is working with the fiscal office in Washington DC to modify the Federal Finance System cost codes and accounting structures to more accurately detail the individual program areas on campus. This will allow for more detailed information to be readily available for analysis of resource allocation and usage. Previously this information was aggregated into one cost code which made it difficult to differentiate expenditures by area. This new structure will allow for fiscal information to be automatically collected for each College department to determine the resources needed to strengthen the quality of education.

One of the primary functions of the President’s Cabinet is to review, prioritize and recommend resource allocations to the President. This process is based upon the operational work plans and program priorities which draw from the goals in the strategic plan. During these deliberations, educational quality is paramount in determining the allocation of fiscal, personnel, and physical resources.


In addition to the overall allocation planning, each department works hard to utilize resources to strengthen and improve student outcomes. The SIPI Information Technology department have worked with SIPI Facility Management and Office of Facilities Management and Construction (OFMC) and developed a plan to upgrade SIPI’s current phone system to include the latest Voice-over-Internet Protocol0 technology to better serve the campus.

The Facilities Management Department is in the process of revising the Continuity of Operations Plan (COOP)0 0 which will lead into an Emergency Response Guide. As part of the COOP, meetings have been held with various organizations to discuss Memorandums of Understanding including the Bernalillo County Sheriff Department, and BIA Southwest Regional Director’s Office. SIPI has sent letters to express their interest to enter into a Memorandum of Agreement to house dormitory students in the event of an emergency with the Santa Fe Indian School, National Guard Armory and University of New Mexico.

In addition to the annual federal appropriations, SIPI is a partner with and member of several organizations from which the college has access to funding and resources for assisting and strengthening its academic programs. American Indian Higher Education Consortium (AIHEC) and the American Indian College fund are two examples of organizations that have assisted SIPI and its students throughout its history. AIHEC has been key in garnering funding for facilities and grant programs while the American Indian College Fund has been a constant source of financial aid for SIPI students. SIPI has been a member of AIHEC since 1985.

These grants and programs support the mission of the College but are limited in nature. SIPI and the Board of Regents understand the need to find additional grant funds and develop other resources to supplement the academic departments and programs. The key is to find the balance between appropriated dollars and soft funds to ensure stable and sustainable programs. SIPI presently has the following stable grant programs with continued funding expected:

United States Department of Agriculture (USDA) Tribal Colleges Education Equity Grant Program0

USDA Tribal Colleges Endowment Program0

National Science Foundation (NSF)-Tribal Colleges and Universities Program (TCUP)0

US Department of Education; Talent Search, Title III, Upward Bound0

State of New Mexico, NM Adult Basic Education0

American Indian College Fund-“Woksape Oyate” Program0

SIPI submitted a proposal to the American Indian College Fund for the “Woksape Oyate” program which is a five-year initiative funded by the Lilly Endowment, Inc. to allow tribal 0 VOIP Statement of Work New Data/Voice LAN0 Continuity of Operation Draft Plan, 09/10/100 Continuity of Operations Plan 20060 United States Department of Agriculture (USDA) Tribal Colleges Education Equity Grant Program0 USDA Tribal Colleges Endowment Program0 National Science Foundation (NSF)-Tribal Colleges and Universities Program (TCUP)0 US Department of Education; Talent Search, Title III, Upward Bound0 State of New Mexico, NM Adult Basic Education0 Woksape Oyate Grant Proposal and Award Letter dated 03/11/2010


colleges to tailor their programs to address their individual needs, while simultaneously strengthening the entire tribal college system. SIPI received the award for an Assessment Project to improve student learner outcomes and meet accreditation mandates. The data collected will be used for an annual assessment report, annual strategic plan report, and assessment of priorities tied to the budget. The total award is for $150,000, $50,000 each year for the next three years.

To strengthen and focus the grant funded programs, the President has instituted grant review meetings0 with all of the grant programs to review their ongoing operations. The grant programs meet with the President and Vice President for College Operations once every trimester. During the Fall 2010 trimester, meetings were held with the Principle Investigator (PI) of the State and Federal Adult Basic Education program, reviewed NM State Joint Powers Agreements, as well as American Indian College Fund (AICF) Woksape Oyate, National Science Foundation ASEET, USDA Equity, Title III, National Science Fund TCUP, and Talent Search grants. The President also informed the campus that new grants will not be approved without proper consideration and assurance that they meet the needs of the college and its mission. The grant application policy and procedures are scheduled for review.

SIPI uses its human resources effectively and intentionally develops its human resources to meet future changes.

SIPI, as a federally funded and operated College, requires all employees, staff and faculty to complete an Individual Development Plan (IDP)0. The IDP is a tool to help employees develop their individual skills and achieve career goals that meet the organization’s mission and goals. For example the instructors in the Vision Care Technology Program attend the Annual American Board of Opticianary-National Contact Lens Examiners (ABO-NCLE) meeting in Cincinnati, OH as well as the Joint Commission on Allied Health Personnel in Ophthalmology Annual Conference to meet program certification continuing education requirements. Such employee goals and activities are stated in IDPs. These activities assist the programs to keep current and address future changes in their respective areas of study.

SIPI is constantly investing in its human resources. SIPI’s staff and faculty are required to receive training in various areas. The faculty and staff have the opportunity to take training courses offered by the Department of Interior Department (DOI) “DOI University.” Courses are offered on-line0. The annual on-line training is held throughout the calendar year. Security Awareness Training is mandatory in order to gain access to computer usage. Other on-line trainings have been offered for Government Purchase Cardholders, Privacy Act and Whistle-blowing to name a few. Through these standard courses offered through the Department of Interior, everyone associated with the college has the opportunity to incorporate the up-to-date technology as a part of their skill set. In addition, the “employee performance evaluations” are required of the supervisors to conduct every six months. These evaluations measure the skills and abilities of the employees to perform their duties.

0 Grant Meeting Agenda, Sign In sheets0 IDP Template and Instructions for Completion 0 DOI University Online Courses/Training, Mandated DOI and Special DOIU Training Printouts


As a Federal government education institution, SIPI personnel receive training through conference calls with administration and attend different training conferences throughout the year0 in various work areas to assist in developing skills and increasing knowledge helpful in accomplishing their work in an efficient and effective manner. Some specialized trainings are provided to the primary employee in specific areas, who in turn, assist or teach their colleagues. Some examples include Records Management0, the Interior Department Electronics Acquisition System (IDEAS)0, and GovTrip training0 sessions which were held for Program Support Assistants. These support programs have been implemented and are supported by individuals who have gone through DOI training and in turn train local staff.

Program Support Assistants (PSAs)0 meet regularly to keep abreast of any new updates regarding special events, trainings, or tasks that need to be accomplished. Guest speakers have been invited to attend the meetings to provide more comprehensive information on topics such as Human Resources, Procurement, Records Management and such. PSAs may make suggestions or comments, ask questions, or provide information at the meetings.

Comprehensive Academic Management System (CAMS)0 training was held to introduce the new computer based system to SIPI personnel. CAMS will be available in the summer or fall of 2011. The program will track and record student activity from registration to graduation. The CAMS system will assist in managing the entire student life-cycle i.e. Admissions, Registration, Student Records, Financial Aid, Fiscal Management, Course Delivery, Development, and Alumni Relations. The system will also allow access to information and services like online applications, online registration, and electronic bill payment 24 hours a day, 7 days a week.

With limited resources and multiple needs, SIPI is always looking for better and more efficient uses of resources. This includes contracting with the University of New Mexico to supply adjunct instructors0 and contracting out the Food Services0 function for students. By contracting, SIPI gets the most out of its available limited resources.

SIPI is working with BIE-HR to work through position descriptions, getting the positions to have the proper paperwork and finalize all position descriptions and implement a hiring plan for the College.

SIPI’s history of financial resource development and investment documents a forward-looking concern for ensuring education quality (e.g., investments in faculty development, technology, learning support services, new or renovated facilities).

SIPI’s Strategic Plan shows commitment to its students and the tribal communities it serves. The College strives to maintain stewardship of the resources that are entrusted to it by the

0 BIE Administrative Training Agendas and Administrative Conference Call Agendas0 Records Management Training and Agenda0 IDEAS Training, June 20100 Govtrip User Training Announcement 10/12/20100 Program Support Assistants Meeting Minutes and Agendas0 CAMS Enterprise Training, Agendas and Sign In Sheets, October 20100 UNM Adjunct Contract 2008 and Cost for Academic Year 20090 Food Service Contract 2008


government, funders, and students. As stated within the Program Based Budget Process document that was presented to the President’s Cabinet, on January 3, 2011. “The President’s Cabinet recognizes its stewardship role with respect to financial resources. The Cabinet is committed to maintaining and improving the fiscal health of the College and to ensuring that financial resources are used in an efficient manner to further College goals.”

As stated previously, SIPI relies on Congressional appropriations for operational funding. Within the budget review process, SIPI’s funding requests are balanced against requests for funding of other federal programs. With the development of the Policy Evaluation and Post Secondary (PEPS) division, SIPI has direct representation and increased involvement in the funding cycle. (Refer to footnote 8 and 9)

The College operates within the approved allocation as determined by the annual Department of the Interior appropriation bill. All funding for the operation of the College follows Federal regulations and guidelines. All expenditures are tracked and monitored utilizing the Federal Finance System (FFS). The funds for facilities operations and maintenance are determined by a formula that is generated through the use of the BIA/BIE Facilities Management Information System (FMIS).

SIPI understands that planning for the future is an integral part of any higher education institution. Given the need to plan, SIPI’s Strategic Plan will function as a key guide during the upcoming 2011-2013 timeframe. In addition to the Strategic Plan, SIPI has secured funding and is presently working on its Facilities Master Plan that will be driven by SIPI’s Strategic Plan and aligned with its mission and goals.

SIPI’s planning processes are flexible enough to respond to unanticipated needs for program reallocation, downsizing or growth.

The organization’s planning processes are flexible enough to respond to unanticipated needs for program reallocation, downsizing or growth. SIPI recognizes the ongoing need to take stock, access its current position and strengths while continuing to build on its future. The College is building in contingency funding as allowable and available. While every attempt is made to develop accurate estimates, there are times when the College will depart from established budget amounts out of necessity or to pursue an unforeseen opportunity or need. In addition, the President’s Cabinet will ensure contingency planning is developed for unforeseen emergencies.” Due to the limited funding tied to the annual federal cycle, the college also works with BIE and OFMC for other contingency funds when the unforeseen strikes. Both of these organizations have access to emergency funds for use at BIE educational institutions.

SIPI has a history of achieving its planning goals.

SIPI is working in the area of assessment and program reviews. In order to move the College forward and have more faculty driven decisions, the following committees were established; the General Education Committee, Assessment Committee, and the Curriculum Committee which are each faculty driven. SIPI developed a Program Review Model0, identified three programs for

0 Program Review Model


Comprehensive Program Reviews to start in 2010 and continue for the next five years. SIPI has developed a Baseline Program Review Data Sheet for Academic and Non-Academic Programs0. The faculty updated their information on Program Assessment, Curriculum Formatting, Curriculum Mapping, Program Reviews, Course Syllabi, and Annual Reviews. While SIPI currently employs 15 full time faculty members, it relies on University of New Mexico Continuing Education to provide contract adjunct instructors to fill the gap of full-time faculty needs. The adjunct faculty is professionally qualified to teach the courses and provide SIPI with assistance on program and instructional needs. However, providing full time faculty would better serve the students, programs, departments, and the institution in the long-run.

The Facilities department developed and implemented work tracking and overall use of the Facility Management Information System (FMIS) for planning. SIPI has completed several large facilities management projects including the Science and Technology Building, Gymnasium Roof Top Solar array, Administrations Solar Roof, Dormitory Solar water heating system, Campus Boiler replacements, and the SIPI / Youth Development Inc. (YDI) Early Childhood Learning Center which also includes PVC and Solar water heating systems.

Core Component – 2c: The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.

SIPI demonstrates that its evaluation processes provide evidence that its performance meets its stated expectations for institutional effectiveness.

The academic program areas developed a Program Review Model which outlines the process to maintain a practice of regular academic program reviews. In 2010-2011 SIPI began with three programs; Developmental Education, Vision Care Technology and Early Childhood Education. The rest of the program reviews will be completed within the next five years. Academic programs are working on updating and completing their curriculum formats for each course (curriculum format approved by Curriculum Committee, September 2, 2010), course syllabi, program assessments, curriculum mapping, assessment plan, annual reports and catalog changes by March 1, 2011. SIPI created two faculty driven committees to assist faculty with evaluation and assessment. The General Education Committee developed a General Education Statement/Philosophy, student learning outcomes, competencies, curriculum maps, and an assessment plan0. A Curriculum Committee was established with by-laws to help the process run smoothly and assist with faculty concerns. An instrument was developed and disseminated to all non-academic programs.

The Administration of SIPI’s day-to-day nonacademic operations falls on the Vice President of College Operations. Human Resources, Property and Supply, Business and facilities offices are monitored through various fiscal reviews, data calls, and random sampling of operational, fiscal and procurement documentation. This monitoring is a 0 Non-Academic Assessment Template0 General Education Assessment Plan 2010-2011


part of the overall Department of the Interior audit and review processes established by the Bureau of Indian Education and Federal regulations. SIPI is under the auspices of the Federal Government system which has automated processes such as payroll, travel and purchases of equipment/ supplies and other needs of the College. Guidelines and regulations are published and disseminated to staff for proper implementation and process. Facilities have streamlined the work process through the use of work tickets which monitor time and staff needed to perform service to the campus. SIPI’s Facilities staff worked with academic areas on a solar energy initiative to assist the College in becoming more energy efficient. The Colleges food service is also monitored by the VP of College Operations. The current contract manager indicated that talking with staff and students on what can be served in the cafeteria is helpful to plan meals on a monthly basis. Housing conducts staff meetings and residents meetings to: review dorm rules and policies, disseminate information and provide opportunity for feedback, and student concerns and needs in housing and recreation.

College Operations also oversees all contract programs that are funded by entities outside of SIPI. Each program is monitored by ensuring all program documents, budgets, correspondence and guidelines are filed in a shared Grant File. Each program is responsible for the upkeep of its program file and information each fiscal year. A budget analyst is assigned to monitor and reconcile each of the budgets maintained by each program.

The President initiated a Student Life Task Force0 to evaluate the current status of student life on campus and determine how to improve this aspect of the student’s collegial experience. The Task Force is very active in student life and has demonstrated their ongoing commitment to the students with organizing and supporting student interaction.

SIPI maintains effective systems for collecting, analyzing, and using organizational information.

0 Student Life Taskforce Agendas and Minutes 2010


SIPI has purchased the Comprehensive Academic Management System (CAMS), a new student information system to replace its present Student Admissions and Reporting System (STARS). This system will facilitate the collection of data as well as improve access to information to students, faculty and staff.

The College has identified funds for an Institutional Research office0. The office will be staffed by an Institutional Effectiveness Specialist and support staff. The position is currently being advertised with an anticipated start date in January 2011.

Appropriate data and feedback loops are used throughout SIPI to support continuous improvement. The College has developed a number of detailed systems and processes that include:

Student Assessment Model Academic and Non-Academic Program Reviews Program Based Budget Process Annual Planning Cycle Academic Plan Facility Master Plan Hiring Plan Enrollment Plan Professional Development Plan Technology Plan

The continuous improvement cycle for the College is:

Figure 2.3

0 Title III IR Proposal and Grant Award Notification 2009


In addition, the institutional effectiveness flowchart and institutional calendar demonstrate how SIPI will plan, assess, build capacity and document change to its academic and non-academic programs in a systematic way. Both the flowchart and calendar are located in the early section of this chapter.

SIPI’s involvement with a number of external agencies and partners gives guidance to comply with currently accepted standards. At the state level SIPI is actively participating on the New Mexico Articulation Task Force, the New Mexico Assessment Task Force, the Business Consortium Group, the Early Childhood Task Force, the Engineering Task Force and the Computer Science Task Force. SIPI’s General Education courses are listed on the New Mexico Statewide Matrix0 as well as courses in business, early childhood, and engineering which are listed on other statewide matrixes.

The employee performance reviews (Employee Performance Appraisal Plans - EPAP)0 allow for a continuous review and improvement cycle for all employee activities. 0 General Education Courses SIPI Course Catalog Page 22-24, New Mexico Statewide Matrix0 Employee Performance Appraisal Plan (EPAP) Template and Sample


Periodic reviews of academic and administrative subunits contribute to improvement of SIPI.

The most critical area of concern for SIPI is its academic departments. Course offerings are generated around the needs of community and the changing economic situations that are faced in today’s society. Evaluation and feedback from faculty members, students, graduates, employers and advisory boards as well as student organizations are major factors in planning for future academic coursework. Students are able to evaluate the courses they take at the end of each term and information is compiled to decide on teacher evaluations and course offering for the next term0. MOU’s and transfer articulations0 are established with four-year institutions to assist SIPI students in transferring to gain their bachelors’ degrees and continue their educational goals. Needs of the tribal community are also addressed in order to determine course offerings or special projects by conducting surveys of tribal governments and community members. Activities are held at various times throughout the academic year to develop and strengthen partnerships for SIPI.

Each department will undergo an internal review as part of the strategic planning and program based budgeting process. This will then be addressed along with all areas of the campus to determine resource allocation.

SIPI provides adequate support for its evaluation and assessment processes.

The SIPI President and leadership team are in full support of its evaluation and assessment of its academic and non-academic programs. The hiring of an Institutional Effectiveness Specialist will enable SIPI to keep on track with data collection and analysis, assessment, and decision making.

0 Course Evaluation Sample0 Transfer Articulation Letters August 2010


Core Component – 2d: All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission.

Coordinated planning processes center on the mission documents that define vision, values, goals, and strategic priorities for SIPI.

Under the leadership of President Allison, the planning process has been one of a community effort shared across campus. SIPI’s strategic planning process involves all aspects of the campus to include administration, academics, non-academics, housing and recreation, facilities and information technology. The process allows SIPI to align instruction, curriculum, student learning, service and extension goals all of which contribute to its mission. The process uses data and the planning documents developed at the program, department, and college level. SIPI’s Leadership Team, President’s Cabinet, Curriculum Committee, General Education Committee, Assessment Committee and Academic Affairs Committee all support SIPI’s mission, vision and goals.

Planning processes link with budgeting processes.

SIPI realizes the importance of utilizing meaningful and realistic budgets to carry out its mission and goals. As a result, SIPI has recently developed a written budget process to be used as a guideline in developing the College’s budgets. One of the key functions of the President’s Cabinet is to oversee the College’s budgetary process and ensure that it will address the College priorities and program needs. Through this budget process, the directors, chairs, and program managers are given direct responsibility to develop their department or program budgets. The directors, chairs, and managers work with their respective staff to not only identify their funding needs, but prioritize these needs. At that point in the process, the President’s Cabinet assumes responsibility to review each department or program budget and based on the availability of funds, will further prioritize and incorporate the department and program budgets into SIPI’s overall budget. The most important result of this type of budgeting is that action strategies and activities have been documented by the departments and programs. That information will be available for the stakeholders, especially if there is a significant disparity between what was budgeted as opposed to what was initially requested. This pragmatic approach to budgeting, which is also considered modified budgeting method, has two important key elements: 1.) It stresses the importance of budget justification, and 2.) It focuses on the strategic mission and goals of SIPI. It also provides the Board of Regents with potential opportunities to seek funding for the College’s strategic activities. The Institutional Effectiveness Flowchart (Figure 9, page 58) demonstrates how SIPI’s planning processes are linked with its Program Based Budget Process.

Implementation of the SIPI’s planning is evident in its operations.

SIPI’s Information Technology (IT) personnel keep the College up-to-date by providing a quality distance education capability. The distance education program currently provides:


Face to face instruction in real time utilizing video conferencing connections with remote learning sites.

Students are able to take classes from remote locations. Asynchronous courses on line. SIPI is working with the state of New Mexico as part

of their IDEAL program0 to integrate the SIPI online courses with the current statewide system utilized by all state funded post-secondary institutions.

IT technology provides the students everything that they would attain if they were to attend SIPI.

This technology provides the students the opportunity to:

Access current College distance education curriculum. Provide non-traditional and older students who have jobs and families the opportunity

to attain their goals and dreams. Provide College level courses to complete their certificates or degrees. Coordinate additional Memorandums of Agreements with other tribes to provide

distance education.The goal is to provide educational availability and access to those individuals in tribal communities that cannot attend institutions of higher learning on or off the reservations.

SIPI will be replacing the present student information systems Student Admissions and Reporting System (STARS) with the new Comprehensive Academic Management System (CAMS). The CAMS system will provide the entire department the ability to create reports that support the strategic plans and goals for the College. CAMS will provide students the ability to:

Apply on-line Pay student fees on-line Schedule classes on-line View financial aid requirements and Status View housing ability View transcripts and grade/reports View degree audits View tests/assignments View syllabi View instructor office hours View grades

SIPI’s Housing and Recreation future goals consist of the following:

Create directory for housing availability in the Albuquerque community. Coordinate with apartment managers and landlords for availability of housing that will

meet single student’s needs. Coordinate with the Albuquerque Housing Authority for low income housing to assist

married students.

0 IDEAL Program Information


To provide SIPI students the opportunity to participate in collegiate events in basketball, volleyball, and cross country,

The Residential Program provides students with housing while pursuing their education at SIPI. With a recent allocation of $500,000 the Housing Department will be purchasing and replacing mattresses, wardrobe closets and common area furniture for both dormitories. In August, 2010 eighteen (18) new refrigerators and micro-waves, twelve (12) washers and dryers were purchased and installed in each dorm. In December, 2010 Facilities Management contracted with Liberty Electrical to install CatV wiring and the SIPI IT department personnel installed routers in each dorm to make them accessible for wireless services. Twenty (20) new computers and carrels have been ordered to supplement the existing older models. Each of the two dorms will receive ten (10) new computers and carrels. This will provide students with new furnishings in the rooms and commons areas as well as improved computer access and labs in the dorms0to improve the quality of life and education for SIPI students. In the summer of 2010 five (5) new tread mills were purchased for the Recreation Program. The Weight lifting equipment is old and will need to be replaced as funds become available.

Long-range strategic planning processes allow for reprioritization of goals when necessary because of changing environments.

SIPI’s strategic plan, facility master plan, technology plan, hiring plan, internal fiscal review along with other critical institutional plans and processes will assist SIPI in its planning and operation of the College while guiding the College in making sound, data-based decision in its future direction. The strategic plan is nearly complete projecting the end of February 2011 and then will go through the approval process. The fiscal review / audit process, the hiring, and the facility master plan are being developed. The technology plan has been drafted and is ready to begin a review process by the re-instated technology committee. Additional resources ($200,000) have been earmarked and approved by the Office of Facility Management and Construction for the SIPI Facility Master Plan0 and $65,000 has been approved for a comprehensive campus boundary survey0 to be completed by the Bureau of Land Management (BLM). All of these resource allocations and core planning activities base their plan on the mission and goals of the College. This ensures that future activities are always directly and indirectly tied to the mission.

Planning documents give evidence of SIPI’s awareness of the relationships among educational quality, student learning, and the diverse, complex, global, and technological world in which SIPI and its students exist.

SIPI’s mission statement and organizational goals indicate that the institution embraces the relationships among educational quality, student learning, and a diverse, complex, technological world.

0 Proposal to Use Bequest Funds, 9/17/10 and Email: Decision on use of Bequest Funds 10/04/20100 Facilities Master Plan Funds Email 11/08/20100 Boundary Survey Funds email 12/16/2010


The mission of SIPI…”is to prepare American Indian students to be productive life-long learners as tribal members in an ever-changing global environment.”

Academic programs place high priority on meeting the needs of students and preparing them for work in a diverse, complex, and technological world. To help determine those needs and improve student learning, SIPI’s academic programs developed a rigorous program review process and a student assessment model which reviews and revises curricula and syllabi, learning outcomes, programs and courses. These processes align with SIPI’s current mission and strategic planning goals. In addition to the program review and student assessment model, SIPI utilizes feedback from external advisory boards and community partners to assist in determining program changes.

The documents mentioned above, including community views, aid in planning of resources, staffing, technology and other operational expenses to advance student learning and ensure educational quality.

Planning process involve internal constituents and, where appropriate, external constituents.

SIPI’s planning process involves both internal and external constituents. At the academic department level, the department chairs involve full time faculty and staff members as well as adjunct instructors in departmental priorities and direction related to course syllabi, course offerings, programs areas, technology and equipment needs. The strategic and operational planning for the college involves representatives from all employee groups and administrative areas. Community members and students contribute to the planning process through advisory committee meetings, student organizations, internship opportunities, external partnerships with other colleges and universities. SIPI departments and divisions submit weekly reports to the President who then submits a summary report to the Bureau of Indian Education and SIPI’s Board of Regents0.

Strengths, Challenges, Issues and the Future

SIPI’s Strategic Plan is nearly complete projecting the end of February 2011 and then will go through the approval process.

SIPI’s Facility Master Plan is in progress. SIPI is currently advertising and will hiring an Institutional Effectiveness Specialist by

the end of February 2011.

0 President’s Weekly Reports-Sample dated October 2010


SIPI is working with HLC, BIE and DOI personnel to create an Internal Fiscal reporting / Audit Process.

SIPI has a planning process beginning with the overall implementation of the strategic plan. Two key components of the strategic plan are: department and program operational work plans, and program based budgets. (refer to footnotes 2 and 3)

SIPI’s Academic programs are making progress with the program assessment model, program reviews, curriculum formats, syllabi, and curriculum mapping. The program assessment model has passed the curriculum committee and needs approval by the SIPI President.

SIPI developed a planning process which begins with the overall implementation of the strategic plan and then filters to the departmental operations plans and program based budgets.

SIPI’s planning documents focus on utilizing data to assist with decision making. SIPI’s CAMS system is in progress with an implementation team in place, training, and

will begin reviewing processes before full implementation in the fall 2011. SIPI must implement ingenious ways to augment its limited resources to fulfill its

mission in offering education to the future generations of Native students. Maintained Accreditation for Optics0

SIPI lost it Business Degree Program Accreditation from The Association of Collegiate Business Schools and Programs (ACBSP)0. Upon SIPI’s re-accreditation the Business Department can re-apply.

SIPI lost its partnership with the Federal Aviation Administration (FAA)0 and its Electronics Degree Program. Upon SIPI’s re-accreditation the Electronics Program can meet with FAA to discuss a partnership.

SIPI’s Hiring Plan is in development. SIPI continues collaboration with its partners in education, business and civic

organizations, as well as with Native American tribes. SIPI continues to utilize the in-house technical and administrative training it receives

through the Bureau of Indian Education.

0 Commission on Opticianary Accreditation Letter 11/11/20100 ACBSP Letter 08/18/20100 FAA Letter 08/19/2010


Chapter 3: Criterion Three: Student Learning and Effective TeachingTHE ORGANIZATION PROVIDES EVIDENCE OF STUDENT LEARNING AND TEACHING EFFECTIVENESS THAT DEMONSTRATES IT IS FULFILLING ITS EDUCATIONAL MISSION.

Core Component – 3a: The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.

The Division of Academic Programs established a Curriculum Committee0 (consists of all full-time faculty) to create policy and guidelines for the assessment of academic programs at SIPI. The Curriculum Committee0 created a comprehensive Program Assessment Model for assessing developmental education programs, certificate and degree programs, course-level goals and learning outcomes and standardized contact hours. The College follows a process that will allow for internal and external collaborators to review academic goals and learning outcomes0. This collaboration may include a program coordinator, faculty members, department chairs, and advisory committee members.

Educational goals and learning outcomes will be reviewed on an annual basis using faculty developed instruments. The following documents were established and approved through the Curriculum Committee and are described in detail throughout this chapter:

a) Program Assessment Model0

b) Annual Program Report0

c) Five Year Program Review

The Program Assessment Model creates a data-based cycle for continuous program improvement. Goals and outcomes will be defined at the program and course level. Program mission, goals, assessment methods and student learning outcomes will be defined and aligned. Faculty are engaged in a rigorous process that allows them to continuously examine the learning and teaching processes and make adjustments in program and/or course content and instructional delivery. Data will be gathered, examined and presented in an annual report that becomes part of a fluid program review and reporting process. Staff members have done a review of several web-based systems to better manage the College’s assessment processes and communicate to all constituents. Establishing this technology will centralize assessment information, learning outcomes, assessment data, curricular maps and assessment plans. SIPI has designated funding to purchase a system and upload assessment information during 2011.0

0 Minutes from SIPI Faculty Retreat and sign in sheet (8/16/10-8/20/10)0 Curriculum Committee By-Laws, Approved by the President on 10/1/20100 Presentation: Program Goals, Objectives, and Assessment-Why do we need them? Presented by Samuel Henderson, 08/17/2010 at the SIPI Faculty Retreat0 Program Assessment Model and Implementation Process 2010-20110 Annual Program Report Format, May 2010 0 Assessment Tool Comparison

111 Criterion Three: Student Learning and Effective Teaching

The Program Assessment Model is depicted below:

Figure 3.1

One of the functions of the Annual Program Report is to allow faculty to annually revisit a program’s mission, goals and learning outcomes. This process allows for internal and external collaboration between faculty, staff and advisory members to review the viability of programs. Changes can then be proposed, reviewed and implemented within the Program Assessment process.


Program Assessment ModelStudent Learning

AndAssessment

SIPI clearly differentiates its learning goals for undergraduate programs by identifying the expected learning outcomes for each.

As part of the program assessment process, goals and outcomes are defined at the program and course level for all certificate, and degree programs and General Education as well as for the Developmental Education and the GED program. SIPI’s 2009-2011 Catalog does not include goals and outcomes for each program. The catalog is under revision and will reflect each certificate and degree program’s goals and expected learning outcomes. Each academic department has these documents on file within the department chair’s office and accreditation resource room0. Additionally, steps are being taken to ensure developmental courses are not included in certificate programs.

Assessment of student learning provides evidence at multiple levels including course, program and institutional.

The College has adopted a standardized curriculum format0 which establishes course level assessment. Within the curriculum format or syllabi, course learning outcomes are defined as “broad statements of what is achieved and assessed at the end of a course” and are required to be noted. Faculty determines course evaluations and grading policies, which are communicated to students through course syllabi. The method(s) of evaluation may include end-of-unit exams, assignments or discussions. Exams or quizzes, midterm, and final exams (oral, written or performance based; or a combination) may be multiple choice, true/false, fill in the blank, essay or a combination of all. All faculty members must develop and demonstrate an academic assessment process on how students and courses are evaluated in the classroom. Department chairpersons are responsible in the review of the curriculum format, thus ensuring that an academic assessment process on student and course evaluation is in place. If a component is missing, the chairperson will work with the faculty member to correct, add a component, and/or revise the format.

All academic programs have identified a mission, program educational goals, and multiple measureable student learning objectives or outcomes. These program learning objectives have been mapped to the appropriate courses. In addition, faculty has selected suitable approaches to assess if students are meeting learning objectives. The established learning outcomes for courses are articulated through course syllabi. The program faculty and department chairperson will determine what outcomes will be assessed during the Spring 2011 trimester and begin collecting data. During Summer 2011 faculty will continue to collect and analyze data and make recommendations for program improvement. During the Fall 2011 trimester, faculty will utilize the Annual Report Form0 to submit program assessment and evaluation data to the Curriculum Committee; the Curriculum Committee will then review and approve these reports. The Department Chairperson will compile the Annual Program Reports for their respective programs, and submit them to the Academic Affairs Committee. Once the Academic Affairs Committee accepts the Annual Program Reports, the Vice President of Academic Programs will submit an 0 Sample: Program Learning Goals and Outcomes for Business Administration Certificate. All programs have individual binders located in the Accreditation Resource Room on shelf 4 for reference, binders 4.1 through 4.28.0 Curriculum Format, containing Syllabi, Revised by Program Assessment Committee, 10/12/20050 Sample Annual Program Report: Academic Program Review Cycle, Vision Care Technology Assessment Format May 2010


overall report to the President, the Board of Regents, and appropriate stakeholders. These reports will be available to all stakeholders via SIPI’s website.

The College’s comprehensive Program Assessment Model provides evidence of course and program assessment of student learning and establishes a reporting tool (Annual Program Report) for programs to gather data for institutional assessment of student learning and the College’s internally developed Five Year Academic Program Review process.

The Annual Program Report is designed to be a tool for faculty and staff to link specific program assessment to the institutional review process for its academic programs. Faculty and staff collect and analyze data (listed below) in order to ensure effective teaching and curriculum responsiveness.

Any major gains Replacements or losses in regard to instructional materials Equipment or supplies Any significant change in the budgeting support or administrative procedures Any significant change in facilities or services Evaluations by current students Follow-up alumni surveys Job placement data Employer surveys

Data assessed in Annual Program Reports serves as a foundation for programs to engage in the Five Year Academic Program Review process. The Annual Reports are compiled and a comprehensive annual assessment report submitted to the SIPI President, Board of Regents and to other internal and external constituents (advisory board members).

SIPI’s Five-Year Academic Program Review0 process and framework has been created, established and approved by the College’s Curriculum Committee in collaboration with the Division of Academic Programs. Currently, two programs and one department are engaged in the data collection phase of the review process.

The College’s Curriculum Committee has defined and approved the General Education Program0 requirements. These requirements are integrated into all certificate and degree programs and are aligned with the College’s mission. A Certificate requires six credits of General Education; an Associate in Applied Science degree requires 15 credits of General Education; and, an Associate of Arts degree or an Associate of Science degree require 24 hours of General Education. These requirements ensure that all graduating students exit the College with a breadth of knowledge that supports intellectual inquiry as well as discipline specific learning outcomes. General Education Program requirements are defined within the General Education Assessment Plan.

Assessment of student learning includes multiple direct and indirect measures of student learning.0 Southwestern Indian Polytechnic Institute, DRAFT Five-Year Program Review Process May 2010 and SAMPLE Annual Report, Vision Care Technology, Summer 2008-Spring 20090 SIPI Faculty Retreat: “Rising to the Challenge” Curriculum Committee Meeting Minutes Monday, 08/16/2010 and sign in Sheet, subject: General Education Program Requirements


The College’s Curriculum Committee has approved the following direct and indirect methods of collecting assessment data:

Direct Methods Student work samples Rubrics Collections of student work (e.g. Portfolios) Capstone projects Project-embedded assessment Course-embedded assessment Observations of student behavior Internal juried review of student projects External evaluations of student performance Externally reviewed internship Performance on problem and analysis by students Performance on national licensure/certifications examinations Pre-and post-tests

Indirect Methods Alumni, Employer, Student Surveys Exit Interviews with Graduates Graduate Follow-up Studies Retention and Transfer Studies Job Placement Statistics Faculty/Student Ratios Enrollment Trends Two-three year Student Graduation Ratio Course Evaluations

Results obtained through assessment of student learning are available to appropriate constituencies, including students themselves.

SIPI will collect and make available to all who are interested program assessments, annual program reports and five-year program reviews. Appropriate constituencies include students, SIPI’s Board of Regents, advisory committees, the New Mexico Department of Higher Education and accrediting agencies such as the Commission on Opticianry Accreditation.

SIPI’s internally developed Five Year Program Review is currently underway for two programs and one department. A framework outlines critical program components that will be examined by a review team including: mission, goals, and learning outcomes or objectives; curriculum factors; resource factors; and student factors. The review team will recommend the following:

a. Retain the program as presentedb. Deny retention of the program as presentedc. Make modifications in order to retain the program


The Division of Academic Programs has currently published a program review calendar0 through 2011. Program review documentation, data, findings, and recommendations will be available to all who are interested.

SIPI integrates into its assessment of student learning the data reported for purposes of external accountability (e.g., graduate rates, passage rates on licensing exams, placement rates and transfer rates).

SIPI routinely collects and reports data to its external constituencies for accountability purposes such as tuition and fees; completion rates for gate-keeping courses and developmental education; enrollment data; graduation rates; transfer rates; financial aid data; faculty data; etc. These institutional characteristics are provided to the Integrated Postsecondary Education Data System (IPEDS), the American Indian College Fund, US Department of Education, the Higher Learning Commission, the College Board, the New Mexico Department of Higher Education, and various funding sources. SIPI’s 2009 – 2013 Draft Strategic Plan0 examines this data. The College’s Operational Work Plans along with the identification and prioritization of strategic actions and activities provides the vehicle that integrates this data to the assessment of student learning. The Institutional Effectiveness Office in collaboration with the Division of Academic Programs ensures that an ongoing process analyzes and evaluates campus-wide data-based decision making and how these decisions impact and contribute to student learning and to program review, planning and institutional effectiveness.

SIPI’s assessment of student learning extends to all educational offerings, including credit and noncredit certificate programs.

The College’s Program Assessment Model is required of all programs including credit, noncredit, and certificate educational offerings. Each program will utilize the Program Assessment Model developed by the Curriculum Committee. The model documents the assessment of student learning as outlined previously.

Faculty is involved in defining expected student learning outcomes and creating the strategies to determine whether those outcomes are achieved.

The College’s Curriculum Committee developed and approved the Program Assessment Model. As part of this assessment model, each program’s coordinator or lead faculty member defines expected student learning outcomes, creates strategies through the curriculum mapping process, and defines assessment activities to determine whether outcomes are achieved. Course syllabi are the vehicle through which outcomes and assessment activities are communicated to SIPI’s students. Program learning objectives are provided to students through the catalog.

SIPI’s faculty will use assessment to improve effective teaching efforts and to facilitate student learning. The faculty are responsible for developing and implementing assessment plans, collecting and analyzing results, direct and indirect measures of student learning, interpreting

0 SIPI Five year Program Review Process, 2010-2011 Program Review Calendar pg. 210 Draft SIPI Strategic Plan, 2009-2013, tentative date of approval February 2011


findings and suggesting how to use the findings to "close the feedback loop” to make assessment-informed instructional and curricula changes to improve student learning.

Faculty and administrators routinely review the effectiveness and uses of SIPI’s program to assess student learning.

As part of SIPI’s efforts to develop and implement a rigorous academic program assessment process, the Institutional Research Effectiveness Office will use the following questions to review its effectiveness:

1. To what degree are faculty members able to articulate the purpose and process of the assessment program at SIPI? Do they view assessment and its resulting evidence as a means to strengthen the quality of student learning?

2. What is the quality of the program assessment plans?3. How are the student learning objectives or outcomes aligned with the college’s and the

program’s missions? 4. To what extent are faculty members using assessment to improve student learning,

teaching methods, and learning resources? How is data analyzed and used?5. Do faculty members examine the effectiveness of the changes made to curriculum,

learning, teaching methods, or services? How does SIPI ensure shared responsibility for student learning and assessment?

6. How effective is SIPI in managing the assessment process and assessment data?7. How effective is SIPI in sharing assessment data with stakeholders?8. Is assessment incorporated into position descriptions, performance evaluations, and

orientation of new faculty and staff?9. Does the assessment program itself acknowledge and build on the rich tapestry and

uniqueness of Native American students attending SIPI (life experiences, cultural traditions, ways of knowing, and goals within a tribal context in the ever-changing global environment)?

Core Component – 3b: The organization values and supports effective teaching.SIPI values and supports effective teaching.

Central to SIPI’s mission is teaching and learning: “Southwestern Indian Polytechnic Institute…prepares Native American students to be productive life-long learners as tribal members in an ever-changing global environment.” The College’s value statement of integrity and professionalism advances its support for effective teaching. “The College strives to provide the highest quality instruction, services, and learning resources to American Indian and Alaska Native students and communities. Goal One of SIPI’s 2009 – 2013 Strategic Plan states that the College will: “Make learner success the core work of Southwestern Indian Polytechnic Institute.” These statements and mission documents demonstrate SIPI’s commitment to effective teaching.

SIPI’s Faculty Handbook establishes the value placed on effective teaching through the role of its faculty. Currently in draft format, it will be presented to BIE Human Resource and the Union for review, and to the Curriculum and Academic Affairs Committees and President for approval in 2011. The Handbook states “SIPI faculty members constitute the essence of the institution.


Instructors personify SIPI’s curriculum and knowledge that the institution is responsible for transmitting to the students.”

Faculty members have an important function in the shared governance of the College. Through membership on college committees, faculty voice resonates in the areas of academic policies, academic rules and procedures, graduation requirements, development and implementation of new programs and academic performance. Faculty demonstrates commitment to effective teaching through participation in the Curriculum Committee. This committee is dedicated to developing and implementing processes that demonstrate effective teaching and student learning is taking place at the College.

SIPI’s Hiring Plan0 supports the College’s academic programs by ensuring qualified faculty are recruited, hired and retained. As part of the College’s annual planning process, each department will assess and prioritize its personnel needs. The plan outlines required steps to follow when a need is determined. SIPI will hire new faculty and staff of the highest quality, committed to both teaching and advancing the mission of the College. The Hiring Plan is aligned with the College’s strategic priorities and the goals of the Bureau of Indian Education, Human Resources Office. SIPI will continue to identify sources with the potential to increase fiscal resources and support faculty hiring.

SIPI strives to have the most qualified faculty0 available to develop curricular content and strategies for instruction as well as to maintain the integrity of the College’s curriculum. Whether Developmental Education, Vision Care Technology, Business Technologies, or the highly technical fields of Geo-Spatial Information Technologies, the faculty is well qualified to make those program content decisions. Hiring qualifications demonstrate the College’s determination to seek the most qualified personnel with the appropriate degree level. These qualifications are developed in collaboration with the Vice President for Academic Programs and the College’s Human Resources Department. Position descriptions define the knowledge required for the position such as “professional knowledge in the field as represented by a degree in the specified discipline, from an accredited college program as well as extensive professional experience in the discipline (Master’s degree preferred)”0.

There are currently (January 2011) 15 fulltime teaching faculty members0. Two of the 15 have doctorate degrees, eight have appropriate masters’ degrees (2 of these have multiple masters’ degrees), and five have bachelors’ degrees appropriate to their content areas, with certifications and applied experience to correspond to their level of instruction. All full-time faculty members’ transcripts and curriculum vitae are on file in the Human Resources Department, while adjunct files are maintained in the SIPI academic departments in which the adjunct teaches0. See Full Time Faculty Chart below:

Figure 3.2

0 DRAFT Southwestern Indian Polytechnic Hiring Plan, printed 12/30/2011. (2011 draft document developed by SIPI President and Human Resources Department in collaboration with BIE Human Resources. Document will then be approved by SIPI President, presented to Board of Regents for concurrence, and to BIE for approval)0 Qualified Faculty List, including Qualified Faculty Pie Chart0 Generic Instructor Position Description.0 Regular Fulltime SIPI Employees, including Regular Fulltime SIPI Employees Pie Charts (Fall Trimester 2010)0 Adjuncts that instruct for SIPI, Including Adjuncts Pie Chart and Adjunct Instructor Office Hours


SIPI Adjunct Faculty Qualifications

Masters Content

Appropriate68%

Mutiple Masters 6%

Doctoral Degrees 26%

SIPI routinely employs approximately 30 adjuncts or part-time faculty each academic term. The College’s adjunct faculty is most often contracted through the University of New Mexico (2010 Fall Trimester). All adjuncts contracted to teach at SIPI have masters’ degrees or higher to assure that students have the most qualified faculty available.

An example of one highly qualified SIPI adjunct is Dr. Gary Betts who has held an adjunct position since 2002. Dr. Betts holds a Doctor of Philosophy in American Studies, a Masters of Communication in Intercultural Communication and a Bachelor of University Studies Cum Laude, University of New Mexico. In addition, Dr. Betts has an Associate of Arts in Spanish from Santa Barbara City College and has taught freshman composition, Native American literature, developmental English and Spanish at the College. See Adjunct Chart below:

Figure 3.3

.

SIPI follows the Federal Personnel system to evaluate the performance of its faculty. Performance expectations and goals are set and aligned with the mission and goals of the College. The annual evaluation and the performance elements of faculty are further defined within two documents that SIPI is currently developing: Human Resources Policy and Procedure Handbook and the Faculty Handbook. Both of these documents must be reviewed and approved by the appropriate parties. Performance elements are defined and the evaluation of teaching will be standardized to ensure a process for faculty members and adjuncts.


Qualified faculty determines curricular content and strategies for instruction.

A quality teaching and learning environment is enhanced by well defined processes. This begins with hiring. SIPI’s Hiring Plan states: “In order to attract the most qualified applicants, recruitment efforts are expanded through local and national Native American newspapers; New Mexico Workforce Solutions; the SIPI website; USAJOBS.gov; BIE/HR.edu; professional periodicals and journals; federal human resources offices; local colleges and universities; and BIE Workforce Development.”

The Faculty Handbook (DRAFT) establishes policies and processes in support of effective teaching. These policies and processes are designed to guide faculty who demonstrate effective teaching and learning.

SIPI assures quality curriculum through the implementation of its Program Assessment Model. Qualified faculty shapes curricular content and strategies for instruction. As part of the College’s instructional process, faculty use curriculum mapping. Faculty establish goals and learning outcomes, then engage in curriculum mapping to see where those outcomes are embedded in courses i.e. in the curricula. The process standardizes the College’s curriculum format and establishes a uniform format in each course and its components. This assures that different sections of the same courses are teaching the same content and meeting the same learning outcomes. The standardization, however, does allow for the unique variations that the faculty member will bring to the academic environment such as teaching style, while still maintaining consistent outcomes.

SIPI supports professional development designed to facilitate teaching suited to varied learning environments.

Goal Six of SIPI’s 2009 – 2013 Strategic Plan states that the college will: “Provide new and expanded opportunities for faculty and staff development that supports an atmosphere of excellence in academics and student support services.” This strategic statement demonstrates SIPI’s commitment to the role that professional development plays in facilitating the advancement of effective teaching.

The College defines professional development as opportunities for personal renewal, growth, change and continuous improvement for all individuals employed within the College in ways that fulfill the mission, goals and strategic objectives of the College. Professional development includes well-defined, formalized programs and activities as well as individualized services and means for independent learning. A recent example of professional development for the College’s faculty occurred during the summer 2010 faculty retreat. SIPI provided the following support directly related to teaching and curriculum development and assessment:

Standardizing curriculum formats Developing the curriculum mapping process Developing and aligning of program level goals and outcomes Implementing a “backward design process,” to produce

o The desired result-(what it is that you envision your curriculum accomplishing) o Acceptable evidence of learning


o Learning experiences and instruction0

In addition, the College integrates professional development into performance evaluation by involving faculty in performance management. As part of the performance evaluation, a faculty member’s developmental needs are evaluated and addressed. This process includes “developing the capacity to perform” or increasing one’s capacity to perform through training and professional development opportunities.

A recent professional development survey0 administered by the College during the fall 2010 trimester has been collected and the data is currently being analyzed. This will inform SIPI of the professional development content and format valued by faculty members. This information will be integrated into departmental operational work plans, assigned a projected budget amount and presented to the President’s Cabinet for review and concurrence. The President then approves this request. A review of faculty curriculum vitae0 demonstrates faculty involvement in professional organizations relevant to their disciplines. SIPI evaluates teaching and recognizes effective teaching.

The Community College Survey of Student Engagement (CCSSE) is a national survey that is designed to measure the quality of instruction and services provided to students. SIPI participated in the CCSSE in 2006 and 2009. In addition to those results reported in the College’s 2009-2013 strategic plan the CCSSE website provides national and state data (http://www.ccsse.org/survey/profiles.cfm).

In spring of 2006 and 2009, SIPI participated in the Noel-Levitz survey, the Student Satisfaction Inventory. The Student Satisfaction Inventory allows institutions to determine how satisfied students are with the programs provided and campus environment, considering the perceived relative importance of each factor.

Student Satisfaction Inventory 2009 results0 included two-hundred full-time students and 28 part-time students or a response rate of 55% and 28% respectively.

Higher student satisfaction in spring 2009 over an earlier administration in spring 2006 was captured by this inventory. These indicate progress and include:

Quality of instruction is excellent Classes are scheduled at times that are convenient Tutoring services are readily available Opportunity to experience intellectual growth Convenient ways to pay my school bill

0 Professional Development: Narrative on Curriculum Mapping and PowerPoint Presentation: Curriculum Mapping, What is it? A Practical Explanation from Least Term.0 Sample Professional Development Survey-November 20100 Faculty Curriculum Vitae, Department Chairperson’s office0 Student Satisfaction Inventory, campus Reports, Southwestern Indian Polytechnic Institute 2009, conducted by Noel –Levitz, excerpts Demographic information pages 2-1and 2-2, see complete binder in Accreditation Resource Room.


http://www.ccsse.org/survey/profiles.cfm

Faculty are usually available after class and during office hours Faculty take into consideration student differences as they teach a course

The resulting information collected from CCSSE and the Student Satisfaction Inventory are used by department chairpersons, faculty members, and adjuncts in the review and analysis of teaching and student feedback regarding the effectiveness of the course delivery and subject matter.

SIPI recognizes and celebrates effective teaching. The College annually recognizes the talents and contributions of outstanding faculty. Over the past several years SIPI has collaborated with the American Indian College Fund (AICF) in the recognition of a “SIPI/AICF Faculty of the Year” award recipient.

SIPI’s 2010 awardee was Joseph Mitchell0, a lead faculty member of the Developmental Education program. Mr. Mitchell has been instrumental in the success of this program; and ensuring that his students are successful in their educational pursuit. Recently a graduating student thanked Mr. Mitchell for his demands of rigor and excellence; the student stated that as a result of these expectations, she was able to receive several awards and scholarships to further her education. In this recognition, Mr. Mitchell received documentary and cash awards.

Assistant Secretary-Indian Affairs Larry Echo Hawk announced in November 2009 that a Bureau of Indian Education (BIE) college professor from SIPI was named New Mexico Professor of the Year for 20090. The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE) selected Dr. Nader Vadiee from more than 300 nominations in the United States. “I want to congratulate Dr. Vadiee on his tremendous achievement. Education is a priority issue that we seek to support and uphold,” Echo Hawk said. “I am pleased to see that a professor at one of our colleges has achieved such a prestigious honor. It provides a tangible demonstration of the positive role models our youth and students throughout Indian Country need.”

0 American Indian College Fund,2010 Faculty Member of the Year, Joseph Mitchell 04/29/20100 Press Release From Secretary of Interior Professor of the Year News Release-November 20, 2009


SIPI provides services to support improved pedagogies.

The College supports faculty professional development by providing services to improve teaching, pedagogies and learning outcomes, encouraging innovative teaching practices, and providing funding and technology.

Funding for SIPI’s Instructional Technologies Lab (IT Lab) was provided through a National Science Foundation grant0 and includes a dedicated training center for SIPI’s faculty and staff, technology equipment training and resources, and space for student academic groups to work with faculty and other educators. The IT Lab features:

10-computer workstations 2-sided laser printing and up to 11” x 17” color inkjet printing Specialty software for developing materials for both online and face-to-face classrooms Technology equipment for curriculum development and classroom instruction, including

scanners, digital cameras, digital camcorder, Smartboard electronic whiteboards and LCD projectors

Activities include: Teacher training in collaborative learning, distance learning, and using technology in the

classroom Employee training via seminars, focus groups and short courses Equipment checkout upon completion of technology orientations Committee and other meetings Seminars Extended College classes

Other resources include: Instructional Technologies WebCT Resource Center Doilearn.doi.gov offers free and fee-based online courses for federal employees An array of discipline specific training manuals, books and reference materials

supporting teaching, learning, and improved pedagogies

SIPI demonstrates openness to innovative practices that enhance learning.

Goal Five of SIPI’s 2009 – 2013 Strategic Plan states that the college will: “Expand the use of instructional technology to enhance student learning.” This strategic statement demonstrates SIPI’s commitment to the College’s openness to innovative practices that enhance learning.

SIPI’s Early Childhood Education program was recognized for its ‘Promising Practices’ by AED, a nonprofit organization working globally to improve education, health, civil society and economic development—the foundation of thriving societies in its February 2010 publication,

“Improving the Skills and Credentials of Migrant, Seasonal and American Indian/Alaska Native Head Start Teachers: Building From Within”0. The College delivers early childhood education courses to teachers from remote communities through two-way video conferencing, as well as

0 Title III: Comprehensive Development Plan


through online and traditional means. Eighty-four early childhood students from across New Mexico and Oklahoma were enrolled during the most recent trimester. Courses delivered through video conferencing in the late afternoon, in the evenings and on weekends to accommodate the needs of adult learners.

To promote the advancement of Native American students in Information Technology (IT) and Science, Technology, Engineering and Math (STEM) careers, SIPI has developed a year-round robotics immersion program where students explore the IT and STEM fields0. To expand the impact of the program, and the number of students reached, SIPI partners with three regional high schools with predominantly Native American student populations.

The College’s renewable energy program has established technology hardware on and around the campus, which supplements and creates the educational resources to teach renewable energy courses on the campus. SIPI has installed photovoltaic systems in its administrative building, gymnasium, science and technology building and day care center. A solar hot water system has been installed in the men’s and women’s residential facilities. A wind system is in the process of being installed at the College’s greenhouse. SIPI faculty educates and trains Native American students in state-of-the-art renewable energy technology0.

NASA’s Experimental Program to Stimulate Competitive Research, known as EPSCoR was successfully completed by SIPI engineering students. The “Science Payload” rocket was launched on April 25, 2010 from Space Port, New Mexico0.

SIPI operates a Distance Education program incorporating various technologies to reach students in different tribal localities0. Classes offered by SIPI’s Distance Education Program are both synchronous and asynchronous. Synchronous classes happen live, while in asynchronous classes, students and teachers participate at different times. Instructional television and videoconferencing (ITV), as well as live online chats or telephone conferences, are some examples of synchronous activities. In addition, online discussion, email, and pre-recorded lessons are examples of asynchronous activities.

Videoconferencing is live, two-way video and audio across a digital network. Students and instructors can see and talk to each other in real time from different “sites,” usually via a television and microphone in each room. At SIPI, the instructor can talk with students at other remote sites, while also teaching students who are present in the on-campus classroom. The College has designated classrooms within the Business building and the Science and Technology building for its videoconferencing classes. To participate

0 AED, February 2010 publication, “Improving the Skills and Credentials of Migrant, Seasonal and American Indian/Alaska Native Head Start Teachers: Building from within”. Reference Promising Practices: Southwestern Indian Polytechnic Institute, Pg. 15.0 Southwestern Indian Polytechnic Institute -National Science Foundation (NSF)-Tribal Colleges and Universities Program (TCUP), Phase II 2007 Annual Report, and 2007 NSF Award Email for Proposal HRD-0631402.0 Dr. Nader Vadiee, 04/10/2008. Engineering and Technology Programs Vision: Science, Technology, Engineering, and Mathematics (STEM) Education for a Sustainable Energy, Environment and Life, Outreach, Education, and Research Report. 0 K. Manavi, (Spring 2009) “SIPI Goes to SPACE.” Rose Stems Newsletter, Vol. 2, Issue 2.0 SAMPLE: Letters of support, Memorandum of Agreements for the Distance Education Programs and Sites


in a videoconferencing course, students must have access to a videoconferencing site. Many of the tribal communities the College serves now have videoconferencing facilities.

Online learning is supported with the assistance of special courseware, such as Blackboard. Students are given access to online courses when they enroll at SIPI. Online activities can be synchronous or asynchronous. Some courses also use video and audio recordings. Students can check their class calendar, download reading materials, participate in discussions, take quizzes and upload assignments.

To participate in an online course, students must have regular, reliable access to the internet. Students may also need to make minor adjustments to their web browser in order to use the courseware. SIPI IT staff provides support.

A “blended” course also referred to as a “hybrid” course, is a traditional, face-to-face class that uses a Blackboard platform (or other online services) for some course activities, such as a repository for handouts and assignments. ITV or videoconferencing class might also use Blackboard as a place to store or turn in course assignments or other activities. Students also meet on campus in regular class sessions.

Faculty members actively participate in professional organizations relevant to the discipline they teach.

SIPI’s full-time and part-time faculty members hold memberships in range of professional organizations including industry standards, professional educational, counseling, technology, engineering, business and culinary arts. Some have been recognized individually in these organizations and others hold posts serving the organization. For example, Business faculty belongs to such organizations as the State of New Mexico Bar Association, The National Board of Realtors and the New Mexico Society of Certified Public Accountants. Faculty and adjunct vitae indicate these memberships and affiliations.

Core Component – 3c: The organization creates effective learning environments.

Goal Two of SIPI’s 2009 – 2013 Strategic Plan states that the College will: “Develop new programs, strengthen existing programs and recruit students to responds directly to the current and projected demographic and economic trends of Indian tribes, the state in which they are located, the nation, and the world.” SIPI must create effective learning environments to support this statement.

When weighing the impact of existing and planned programs, the College examines the alignment between programs and learners. That relationship is illustrated by the figure below and is drawn from consultation work between SIPI and the Voorhees Group LLC during the College’s initial stages of strategic planning in 2009. The learner is placed in the middle of all institutional actions so as to systematically examine a range of factors that impact equilibrium or alignment. The purpose is to allow SIPI to identify, develop and/or refine, implement and evaluate current and proposed programs. It provides a framework for looking at the curriculum broadly as well as a mechanism for examining individual programs and learning environments in depth.


Figure 3.4

Each of these components was addressed on a macro level for SIPI in the strategic planning process and is highlighted below:

Learner Objectives are a starting place for learner/college alignment. What are the learner’s reasons for enrolling in SIPI, a class, or a particular program? Are those objectives short-term or long-term? Are they fixed or are they changeable? Can SIPI use knowledge of learner objectives to add clarity to its efforts to demonstrate accountability?

Understanding Current and Potential Student Demographics helps SIPI to serve current students and to anticipate the needs of future students.

The match between Curriculum Availability and learners is critical to many decisions- especially those made by working adult students–about whether they will enroll for a given class or program. Availability applies to scheduling and format decisions made by College for learning experiences and classes.

Learners will want to know Curriculum Coherence to understand how their learning experiences will lead to other learning experiences and competencies.

SIPI’s ability to express its curriculum as Articulated Competencies is key to evaluation efforts as well as to recruiting students and potential business and industry partners.

Institutional Permeability refers to the ease with which learners can navigate the institutional bureaucracy to gain admission, apply for financial aid, access academic advising, register for classes, and interact with officials. Institutional permeability also refers to the perceptions of the ease of interacting with SIPI carried by the community, potential business/industry partners, and prospective learners.

There is no single, correct Learning Theory that colleges can use to align their programs. Rather, questions need to be raised about which combination of learning theories among the several dozen that have been applied to college-level learning are most appropriate for the learners now served by SIPI and the objectives that they bring with them.


What happens in the classroom is critical and so, too, are Support Services. SIPI already has a variety of support services. Best practice brings those services to the table early when designing, developing, and deploying new programs.

Competition for Learners has never been stronger in higher education as learners have more options now than perhaps ever before. SIPI competes for traditional-aged learners chiefly from other public community colleges and for non-traditional aged students from private providers who are nimble and understand that for many learners, time is money.

Labor Markets dictate the foundation for an effective array of programs, but may not always provide a failsafe means of starting or eliminating programs without substantial contact with the business and industry niche for which the program is intended. SIPI also can use its knowledge of labor markets to create program niches for its learners.

Understanding the influence of family, job, and civic engagements that represent Learner Competing Demands, especially for community college students, can help design programs that build upon these realities so that they compliment, rather than detract from the learning experience.

In a related vein, understanding the range of Learner Lifestyles and their influence on learning styles and preferences can pay dividends. One such example is the use of cell phones by learners from all income groups. This technology is often used hourly within self-defined communities or networks. How can those networks be used to promote interaction with the curriculum and success within programs?

Assessment results inform improvements in curriculum, pedagogy, instructional resources, and student services.

The College’s Program Assessment Model establishes linkages to each academic program’s mission, goals and learning outcomes or objectives. All programs have reviewed these items, which are part of the College’s assessment process. Developed and approved by the Curriculum Committee, SIPI faculty makes available a menu of program assessment activities (direct and indirect measures).

The College’s Curriculum Committee developed a Program Assessment Model, an assessment plan for General Education, an Annual Program Report, and a Five-Year Program Review Statistics Analysis. While these are major pieces that build a foundation for assessment, SIPI still needs to fully implement each, and use data to strengthen its curriculum. Data collection has begun and data analysis, full implementation and systematic use of the data by faculty and administrators, will begin 2011. Through the examination and analysis of data, faculty and administrators can make changes in pedagogy based on assessment findings. The Institutional Effectiveness Office in collaboration with the Division of Academic Programs ensures that an ongoing process analyzes and uses assessment results to inform improvements in curriculum, pedagogy, and instructional resources.

Faculty have reviewed the General Education Program requirements including its mission, goals, and outcome objectives recognizing it is an integral part of the assessment program. Faculty members have developed the General Education Assessment process.0 The General Education Assessment process will be implemented across all certificate and degree programs.

0 General Education Program Assessment Plan


SIPI’s Division of College Operations has developed a Program Review Report for Non-Academic programs to:

Assess the College’s effectiveness in carrying out its mission in serving the educational support needs of the student body of various ages, interests, and cultural backgrounds.

Focuses attention on the outcomes or impacts of its academic support and campus life activities in achieving priority College goals.

Monitors implementation of the college operations and campus life programs, review outcomes information in light of SIPI’s mission, goals and use of assessment results in program planning and review.

The Program Review Report serves as a tool to collect and examine data from campus life, highlighting student services, admissions, financial aid and college operations. Data includes:

Program relationships to the College’s mission and strategic goals Program objectives, activities and evidence of outcomes Individuals served or impacted

The Program Review Report for Non-Academic Programs is currently under review by each non-academic program. Any necessary changes or revisions will be made, and then the Plan will move to the President’s Cabinet for concurrence and the President for approval. The Division of College Operations in collaboration with the Institutional Effectiveness Office will ensure that an ongoing process analyzes and uses assessment results to inform improvements in student services and all non-academic programs.

SIPI provides an environment that supports all learners and respects the diversity they bring.

“Respect for Diversity. The College values and support diversity within its structure and within the individuals and communities that are served.” 0 As a national Indian community college, SIPI provides an environment that supports all learners and respects the diversity they bring.

All of SIPI’s students are Native American and represent more than 159 tribes. The Navajo Nation is the largest tribal group, representing 51% of enrollment in fall of 2010. The next highest tribal affiliations are the Pueblo of Jemez, New Mexico at 6%; Pueblo of Laguna, New Mexico at 4%; the Pueblo of San Felipe, New Mexico at 2%; and the Pueblo of Santo Domingo, New Mexico at 2% of the student body (refer to figure 1.1 in Criterion 1).

In fall 2010, 52% of SIPI’s students were female and 48% were male. The largest age category is students aged 20 to 24 (Figure below). As might be expected at a community college, SIPI serves many students who are not of traditional college entry age. In the time frame 2005-2010, between 38% and 44% of SIPI students were aged 25 or older.

Figure 3.5

0 SIPI’s Draft Strategic Plan 2009 – 2013, Value Statement pg.4


SIPI recognizes that students have varying skill levels, interests and goals, experiences and cultural backgrounds that they bring with them when they enter SIPI. SIPI’s Academic Support and Developmental Education Department’s mission is “to ensure that students have every opportunity to be successful in careers and post-secondary education”. Developmental Education faculty offers students’ basic academic skills in mathematics, reading and writing required for the workplace and/or entrance into college.

The College ensures access to facilities and academic programs for students indentified by the American Disabilities Act. SIPI’s vocational rehabilitation counselor assists students in arranging academic and residential accommodations and supports students in accomplishing their educational and career goals.

There are a number of student clubs, activities and organizations on campus including the American Indian Science and Engineering Society, Rodeo Club, Pow Wow Club, Dance Club and Veterans Club. These are formed by student interest on a term-by-term basis.

The College’s ‘Statement on General Education’ demonstrates that SIPI provides an environment that supports all learners. SIPI is committed “to providing student learning experiences meant to develop and enhance such as abilities as critical thinking, communication (written and oral), interpersonal skills and an appreciation to their cultural legacy.”

Advising systems focus on student learning, including the mastery of skills required for academic success.

SIPI has developed an advising process0 that focuses on student learning, including the mastery of skills required for academic success. Academic counselors and faculty provide advisement to students. Each student admitted to SIPI is assigned an advisor. The advisor provides academic advisement to students about class schedules.

The College conducted a Strengths, Weaknesses, Opportunities, and Threats analysis during the initial planning stages of the College’s 2009-2013 Draft Strategic Plan. An identified weakness was class availability and scheduling. Students and faculty expressed concern about the availability of courses not just as this affects student convenience, but as courses are planned and sequenced so that students can complete degree programs expeditiously. The Status Report on January 3, 2011 noted degree audits are used to identify course needs and facilitate

0 Advisory Committee Handbook Guidelines


graduation. Implementation of new student information system (CAMS) will address on-line registration, scheduling and advisement. This concern still needs to be addressed.

SIPI utilizes ACT COMPASS0 to place students in appropriate course levels. Additionally, SIPI utilizes the Test of Adult Basic Education (TABE)0 to determine basic levels specific to students who qualify for developmental education. These two pre-tests are used to post-test students as well. The TABE test is repeated at the end of a student’s first developmental term to document National Registry Standardized level gains. After completion of the developmental education program, a student both repeats the ACT Compass as well as a team action process which is initiated to review placement into a degree program.

Curriculum mapping ensures that all academic programs are designed within an appropriate scope and sequence of knowledge and skills. Courses build upon the core curriculum. They provide the opportunity for students to bring to bear knowledge gained in other core course and knowledge derived from courses in the ‘major’. Faculty also selects appropriate capstone courses0, via an external exam, pre/post-testing and/or portfolio where a student demonstrates all that has been learned in his or her certificate or degree program.

SIPI employs, when appropriate, new technologies that enhance effective learning environments for students.

SIPI has grown into a college serving federally recognized tribal members from 159 tribes. SIPI offers job training programs and grants Associate of Applied Science, Associate of Arts and Associate of Science degrees, while offering its students opportunities to transfer into baccalaureate degree programs. As the times have changed, SIPI has expanded, adding more relevant degree programs, delivering courses with the latest technology and preparing students for careers in the 21st century.

The College’s vision statement outlines what SIPI strives to be: “By the year 2020, Southwestern Indian Polytechnic Institute (SIPI) will solidify its position as a preeminent higher learning institution, providing a range of career and transfer opportunities for Native learners throughout the United States including Science, Technology, Engineering, and Mathematics (STEM).” SIPI opened its 72,540 square foot Science and Technology building in 2003. The College’s robust vision demonstrates its intent to employ new technology that enhances effective learning environments for its students.

Department of Defense funding purchased research instrumentation for STEM student projects0: for example, an atomic absorption spectrometer and 2 environmentally-controlled growth chambers. The College’s Pre-Engineering Program utilizes integrated laboratory stations, Computer-aided design (CAD) tools, Microsystems and Nano-technology, wireless computer network technology, computer security technology, voice over IP and renewable energy technology.

0 SIPI Catalog, 2009-2011, ACT COMPASS Placement, pg. 140 TABE Detail Report 09/02/100 Sample: Program Assessment Model Vision Care Technology AAS Degree, section 100 Rose STEM Newsletters, Various Dates


SIPI partners with the University of New Mexico and its NASA, Advanced Composition Explorer (ACE) and NASA PURSUE programs0. This partnership engages SIPI’s STEM students in a project, Intelligent Distributed Multi-Agent Robotic Systems (IDMARS) to develop autonomous mobile robots. Mobile robots, as is implied by their name, are robots that can move from one location to another. In order to achieve autonomy these robots are equipped with a variety of technology. This technology includes mechanical hardware, electronics and software, sensors, and communication equipment.

SIPI’s Geospatial Information Technology program0 operates a dedicated lab with advance geospatial software applications and Global Positioning System (GPS) equipment.

The College is utilizing instructional technology as a tool to connect learners with resources and increase learner success by developing online advisement, grade and degree verifications, and registration through implements of a web-based student information and campus administrative system (CAMS)0. This system is scheduled for campus wide implementation by summer 2011.

In today’s world, the creation of effective learning environments relies heavily on technology. SIPI will migrate0 its catalog to a web-based library and to the LIBROS catalog. The LIBROS Online Catalog is a database containing online catalog records of many different libraries, mostly the University of New Mexico libraries. The LIBROS Online Catalog functions the same way as the traditional card catalog, enabling users to find books, periodicals, videos, sound recordings and other information formats physically contained within the library walls. The migration process is targeted for completion in early 2012. SIPI’s library will increase access to electronic resources while reducing access to printed books and journals allowing students, faculty and staff to access information electronically and enhancing effective learning environments.

SIPI currently uses IP-based videoconferencing to deliver Distance Education courses to remote sites which include the following: 1 Polycom RMX-2000 videoconferencing bridge network appliance; 1 SE200 Video Conferencing Scheduling and Management network appliance; 1 Polycom RSS-2000 on-demand recording, streaming and archiving network appliance; and1 Polycom 5300LF-E10 video firewall network appliance. On campus there are two Distance Learning Classrooms that are fully integrated with the video conferencing system. This system utilizes a dedicated 10 MB broadband circuit to deliver courses to remote sites. There are 4 remote sites (Alamo, San Felipe, Ohkay Owingeh, & Santa Domingo). Each remote site has a dedicated T1 broadband circuit, network router, a flat screen television, and a Polycom VSX 7000 video conferencing system.

SIPI currently has two Main Distribution Facilities (MDF) located in the Business building and the Science and Technology building. There are 25 Intermediate Distribution Facilities (IDF) located throughout the campus in each building. The entire campus network has CAT5e and/or Cat6 network 0 Vadiee, N., (September 10, 2007). Outreach, Education and Research Report, Engineering and Technology Program Vision: Science Technology, Engineering and Mathematics Education for a sustainable Energy, Environment and Life!0 Brochure, Geospatial Information Technologies Program0 Southwester Indian Polytechnic Institute 2009-2014 Technology Plan pgs 16-18 Revised 03/18/09, Enterprise Resource Plan(ERP) Student Information System-CAMS Contract 2008 0 Comprehensive Development Plan Title III Library Construction/Renovation Project


data cabling within each building. Multimode, 62.5 micron fiber backbones are utilized between all the buildings. There are 35 wireless access points located throughout the campus including student residence halls. For Internet access, SIPI has a dedicated DS3 44Mbps broadband circuit.

SIPI’s systems of quality assurance include regular review of whether its educational strategies, activities, processes, and technologies enhance student learning.

The College has created a position, Institutional Effectiveness Specialist0. This position has been advertised and a certificate of qualified applicants issued by the Bureau of Indian Education Human Resources. The review and selection process will be completed by the end of February 2011. Funding and office space have been identified for the position for a five-year minimum.

The Institutional Effectiveness Office will oversee SIPI’s systems of quality assurance in collaboration with the President’s Office, Division of Academic Programs and the Division of College Operations. The College is currently implementing a comprehensive and systematic assessment and review of whether its educational strategies, activities, processes, and technologies enhance student learning. These regular assessment and review processes are detailed in previous sections of this chapter (Criterion Three, Student Learning and Effective Teaching). SIPI demonstrates its understanding of the importance of assessment by establishing the position and Office of Institutional Effectiveness.

Core Component – 3d: The organization’s learning resources support student learning and effective teaching.

Goal five of SIPI’s 2009 – 2013 Draft Strategic Plan states that the College will: “Make better use of existing data and information; create new actionable information and customers for this information to support SIPI's operational and strategic planning efforts.” This goal statement demonstrates SIPI’s commitment to developing and maintaining learning resources to support student learning and effective teaching. The College’s strategic planning and program review processes are designed to identify the necessary resources that must be in place or are necessary to support the emerging needs of student learning and effective teaching. The strategic planning process has established a program based budget process; an institutional calendar; an institutional effectiveness flowchart0 which includes processes and systems that have been identified as critical; and the President’s Cabinet which provides oversight and ensures a participatory planning process is in place.

SIPI ensures access to the resources (e.g., research laboratories, libraries, performance spaces, clinical practice sites) necessary to support learning and teaching.

SIPI’s Library offers 30,000 titles, approximately 100 periodical titles, as well as recreational reading materials0. Library hours are being reviewed. It is deemed necessary to clarify how the library is utilized by students or to determine how students might wish to use the library during

0 Institutional Effectiveness Specialist Position Description classified 10/25/100 SIPI’s Institutional Effectiveness Flowchart0 SIPI Library Holdings List 10/19/10


extended hours. The perception is that students may wish to have access to additional computer labs. SIPI is in the process of hiring a full-time Librarian. The certificate has been issued by the Bureau of Indian Education Human Resources Services. The selection and hiring should be completed by the end of February 2011. SIPI will also determine the feasibility of hiring a Librarian Technician. The following services are offered:

Reference services (finding materials, titles, subjects, etc.) Reserve services (books/materials on reserve are held at the service desk) Study areas (private study carrels are available) Tutoring in research techniques, Internet access, use of the card catalog, etc. Computerized card catalog, OPAC, available for research Computers with wireless access are available

The College recognizes the need to renovate its library including the upgrade of equipment and furniture to support teaching, learning and research. Maintaining a reasonable level of support is a challenge as the cost of library and reference materials rise and resources decrease. The Bureau of Indian Education provides tuition, room and board, and some books to students at minimal charge. Students are responsible for a library usage fee of $50.00. SIPI intends to increase access to electronic resources allowing students, faculty and staff to access information electronically while supporting learning and teaching.

As an inter-tribal facility, SIPI serves students from across the United States. SIPI’s residential program is responsible for the men’s Golden Eagle Lodge and the women’s Four Winds Lodge housing operations. Each room is designed to accommodate three students. There are 35 wireless access points located throughout the campus including student residence halls. Each residential facility has student resource rooms including computers and printers.

SIPI’s residence halls attempt to address transitional issues that students coming from rural, remote areas generally face. Encouraging study groups, organizing recreational activities, encouraging participation in student organizations, hosting seminars on study skills and other college preparation topics, and introducing students to other tribal cultures and practices. The College recognizes the need to renovate its residential halls. Recently, a $506,000 bequest has been dedicated to upgrades in the residential halls (closets, mattresses, living room furniture and computers)0.

SIPI’s cafeteria provides meals for residential and commuter students while serving as a clinical practice site for the College’s Culinary Arts student0. This notion of campus-based physical resources simultaneously serving and advancing the College’s student population is also demonstrated by the recently opened SIPI Early Childhood Learning Center. This facility provides a site for students enrolled it its Early Childhood Education Program0 to complete the required practicum. The Vision Care Technologies program maintains fabrication labs and an

0 Email from President Allison: Decision on use of Bequest 10/04/100 Culinary Arts Brochure, Culinary Arts Program Internship Guidelines and Evaluation Handbook revised 09/20100 Sample of Student Early Childhood Education Practicum Site Form, Early Childhood flyer, Distance Education Action Log


‘eyewear center’ allowing students to develop necessary skills to work well with “patients in the fitting and adapting of eyewear.” 0

The College’s Academic Support Center is designed to be a ‘hub’ for students. The Center’s computer learning lab is equipped with 24 networked computers. This facility is used by students for research and word processing needs. Students use the PLATO computer aided training software and the various fast track study packages0 to self-pace study. The lab is also equipped with a smart board and projector system for instructional purposes. The Academic Support Center has wireless access. A café area allows students to gather, work on class projects and assignments and browse the internet. The tutoring center, staffed by professional and peer tutors, has eight computers and a printer. These computers provide access to various software programs that are used by academic programs. Various schedules of providing extended hours for student access have been implemented and evaluated to determine the best use of staff resources.

Student learning and teaching are supported by the College’s dedicated laboratory space. The Science and Technology building was constructed, occupied and utilized for science, technology, engineering and mathematics based programs. Grant funds are utilized to purchase hardware, software, and textbooks to support rapidly evolving technologies as detailed above in the section regarding new technologies that enhance effective learning environments for students. The Science and Technology building houses a state-of-the-art 500 seat auditorium. The auditorium is a resource used by all academic programs for various activities and seminars, to host orientation activities, for campus-wide events, and by external constituencies.0

With support from the National Science Foundation, SIPI developed a pre-engineering and engineering technology program known as ASEET for Associate of Science in Engineering and Engineering Technology. The curriculum includes an enrichment year to assist students “fast-track” mathematics and science skills and build a solid foundation as they move into and through their engineering program.

SIPI’s Financial Aid Office ensures that students are provided information and access to grants, work-study, scholarships, Veterans benefits, and internships. Staff is available to assist students in accessing resources to support student learning.

SIPI’s Facilities Master Planning project will provide an analysis of the college’s future facility needs based on current demand and future program development and/or expansion needs identified through SIPI’s Strategic Plan and planning process. This planning effort will also considers appropriate utilization of the college’s physical plant and property resources based on historical building trends, current space restraints, emerging needs, political realities, and rapidly changing economic conditions.0

SIPI evaluates the use of learning resources to enhance student learning and effective teaching.

0 Southwestern Indian Polytechnic Institute Vision Care Technology Program Narrative 0 Sample PLATO Mastery and Exemption Graph English98 s1-mastery of class modules0 Southwestern Indian Polytechnic Institute FY2010 Event Schedule and sample Activity Request Form 0 2009 – 2013 SIPI Draft Strategic Plan, pg 56


The Community College Survey of Student Engagement (CCSSE) is a national survey that is designed to measure the quality of instruction and services provided to students. SIPI participated in the CCSSE in 2006 and 2009. The 2009 results of ‘Support for Learners” benchmark holds that students perform best and are more satisfied at colleges that are committed to their success. Seven survey items contributing to this benchmark “How much does this college emphasize:”

Providing the support you need to help you succeed at this college? Encouraging contact among students from different economic, social and racial/ethnic

backgrounds? Helping you cope with your non-academic responsibilities (work, family, etc.)? Providing the support you need to thrive socially? Providing the financial support you need to afford your education? During the current school year, how often have you used academic advising/planning

services? Used career counseling services?

Table 3.1

CCSSE Benchmark: Support for Learners SIPISmall Colleges National

Difference SIPI & Small Colleges

Difference SIPI & National Profile

All Students 57 52 50 6 7Part-Time 56 49 48 7 7Full-Time 58 55 54 3 40-29 Credits 58 51 50 7 830+ Credits 56 53 52 3 4

SIPI also evaluates the use of learning resources through the Noel Levitz’s Student Satisfaction Inventory. Information collected from CCSSE and the Student Satisfaction Inventory are used by College faculty and staff responsible for the campus’s learning resources in the review and analysis of their impact on student learning and effective teaching.0

The Academic Support Center routinely evaluates the effectiveness of the PLATO Computer Aided Instruction program by tracking student use0. Students typically spend from 4000 to 6000 hours cumulatively working in this program each academic term. The Center’s software system TutorTrac is used to manage both tutor scheduling and record student access and activities. Weekly and monthly reports are submitted to SIPI administration to assess the usage level of this resource. Further detailed analysis of monthly usage patterns are used to make the best use of tutors and to increase the level of contact of students needing tutoring with this service.0

SIPI regularly assesses the effectiveness of its learning resources to support learning and teaching.

0 Community College Survey of Student Engagement (CCSSE) 2009 0 PLATO usage detailed report printed 12/20/10 for Fall 20100 TutorTrac SIPI Tutoring Center Standard Report Fall 2009/Spring 2010/Summer 2010, Tutor Payroll for 05/12/08-12/02/09, email online eMaster tutor training announcement


The College’s Institutional Effectiveness Office will oversee the assessment of campus-wide learning resources in collaboration with the President’s Office, Division of Academic Programs and the Division of College Operations. The College is currently implementing a comprehensive and systematic assessment and review process that includes the use of its learning resources to enhance student learning and effective teaching. These processes are detailed in previous sections of this chapter (Criterion Three, Student Learning and Effective Teaching). SIPI demonstrates its understanding of the importance of evaluation by establishing the Institutional Research Specialist position and Office of Institutional Effectiveness.

SIPI has made progress in establishing policies, systems, and procedures to implement assessment plans, review academic and non-academic programs, collect and analyze data, and make data-based instructional decisions.

The College demonstrates its understanding of the importance of assessment by establishing the Institutional Research Specialist position and Office of Institutional Effectiveness.

SIPI has routinely collected data for its external constituencies. The Office of Institutional Effectiveness in collaboration with the Divisions of Academic Programs and College Operations will formalize processes for analysis of all institutional data and documentation of learning outcomes.

The College’s Curriculum Committee has developed a Program Assessment Model. An Annual Program Report ensures that assessment data is collected and analyzed. A Five-Year Program Review process provides for a systematic review of the curriculum in each academic program.

The Division of College Operations has developed a Program Review Report for Non-Academic programs to collect and examine data from campus life, highlighting student services, admissions, financial aid, and college operations. This Non-Academic Program Review process is currently under review by all non-academic programs. Full implementation this process is expected by March 2011.

A General Education Program which is outcomes/assessment-based has been established and implemented.

SIPI supports students, staff, and faculty in using technology effectively.

The Information Technology (IT) Department continually reviews current and emerging instructional technology and works collaboratively with other departments and programs to integrate new systems into the College and to support students, staff, and faculty in using them effectively. The Technology Committee will be reinstated to ensure that the college provides and maintains adequate technological resources to support student learning and teaching as stated in the College’s Strategic Plan, and College Goals. The Technology Plan has been drafted. The Plan will be reviewed and submitted to the President for approval and to the Board of Regents for concurrence.

This will be accomplished by:

•Review and development of a long-term technology plan that is aligned with the goals of the


college.• Developing an annual assessment and scan of the college’s future technological needs.• Working with the Vice President of Operations and the President’s Cabinet to create and to identify funding sources for the replacement of outdated technology.• Working with IT staff to set and maintain minimum technological standards in collaboration with the Department of the Interior and Office of the Chief Information Officer.• Working with SIPI administration to determine professional development needs with respect to the use of technology.• Working with the Vice President of Academics and Distance Education staff to ensure that adequate technological resources exist to support the college’s distance education and other technology-supported initiatives.• Ensuring that both long-term and short-term technology planning is integrated into institutional planning at all levels.• Participating in the creation of policies concerning appropriate use of technological resources.• Making recommendations to the President’s Cabinet with respect to technological needs.

The College’s IT staff ensures that students have wireless access by registering students’ notebooks. The IT staff collaborates with faculty and staff as needed in providing software support and general help assistance. SIPI’s Instructional Technology Specialist offers on-line orientation and mentoring for Blackboard. Support is provided for Microsoft Office Suite, the Internet, computer programming, and graphics illustration for students, faculty and staff. Tutorials are available in using computer equipment such as scanners and digital cameras. In response to student needs for in-depth support in general use of computers and packages used in academic courses, the Academic Support Center also provides tutors.

SIPI provides effective staffing and support for its learning resources.

As part of SIPI’s annual planning process, each department and program assesses and prioritizes personnel needs. The needs are submitted by the Department Chairperson or Program Supervisor to the appropriate Vice President. The Vice President identifies the funding source and presents the request to the President’s Cabinet to be considered as part of the College’s prioritized list of personnel needs. SIPI makes every effort to have the most qualified staff for its learning resources. Whether within the Academic Support Center, Library, or Instructional Technology Department the staff is well qualified to make program decisions impacting the effective use of learning resources. Hiring qualifications demonstrate the College’s determination to seek the most qualified personnel.0

SIPI’s systems and structures enable partnerships and innovations that enhance student learning and strengthen teaching effectiveness.

SIPI partners with 37 Tribal Colleges and Universities, which compose the American Indian Higher Education Consortium (AIHEC) in the pursuit of increasing the educational opportunities of their member students. Through this organization these colleges and universities work to influence policy and establish programs that assist in all facets of American Indian higher

0 Sample Position Description for Supervisory Instructional Systems Specialist 01/26/10


education opportunities. This organization has a Board of Directors composed of the presidents of all the member institutions. Students from SIPI participate in annual national conferences and have access to AIHEC created scholarships and financial support. 0

SIPI recently opened its Early Childhood Learning Center to assist students who need this service to facilitate their education. The campus-based facility is operated in partnership with the Youth Development, Inc., a 501 c (3) charitable organization located in New Mexico since 1971. This partnership provides professional licensed child care for our students as well as a clinical practice space for SIPI’s Early Childhood Education Program students.

SIPI partners with First Nations Health Care and Indian Health Services to provide behavioral health services for its students. Licensed counselors staff an on-campus office to provide easy access for confidential personal counseling0.

The College’s Vision Care Technology Program’s Advisory Board and its membership have established an effective partnership enhancing student learning while strengthening teaching effectiveness. Other examples of SIPI’s partnerships to maximize student learning and teaching effectiveness are with the University of New Mexico and its NASA, Advanced Composition Explorer (ACE) and NASA PURSUE programs, described previously in section 3C.

Teaching and learning with access to resources not only depends on external relationship. As a result of SIPI’s strategic planning process the potential for an ongoing internal partnership has developed through a recommended strategic activity by faculty and staff to establish a cross-campus team of faculty and staff (academics and residential staff) to collaboratively identify and analyze gaps in student success, identify and implement interventions to close these gaps, and develop success measures of interventions.

Goal One of SIPI’s 2009 – 2013 Draft Strategic Plan states that the College will: “Make learner success the core work of Southwestern Indian Polytechnic Institute.” This goal statement demonstrates SIPI’s commitment to developing and maintaining systems and structures to enable partnerships and innovations that enhance student learning and strengthen teaching effectiveness.Budgeting priorities reflect that improvement in teaching and learning is a core value of SIPI.

The use of strategic planning in higher education has increased significantly. Resource constraints necessitate thoughtful, strategic thinking to be embedded in the decision-making process of a college, at all levels. Specifically, SIPI’s purpose for strategic planning is to:

Assist staff, faculty and other stakeholders to define the College over the next 5 plus years using data-based decision making processes.

Create a directional document, to guide while not limiting future opportunities. Enable the college to align strategic objectives with financial and human resources.

0 Letters and emails from various partners 0 Memorandum of Understanding between First Nations Community Health Source and Southwestern Indian Polytechnic Institute


Provide a mechanism to continually review and ensure excellence in education and outreach.

Within strategic planning, the College has established a program-based budget procedure to serve as the means to achieve stated goals and objectives. As a result, the College budget must reflect the goals and objectives of the College’s Draft Strategic Plan, Program Review, and other critical college plans. The President’s Cabinet will rely upon these plans in making budget recommendations. SIPI recognizes the need for budgeting priorities to reflect improvement in teaching and faculty development.

The College’s strategic planning process integrates assessment, the collection and analysis of data; planning and the use of data in instructional decision-making; and program-based budgeting processes. Learner success serves as the focus of the College’s strategic planning, budgeting, and institutional-effectiveness processes.

Strengths and Challenges

Although SIPI has faced challenges in recent times, as an institution it has made strides to provide evidence that it is fulfilling its mission through effective teaching and learning. One of SIPI’s challenges was the lack of current academic infrastructure and use of data to make informed curricular and programming decisions. The issue was that very little program data was being collected (primarily by three of SIPI’s programs), and little evidence existed that SIPI was using this data for academic decision making. However, in 2010, SIPI rose to the challenge to overcome these issues. The following review of accomplishments demonstrates that SIPI has moved significantly in the direction of creating the necessary academic infrastructure needed for effective teaching and learning to take place:

Strengths: The Curriculum Committee By-laws were completed and approved, thereby allowing the

committee to fully function in faculty driven decision making where curricular content is concerned.

The General Education Competencies were completed and approved. Structures are in place that allows the College to assess the learning of its students against these competencies.

Curriculum Formats were completed approved and implemented. A standardized format for all curricula ensures that the content across academic programs will be delivered in a uniform format.

Curriculum Map format was approved for implementation faculty. Advisory Committee Handbook was been approved and is use; some departments are

making minor adaptations to fit their departmental needs. Program Assessment Plan Model was completed, approved and being implemented. The

creation and use of this document is allowing SIPI to proceed to the next level of assessment implementation.

Program Descriptions for all courses are being developed and will be included in the College’s catalog.


Five Year Program Review process was completed approved and is being implemented. The following have been selected to initiate cycling through the Five Year Program Review process: Vision Care Technology Program, Early Childhood Education Program and Developmental Education Department.

External Advisory Boards were formed for all programs. All programs but three have begun to have their annual or semi-annual meetings. The three that have not yet met are scheduled to meet in the spring of 2011.

Advisory Committee Minutes were placed in the accreditation resource room. Annual Program Report process was developed. The data from Annual Program Reports

will be used to formulate the Five Year Academic Program Review so that programming decisions can be based on institutional data.

Non-Academic Program Review reporting process was developed so that programming decisions can be based on institutional data.

Faculty has driven the development of the College’s academic assessment and program review processes. It is exciting to see this dialogue occur on campus.

Challenges Sustain assessment implementation. Toward this end SIPI is exploring the use of

technology to effectively manage the assessment program. Faculty has begun comparing: World Instruction Design System, TracDat, Weave Online, Task Stream, and Live Text to support the assessment process.

Institutionalize assessment as a routine good practice and an integral part of the work of the College’s faculty and staff campus-wide.

Provide ongoing support to faculty in the development and implementation of assessment plans to ensure that assessment becomes fully integrated into each program and course.

Provide ongoing support to faculty to ensure each remain current in his/her field. Incorporate actionable data from program review and assessment into planning and

budgeting processes. Performance elements clearly defined and the evaluation of teaching standardized to

ensure a process for full-time and part-time faculty (faculty members and adjuncts). Secure additional permanent funding to support physical, human, and technological

resources that affect teaching and learning.


Chapter 4: Criterion Four: Acquisition, Discovery, and Application of KnowledgeTHE ORGANIZATION PROMOTES A LIFE OF LEARNING FOR ITS FACULTY, ADMINISTRATION, STAFF, AND STUDENTS BY FOSTERING AND SUPPORTING INQUIRY, CREATIVITY, PRACTICE, AND SOCIAL RESPONSIBILITY IN WAYS CONSISTENT WITH ITS MISSION.______________________________________________________________________________Core Component 4-a: The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning.

Students attending SIPI are afforded certain rights as outlined and supported by the Code of Federal Regulations in Title 25 Part 42(1-11) Student Rights0. Additionally, the SIPI Student Handbook 2009-20100 provides information regarding student rights as noted below:

The right to an education The right to be free from unreasonable search and seizure of the person and

property, to a reasonable degree of privacy, and to a safe and secure environment. The right to make his/ her own decisions where applicable The right to freedom of religion and culture The right to freedom of speech and expression, including symbolic expression,

such as display of buttons, posters, choice of dress and length of hair, so long as the symbolic expression does not disrupt the educational process or endanger the health and safety of the students or others

The right to freedom of the press, except where material in publication is libelous, slanderous, or obscene

The right to peaceable assembly and to petition for the redress of grievances. The right to freedom from discrimination The right to due process. Every student is entitled to due process in every instance

of disciplinary action for alleged violation of school regulations for which the student may be subjected to sanctions of suspension, expulsion, or transfer

The Board has concurred with and disseminated statements supporting freedom of inquiry for the organization’s students, faculty and staff, and honors those statements in practice. An “Academic Freedom” Statement was drafted0 and approved by the curriculum committee in November 2010. This statement will be formally submitted to the Bureau of Indian Education (BIE) and Indian Educators Federation (IEF). After review by the BIE and IEF, the SIPI President will approve the Statement and seek concurrence from the SIPI Board of Regents, which is scheduled to be completed by March 2011.

0 Student Rights, 25 CFR 42-November 10, 20100 SIPI Handbook, reference to Student Rights, page 290 Draft of Academic Freedom Statement-November 2010

141 Criterion Four: Acquisition, Discovery, and Application of Knowledge

The organization’s planning and pattern of financial allocation demonstrate that it values and promotes a life of learning for its students, faculty, and staff.

SIPI supports lifelong learning by providing the Native American and Alaskan Natives an affordable education and alternative means to acquire their education. The financial introspects in regards to program allocation and student achievements are based on organizational planning. The low cost tuition, alternative funding for students, and distance education videoconferencing sites assist students to attain a higher education who would otherwise not have the financial means.

SIPI began as a tuition free school and holds to this price structure in order to encourage accessibility. SIPI does charge small per trimester fees0 of $150 for part-time students, $225 for full-time commuter students and $280 for full-time resident students. All students are loaned textbooks for their classes and have access to tutoring, computer labs and printing. Full-time enrolled students are eligible for meals in the cafeteria and dorm students are eligible for meals and housing. It is paramount to administrators and the Board of Regents to keep out-of-pocket expenses low in order to eliminate financial barriers to higher education.

Because students still have financial needs outside of tuition, SIPI participates in various U.S. Department of Education’s Title IV, New Mexico Higher Education and American Indian College Fund programs to help further offset SIPI student’s cost of attendance0. In addition SIPI utilizes grant money to provide paid student internships.

Table 4.1FINANCIAL AID SOURCES 2008-2009 2009-2010 2010-2011*American Indian College Fund Scholarship $100,000 $125,819 $77,870Federal Pell Grant $707,914 $1,988,126 $1,322,948Federal Supplemental Educational Opportunity Grant $13,062 $17,462 $14,653Academic Competiveness Grant $7,553 $22,650 $13,625State Scholarships/Grants $68,948 $65,667 $77,227Tribal Scholarships $163,276 $224,696 $86,726Other Scholarships $266,642 $232,859 $44,039Federal/State/Institutional Work Study $46,793 $26,132 $47,030NMWS $36,793 $16,132 $33,606FWS $10,000 $10,000 $13,424TOTAL $1,374,188 $2,709,182 $1,684,118Sources: SIPI State Program Allocations sent by Heather Romero of NM HE Dept.U.S. Department of Education eCampus-Based Statement of AccountU.S. Department of Education EDExpress Database 2009-2010U.S. Department of Education EDExpress Database 2010-2011U.S. Department of Education EDExpress Database 2008-2009U.S. Department of Education Common Origination & Disbursement School Yearly TotalsAIHEC AIMS Financial Resources and Student Costs AY 2009-2010 Report *2010-2011 data accurate as of 11/15/10.

0 SIPI Website, SIPI Student Fee Schedule, Fall 20100 SIPI Scholarship Activities, December 2010


SIPI also demonstrates the value it places on life learning for its students, faculty and staff through the Distance Education (DE) Program. The Distance Education Program expands opportunities for learning by allowing students to participate in classes away from campus. The program enables students with different circumstances, such as location, family responsibilities and secular work schedules to join the SIPI learning community.

The College is committed to improving the quality of its Distance Education (DE) Program to support students and instructors. The current DE Program’s staff and faculty continually develop and enhance content for DE curriculum. For example, one of the faculty members who teach the online Business Law courses attended the 2010 Business Law Institute. Based on new information from the conference, the faculty member enhanced and updated his online course using the most current information on banking rules and regulations.

The Early Childhood Development Program is another example of a program that relies heavily on the DE Program to enhance the delivery of instruction and increase student participation in higher education. The DE program currently delivers distance education courses to the following tribal communities via video teleconferencing: Alamo, San Felipe Pueblo, Santo Domingo Pueblo, Ohkay Owingeh and Isleta Pueblo0 and others.

In addition to the current DE students taking courses at remote sites via video teleconferencing, SIPI’s commuter student population has increased over the past ten years.0 To support the increase of distance education and commuter students, the Distance Education Program needs to improve its online instruction and support services over the next five years. In order to support and maintain the Distance Education Program, SIPI is currently working towards the following goals and objectives:

Provide fiscally sustainable information technology equipment, hardware, and software required to manage the distance education learning courses and support services.

Implement continuous quality initiatives into content development. Enhance the support services currently provided to students learning at a distance by

providing a web-based student information system. Take proactive steps in response to the workforce needs of the student, state, and tribal

communities.

Student success is a hallmark for SIPI. Many students lack the ability to pay for an education or they are not able to relocate to an urban area to attend college. Being able to access distance learning courses is of high importance to these students, their families, and their communities.

0 Distance Education Site MOU’s (dates vary between sites) and Sample DE Letter 0 Trends in Financial Aid (various documents) 2004-2010


The organization supports professional development opportunities and makes them available to all of its administrators, faculty, and staff.

SIPI supports and provides professional development opportunities to administrators, faculty and staff in various ways. According to SIPI’s business office, SIPI invested approximately $22,828 in professional development for faculty and staff in the fiscal year ending in 2009. Many of the faculty and staff joined professional associations, participated in professional conferences, attended workshops and seminars or obtained learning resources. Individuals also attended meetings and workshops to learn about how to further meet the established high standards of the college. For example, some of the faculty in the Business and Liberal Arts Department are Certified Public Accountants and another faculty member is a licensed attorney. Both of these professions require continuing education for maintaining their licenses and for their prospective professional associations. SIPI’s Distance Education Program also assists in the delivery of content to administrators, faculty and staff. This is indicative of SIPI’s commitment to provide a supportive environment that encourages faculty and staff to discover, acquire, and use knowledge and skills to enhance performance.

SIPI employees are provided training opportunities specific to their jobs. At the time of this writing, records are not organized in a manner that enables SIPI to provide evidence of such training. However, training expenses using the “Training” accounting classification total $22,090.77 for all departments during the twelve months ending 09/30/20100. The total training expenses do not reflect costs of travel to attend the trainings, or salary costs for SIPI staff while they attend training.

Many SIPI employees belong to professional organizations that provide training programs to their members, or provide a training component as part of a regular meeting. At this time, evidence relative to this kind of training is not available. Working within SIPI’s appropriation from the federal government, SIPI faculty and staff have utilized other cost effective avenues for professional development such as accessing training offered through the Department of Interior, the National Indian Programs Training Center, the New Mexico Higher Education Department, the Bureau of Indian Education other federal agencies such as United States Department of Agricultural, National Science Foundation, etc. Staff can also take courses or participate in training on the SIPI campus.

Through the Department of Interior (DOI) educational web portal (DOILearn)0, staff is given the opportunity to enroll in a variety of online courses. DOILearn provides online courses at no cost to SIPI staff as federal employees. Many of the courses are mandated by the Department of the Interior as a condition of continued employment and geared towards workplace and safety conditions. Courses require a final exam with a passing grade. After successful completion of the course, a certificate0 is issued. The SIPI Human Resource Specialist has recently begun to keep a checklist0 of employees who have completed required federal courses.

0 Training Cost for Professional Development-2009/20100 Criterion 4 Linked Evidence\4a.9 DOILearn Portal Information 12-15-10.PDF0 Sample Certificate of Completion for training0 List of Completed Training for SIPI Employees FIS Training 04/22/2010


Elknet, a DOI National Indian Programs Training Center initiative, is a distance learning network that uses digital satellite technology to deliver interactive training to schools and other sites across Indian Country for professional development. This is a new program and is described as a virtual classroom. The system has been in place for 2 years but according to the program director, development of the program has been slow and there are fewer course offerings than he hoped for at this time. More extensive course offerings are planned for fiscal year 2011 and purchase and installation of the Elknet equipment is to be up and running by the fall of 2010 to assist in this venture.

The National Indian Programs Training Center (NIPTC), which runs Elknet, provides training and developmental opportunities that are consistent, current and critical to Federal agencies responsible for administering Indian programs. Modern classrooms, state-of-the-art equipment, distance learning capabilities and experiences staff provide a learning environment that fosters personal and organizational development, leading to improved Indian programs and services.

Because SIPI is part of the Bureau of Indian Education (BIE), an agency of the U.S. Department of the Interior (DOI), its faculty, staff and administrators benefit from the many training and educational opportunities provided by those entities. In addition, staff members that require specialized certification are afforded the opportunity and the financial resources to attend training specific to their needs. SIPI’s Human Resource Department maintains certificates of completion in a file in the Human Resource Office. Each staff member must have an Individual Development Plan (IDP)0 and an Annual Performance Plan0. The IDP details training and educational goals for the year. As part of an employee’s annual performance plan, the IDP specifies training and educational goals for the year. At this time, SIPI has an uneven record of maintaining the IDP.

As part of SIPI’s commitment to provide training and professional development opportunities, the college is conducting a survey0 to determine employees’ interest in those areas. The results of the survey will provide SIPI with data needed to target employees’ interests and needs and to plan and implement professional development activities that are relevant. It will also enable SIPI to adequately plan and provide for the necessary financial resources for training and development in its annual budget. At the time of this writing, many SIPI employees have completed the survey but a 100 percent completion rate of all SIPI employees has not yet been achieved.

The organization publicly acknowledges the achievements of students and faculty in acquiring, discovering, and applying knowledge.

SIPI is striving to increase the variety of methods utilized to publicly communicate the academic achievements of students and faculty. One proposed method is to expand and improve the college’s current website to include “News” and “Student Achievement” webpage’s which will include a President’s List0 (GPA- 4.0) and Vice President’s List0 (GPA 3.5 – 3.99). At the 0 Individual Development Plan Template and Instructions0 Employee Performance Appraisal Plan Sample, September 20100 Sample Professional Development Survey, November 20100 President’s List Fall 2010 and Sample Certificate0 Vice President’s List Fall 2010 and Sample Certificate


present time, SIPI uses the college website’s main page to acknowledge student and faculty accomplishments and an electronic digital marquee to inform the public of current campus events.

The college currently does not have a staff person dedicated to public relations. SIPI no longer publishes a campus-wide newsletter which is due to limited fiscal resources. Nevertheless, SIPI recognizes excellence by awarding “Faculty of the Year”0 and “Student of the Year”0 awards at its annual April graduation. SIPI acknowledges faculty by nominating them for excellence awards for educational organizations such as the National Institute for Staff and Organizational Development (NISOD).

Additionally, SIPI utilizes the Public Relations Office under the U.S. Department of Interior to publicize announcements or the Bureau of Indian Education Affairs newsletter that is disseminated nationwide. Various articles have been released through the Public Relations Office including the Renewable Energy Challenge0 and Professor of the Year, Dr. Nader Vadiee0.

To assist in the timely disbursement of newsworthy articles of students and faculty, a communications policy is included in the prioritized list of policies for SIPI. In regards to the SIPI’s unique funding circumstances and federal supervision the disbursement of news to the general public can be confusing at certain levels. To alleviate this confusion this policy and understanding will assist in navigating through this process easier.

The faculty and students, in keeping with the organization’s mission, produce scholarship and create knowledge through basic and applied research.

The academic programs offer various opportunities for students to participate in research projects to produce scholarship and create knowledge, predominantly in science and technology. To illustrate, Science Technology Engineering and Mathematics (STEM) students have been involved in green, earth-friendly, energy efficient building research that will be applied to a portion of the campus grounds in efforts to meet Leadership in Energy and Environmental Design (LEED) building standards. As stated by SIPI student Mystelle White the STEM students’ goal in the research activities was to “(demonstrate) the importance of building green and affordable”0.

SIPI STEM students have taken their renewable energy research, conducted in the classroom, on the road by presenting at the Tribal Renewable Energy Research Workshop (Spring 2010)0 and to the local community via Sandia National Laboratories Dream Catcher Science Program 20100 with a hands-on math workshop using the student build Vertical Wind Turbine system. Proposals based on collaborative research (SIPI students and UNM mentors) that went into

0 Faculty of the Year Award-20090 Student of the Year Award-20090 Press Release: Secretary of Interior, Renewable Energy Challenge 04/08/20100 Press Release: Secretary of Interior, Professor of the Year News Release 11/20/20090 Team A3: “Green” building. Rose STEMS Advance Technical Education Department Newsletter0 Information on Tribal Renewable Energy Research Workshop 05/17/20100 Information on Dream Catcher Science Program 12/14/2010


creating Wind Turbine Design projects won the National BIA-Argonne Renewable Energy Challenge 2010 competition.

Another group of science and engineering students have participated in robotic and space payload research and completed the Robotics Summer Institute. The students research resulted in their work being rocketed “to suborbital altitudes where it (tested) the effects of radiation on space payloads”0. The SIPI students work in teams that are mentored by neighboring University of New Mexico graduate students and present their findings in local, regional and national academic platforms. SIPI hosted a Robotics Summer Institute0 that provided research opportunities for students from SIPI and other tribal colleges. The Robotics Summer Institute consists of six weeks of intensive research mentored by graduate students from the University of New Mexico, New Mexico State University, and New Mexico Institute of Mining and Technology and faculty from tribal colleges Salish Kootenai College, Dine College, Oglala Lakota College and Little Big Horn College.

SIPI Engineering and Engineering Technology Programs, in collaboration with SIPI National Science Foundation (NSF), Tribal College and University Program (TCUP) II, Advanced Technical Education (ATE) Associate of Science in Engineering and Engineering Technology (ASSEET) Programs, National Aeronautics and Space Administration (NASA) Johnson Space Center, and American Indian Higher Education Consortium (AIHEC) have offered its third Tribal College University (TCU) Engineering/Robotics Summer Institute on June 15-July 25, 2009. During 2009, the year theme was web-based remote controlled Mobile Robotic systems0. Building from the success of the Robotics Summer Institute to promote the advancement of Native American students in STEM0 careers, SIPI is developing a year round robotics centered IT immersion program.

Regarding Faculty scholarship, SIPI supports and encourages instructors to pursue research projects and strengthen their knowledge in their respective academic fields. In recent years, four instructors have completed or are currently completing their doctoral research and dissertations while at SIPI. For example, former faculty member, Angelle Kachedoorian recently published her dissertation on Boarding school, family and opportunity: Student discourses as adaptive strategies at the Southwestern Indian Polytechnic Institute (New Mexico) into a book titled Inside the Eagle’s Head an American Indian College0. Other faculty doctoral research projects have focused on issues related to Native American Education.

0 Team A2: Robotics/Space Payload Kit. Rose STEMS Advance Technical Education Department Newsletter, Vol.2, Issue 10 Flyer on Robotics Summer Program, 20090 Various Articles on Advance Technologies Education Department (Various Dates)0 STEM Report on Renewable Energy, 2007 and 20080 Kachedoorian, A. (2010). Abstract, Inside an Eagle’s Head: An American College.


The organizations and its units that use scholarship and research to stimulate organizational and education improvements.

Southwestern Indian Polytechnic Institute is a National Indian Community College that prepares Native American students to be productive life-long learners. In pursuit of that endeavor, SIPI strives to use scholarship and research to stimulate organizational and education improvements.

One way SIPI aims to use research to make educational improvements is the establishment of a Student Life Task Force (SLTC). The SLTF consists of faculty, staff and students and was created in early 2010 to research, discover and articulate how to better meet the needs of the student community. To begin to assess the needs of the student community, the SLTC embarked on creating a survey of needs. Separate student and staff/faculty needs surveys were created with input from all three previously mentioned parties. According the SLTC draft summary (2010), the July 2010 student survey used a Likert Scale model and one hundred responses were received out of 350 full-time students (29% return rate). The faculty/staff survey used the same methodology and most of the student survey questions and “Of the 121 employees…a response rate of 48% was obtained from respondents….” Overwhelming coinciding responses by both the student and faculty/staff surveys (responses with at least 60% support) emphasized the need for extended library hours and more academic support. The data and findings collected from both surveys were presented to the administration and distributed to faculty, staff and students0. In addition the preliminary findings of the surveys have focused the role and function of the evolving student life committee.

Other academic divisions within SIPI provide students with the opportunity to pursue research in their area of study and stimulate organizational and education improvements. Each Program of Study0 has their own perspective on how they approach student learning. All programs aim to educate students with diverse needs who seek an associate’s degree and to provide a transferable education that is sound, complete and includes the critical thinking abilities central to effective participation and decision-making in college, on the job, in the community, and throughout life.

As mentioned in the previous section, the science and technology programs at SIPI are spearheading research projects, such as the robotics and renewable energy projects that involve critical thinking, collaboration within the SIPI campus and collaboration with neighboring academic communities and tribal colleges. The success of the science and technology research projects has stimulated educational improvements by serving as an instructional model and best practice.

Community Outreach Programs, Partnerships and Grants that have been established also provide the SIPI academic community the opportunity to pursue research in their area of study and stimulate organizational and education improvements.

0 SIPI “Student Life Task Force” Integrated Research Survey Report-Conducted July 20100 SIPI Catalog Excerpts for all Programs of Study for all Certificate and Degree Programs, pgs 24-58.


Community Outreach

The Family Extension & Education Program’s (FEEP)0 overall objective is to ensure community Tribal members access to knowledge skill development, child rearing practices, child development, health nutrition, and dietary information and career path and financial assistance in order to better manage their family life and resources. The program builds upon a collaborative relationship between SIPI, Trial communities and their Head Start and Early Childhood Centers. All activities and projects are the result of focus groups, surveys and other input from Tribal communities. The Resource Center is an integral part of the FEEP program. The center sponsors workshops and various topics of interest in the following areas:

Child development Health Financial Education Nutrition Education

Partners and Grants

American Indian Higher Education Consortium (AIHEC) and the Centers for Disease Control and Prevention are examples of sponsors who have collaborated with SIPI to conduct research projects. AIHEC and SIPI work together in various ways. One example of a partnership is data collection and reporting on various indicators of the college. The final product is an Annual Report. The report is used to help guide SIPI in making data driven decisions. AIHEC also provide training opportunities for tribal colleges such as grant writing.

SIPI has partnered with the Centers for Disease Control and Prevention to assist SIPI with building a scientifically based curriculum on diabetes prevention. The result of the collaboration was the implementation of the Diabetes Education in Tribal Schools (DETS) curriculum by SIPI staff.

Core Component 4b: The organization demonstrates that acquisition of knowledge and skills and exercise of intellectual inquiry are integral to its educational programs.

SIPI supports the acquisition of knowledge and skills and exercise of intellectual inquiry in its educational programs. This is demonstrated through SIPI’s mission, vision and value statements; and, more specifically, in course syllabi and course learning outcomes for students.

The organization integrates general education into all of its undergraduate degree programs through curricular and experiential offerings intentionally created to develop the attitudes and skills requisite for a life of learning in a diverse society.

The college integrates general education requirements in each program of study, whether the program is a certificate program, an Associate of Applied Science (A.A.S.) degree, an Associates of Arts (A.A.) or Associates of Science (A.S.) degree program. These include appropriate and

0 FEEPS Information and Brochures, (dates vary)


program-related general education courses. This is illustrated by a matrix that maps each program listed in the catalogue to the statewide general education courses0. There is a minimum of 6 credit hours for certificates, 15 for the Associate of Applied Science degrees, and 24 credit hours for the Associate of Arts and Associate of Science degrees. Each of the general education courses in the program of study of the certificate, and/or associate degrees are designed to transfer to bachelor degree programs. The General Education core competencies include: communication, interpersonal skills, cultural legacy and critical thinking. These four competencies will be discussed in greater detail in upcoming paragraphs.

The organization regularly reviews the relationship between its mission and values and the effectiveness of its general education.

The General Education Committee recently developed new mission statements, goals and values. Also drafted, was a matrix mapping both the General Education and SIPI goals to the academic and non-academic and extracurricular activities. The Committee proposed the offering a course integrated into general education that covers the history, legal system, and universal beliefs of Native Americans. The following are excerpts from the General Education and SIPI Missions, Visions, Goals and Competencies:

SIPI STATEMENT ON GENERAL EDUCATION

SIPI’s certificate and undergraduate degree programs include a coherent general education requirement consistent with SIPI’s mission. It ensures breadth of knowledge and promotes intellectual inquiry. These general education criteria have also been adopted and deemed appropriate within SIPI’s technical programs, GED, Adult Basic Education and Developmental Education Program.

The general education component prepares students to live in and contribute to a dynamic, complex and multicultural world as productive life-long learners and tribal members, in an ever changing global environment. In support of this philosophy, SIPI is committed to providing student learning experiences designed to develop and enhance such abilities as critical thinking, communication (written and oral), interpersonal skills, and an appreciation of their Native cultural legacy. General education allows students to gain an appreciation of the creative arts, understand multicultural and diverse perspectives, articulate the human condition, analyze the natural world through mathematics and science, and make meaningful and ethical decisions. SIPI intends that those students who complete the general education requirement will possess the knowledge and mental skills essential to their development as an individual, as tribal member, and as a global citizen.

0 General Education Core Transfer Module 12/15/2010, pg 22


General Education Goal Statements:

Goal 1: Ensure breadth of knowledge and promotes intellectual inquiry.

Goal 2: Prepare students to live in and contribute to a dynamic, complex and multicultural world as productive life-long learners and tribal members, in an ever changing global environment.

Goal 3: Develop and enhance such abilities as critical thinking, communication (written and oral), interpersonal skills, and an appreciation of their cultural legacy.

Goal 4: Provide an environment that allows students to gain an appreciation of the creative arts, understand multicultural and diverse perspectives, articulate the human condition, analyze the natural world through mathematics and science, and make meaningful and ethical decisions.

Goal 5: Students who complete the general education requirement will possess the knowledge and mental skills essential to their development as an individual, as tribal member, and as a global citizen.

General Education Department Core Competencies

SIPI has identified four core competencies that all SIPI certificate and associate degree programs incorporate and then have students demonstrate as part of completion of any program of study at SIPI. The competencies are furthermore a part of SIPI’s basic mission statement and represent the most deeply held values of the college. The competencies help ensure that our graduates will be informed and committed citizens, prepared for the technological, behavioral and practical needs of modern workplaces and communities.

Core Competencies

1. Communication: Students will be able to effectively communicate ideas to others in a grammatically correct way.

2. Interpersonal Skills/Teamwork (or possibly Team Group learning): Students will demonstrate individual and interpersonal skills to work with others professionally on a community and global level.

3. Cultural Legacy: Students will demonstrate knowledge of Native American history, culture and traditions while recognizing the culture and traditions of others on a national and global level.

4. Critical Thinking: Students will demonstrate the ability to analyze, synthesize and communicate data by using critical thinking skills.


General Education Requirements

Certificate 6 creditsAssociate of Applied Science 15 creditsAssociate of Arts/Associate of Science 24 credits

General Education Program Goal Statements and Core Competencies Link:Table 4.2

Core Competencies

Goal 1 Goal 2 Goal 3 Goal 4 Goal 5

1. Students will be able to effectively communicate ideas to others in a grammatically correct way.

▲ ▲

2. Students will demonstrate individual and interpersonal skills to work with others professionally on a community and global level.

▲

3. Students will demonstrate knowledge of Native American history, culture and traditions while recognizing the culture and traditions of others on a national and global level.

▲ ▲

4. Students will demonstrate the ability to analyze, synthesize and communicate data by using critical thinking skills.

▲


The SIPI Institutional Goals from the Draft Strategic Plan

1. Make learner success the core work of Southwestern Indian Polytechnic Institute.

2. Develop new programs, strengthen existing programs, and recruit students to respond directly to the current and projected demographic and economic trends of Indian tribes, the state in which they are located, the nation and the world.

3. Promote the health and economic vitality of Indian tribes and communities through dynamic partnerships, coalitions, and collaborations.

4. Expand the use of instructional technology to enhance student learning.

5. Make better use of existing data and information; create new actionable information and customers for this information to support SIPI's operational and strategic planning efforts.

6. Provide new and expanded opportunities for faculty and staff development that supports an atmosphere of excellence in academics and student support services.


The table below demonstrates SIPI’s commitment to tying in the college’s over all goals with the Academic Programs, Non-Academic Programs (Extracurricular) and General Education.

Table 4.3Goal Academic

ProgramsExtracurricular General

Education1: Make learner success the core work of

Southwestern Indian Polytechnic Institute.

X X X

2: Develop new programs, strengthen existing programs, and recruit students to respond directly to the current and projected demographic and economic trends of Indian tribes, the state in which they are located, the nation, and the world.

X X N/A

3: Promote the health and economic vitality of Indian tribes and communities through dynamic partnerships, coalitions, and collaborations.

X X X

4: Expand the use of instructional technology to enhance student learning.

X X X

5: Make better use of existing data and information; create new actionable information and customers for this information to support SIPI's operational and strategic planning efforts.

X X X

6: Provide new and expanded opportunities for faculty and staff development that supports an atmosphere of excellence in academics and student support services.

X - -


Some of the examples of SIPI’s effectiveness in including general education as a core component in all degree programs are:

SIPI is recognized as a leader in Science, Technology, Engineering and Mathematics (STEM) education among Tribal Colleges.

SIPI’s Advanced Technology and Engineering articulate with all the New Mexico four -year universities: University of New Mexico, New Mexico State University, and New Mexico Tech. The majority of SIPI courses will transfer to any 4-year engineering program in the country.

Most of the SIPI associate programs offer the first two years of four-year degrees including the engineering program.

Graduates from the SIPI Engineering program are accepted into four-year institutional programs such as Mechanical, Civil, Electrical, and Computer Engineering programs.

SIPI also offers an “Enrichment Year” program to prepare high school graduates in math, science, communication, and computer skills to be able to enter as SIPI freshman engineering students.

Successful research-based projects and programs such as the previously mentioned NASA EPCOR “Science Payload” project, Robotics Summer Institutes, and renewable energy projects.

The organization demonstrates the linkages between curricular and co-curricular activities that support inquiry, practice, creativity, and social responsibility.

It is demonstrated that SIPI’s student-faculty research projects and professional development activities integrate and support our community in knowledge inquiry, creativity, and social responsibility. Criterion 5 (Engagement and Service) goes more in depth into the community driven projects at SIPI. Examples of curricular and co-curricular activities that support inquiry, practice, creativity and social responsibility are student internships and a networking and mentoring project within the Pre-Engineering and Engineering programs.

Student Internships: The Southwestern Indian Polytechnic Institute employs paid student internships not only to retain students majoring in Science, Technology, Engineering and Mathematics (STEM), but also to encourage students in developmental courses to stay in college and pursue STEM careers. In addition to their project responsibilities, every intern mentors a SIPI student who is taking developmental classes. The developmental education students sometimes shadow the interns; at other times interns serve as guest lecturers on science or engineering topics for developmental classes. The interns are also involved in outreach activities to the Bernalillo School District, where half of the district’s student population is Native American. They assist with school presentations, robotics competitions and summer STEM camps.


For their paid work on engineering-related projects, SIPI student interns are usually under the direction of graduate or post-doctoral students who also serve as mentors. Increasingly, the graduate students are SIPI alumni who are enrolled at nearby universities, and some SIPI students have managed to leverage their on-campus internship experiences for internships with federal agencies and corporations.

Networking Project- Vertically Integrated Pyramid Model: Students are partnered with each other as well as graduate students, instructors, and industry professionals via the Vertically Integrated Pyramid (VIP) Model0 that SIPI’s Department of Advanced Technical Education has crafted to build the relationships and the sense of community that are important to Native Americans. The VIP model is a based on the concept of mentorship.

The VIP Model is the thread that runs through several of SIPI’s externally funded programs that utilize interrelated activities to recruit Native American students for STEM fields. For Achieving the Dream, SIPI focused on improving its developmental education program. As Valerie Montoya, Vice President of Academic Programs explains: “the college strengthened and streamlined its remedial programs to ensure students are ready for college-level courses in one to three trimesters; created a one-stop academic support center; established learning communities; and cultivated a culture of evidence by building its institutional research capacity.”

Pre-Engineering and Engineering Technology Program: With support from the National Science Foundation, SIPI developed a pre-engineering and engineering technology program known as Associate of Science in Engineering and Engineering Technology (ASEET)0. The new curricula includes an enrichment year to help the students, who come to the Bureau of Education college from tribal communities throughout the United States, get up to speed in mathematics and science so they can compete when they transfer to universities.

ASEET also brings faculty from other Tribal Colleges and Universities to SIPI for summer professional development workshops. These programs also serve as networking and learning opportunities for SIPI’s student interns.

Dylan Maho from Wisconsin, who is a member of the Rosebud Sioux Tribe of South Dakota, said he became less shy while working collaboratively with engineers on campus projects like the Mars Yard, which the college built for robotics experiments and competitions. “In high school I was always the kid in the back of the class,” he said during a panel discussion in October 2008 that was attended by more than 700 people at the Advanced Technological Education Principal Investigators Conference in Washington, D.C.

While working on his associate degree in engineering, Maho maximized SIPI’s partnerships with federal agencies by completing internships at NASA’s Jet Propulsion Laboratory, Los Alamos National Laboratories, and the Federal Aviation Administration

SIPI Engineering Programs has entered in partnership with several academic entities such as Partnership for Research and Education in Materials (PREM), Academic Science Education and Research Training (ASERT),Southwest Center for Microsystems Education (SCME), affiliated 0 Criterion 4 Linked Evidence\4b.33 Patton M (February 2010) SIPI Integrates Achieving the Dream with STEM Initiatives retrieved 1-19-10.pdf0 Associate of Science in Engineering and Engineering Technology (ASEET), SIPI Catalog excerpt, pg. 52-53.


with the University of New Mexico (UNM), New Mexico Space Grant Consortium (NMSGP) and Regional Alliance for Science, Engineering, and Mathematics-Squared, for Students with Disabilities (RASEM II) with New Mexico State University.

For updates and the latest news on the Southwestern Indian Polytechnic Institute (SIPI-A National Community College for Native Americans) Engineering and Engineering Technology Programs please visit the following links on our University of New Mexico partner, SCME, or go to the SIPI websites:

http://scme-nm.net/scme_2009/

And the Engineering programs page on the SIPI website:

http://www.sipi.edu/acadprog/progstudy/divinstr/ate/

http://www.sipi.edu/acadprog/progstudy/divinstr/ate/eng/

http://www.sipi.edu/acadprog/progstudy/divinstr/ate/elec/

http://www.sipi.edu/acadprog/progstudy/divinstr/ate/rosestem/

http://www.sipi.edu/acadprog/progstudy/divinstr/ate/labs/

Learning outcomes demonstrate effective preparation for continued learning.

The curriculum committee has recently adopted a comprehensive assessment model, which includes a continually updated assessment timeline. Part of this assessment model timeline0 will be an annual review of courses and programs. Currently, all of SIPI’s courses are being put into a standardized curriculum format0, which will include curriculum mapping. Such mapping will be used as a tool for demonstrating effective linking of learning outcomes to program goals.

Also, with the establishment and re-establishment of program advisory committees, the assessment plans, data from assessment, and revised curriculum format will now have adequate input by going through a review process with the prospective advisory committees.

0 Curriculum Committee Timeline, September 2010-April 20110 Standardized Curriculum Format


http://www.sipi.edu/acadprog/progstudy/divinstr/ate/labs/

http://www.sipi.edu/acadprog/progstudy/divinstr/ate/rosestem/

http://www.sipi.edu/acadprog/progstudy/divinstr/ate/elec/

http://www.sipi.edu/acadprog/progstudy/divinstr/ate/eng/

http://www.sipi.edu/acadprog/progstudy/divinstr/ate/

http://scme-nm.net/scme_2009/

Core Component 4c-The organization assesses the usefulness of its curricula to students who will live and work in global, diverse, and technological society.

Regular academic program reviews include attention to currency and relevance of courses and programs.

During the summer of 2010, the college established a Curriculum Committee0 made up of faculty and support staff0. This committee, driven by faculty, will own the curriculum and their primary purpose is to assess how well teaching efforts lead to student learning. The curriculum committee is responsible for developing and implementing assessment plans, collecting direct measures of student learning, interpreting findings and then suggesting how to use the findings to "close the feedback loop” to make assessment-informed instructive and curricular changes to improve student learning. The following assessment review documents have been developed by faculty involvement in the curriculum committee.

1) Program Annual Report0

2) 5-Year Program Review0

3) Program Assessment Plan Implementation Process0

Curriculum Committee

Role: The Curriculum Committee serves as a major mechanism by which the governance of faculty can be exercised in their central domain of expertise: developing and renewing the college curriculum and assessing its quality and effectiveness to the highest of professional standards.

Support: SIPI is currently developing and will maintain a timeline of assessment activities and goals, listing the specific dates by which kinds and types of assessment activities will take place, assessment instruments will be evaluated, the kinds and analysis of data will be sent to the Academic Affairs Committee, and results will be distributed for appropriate action. The timeline of assessment should be approved and set into place by March 2011. Develop faculty workshops on assessment issues and training for assessment procedures.

Develop a resource file and source book containing materials to help academic units develop or adopt appropriate methods of assessment.

Encourage dialogue across disciplines on common assessment issues

A program Assessment Committee will be established under the Curriculum Committee to review the viability and usefulness of all programs offer at the college. Currently, the Curriculum Committee is performing the duties of the Assessment Committee (the Assessment Committee needs approval by the office of the President and by-laws need to be developed) which will 0 SIPI Curriculum Committee Bylaws, September 20100 SIPI Curriculum Committee Minutes and Agendas, September-December 20100 SIPI Annual Report Format, May 2010 0 SIPI Five Year Program Review Plan-September0 SIPI’s Program Assessment and Implementation Process


function as an advisory committee to the Vice President for Academic programs. The Assessment Committee responsibilities will include:

Developing an academic assessment plan. Monitoring the implementation of the assessment plan. Educating college personnel about the significance of their participation in assessment. Providing help in selecting appropriate instruments and measures for determining

learning outcomes. Providing educational programs and training opportunities to improve the quality of

assessment on campus. Reporting on results of assessment at the college.

To achieve these objectives, the Assessment Committee will focus on the following:

Support

Develop and maintain a timeline of assessment activities and goals, listing the specific dates by which kinds and types of assessment activities will take place, assessment instruments will be evaluated, the kinds and analysis of data will be sent to all academic programs, and results will be distributed for appropriate action.

Develop faculty workshops on assessment issues and training for assessment procedures. Develop a resource file and source book containing materials to help academic programs

develop or adopt appropriate methods of assessment. Encourage dialogue across disciplines on common assessment issues.

Assessment

Review data received from assessment results. Compile suggestions or recommendations for change from academic units. Compare the results after changes have been introduced.

Recommend

Identify, prioritize and recommend resources needed for the coming year to maintain or improve the academic assessment program.

Make recommendations that go beyond a specific college or department for: additional assessment processes or modifications to present practices, modifications in the assessment process and calendar, and for budgeting assessment programs and procedures.

Report

Provide regular progress reports on the work of the Assessment Committee. Issue an end-of-the-year report to the Vice President for Academic Programs including

accomplishments and goals for the coming year.


The Assessment Committee will correlate its activities with the Curriculum Committee to foster unity within the college.

In keeping with its mission, learning goals and outcome includes skills and professional competencies essential to a diverse workforce.

The Curriculum Committee meets on a regular basis to promote, discuss, and educate faculty on the concepts of mapping courses of curricula to its related profession or academic related content areas and the courses the content is being taught. In addition, the curriculum committee established a process of reviewing curriculum format guidelines to unify curricular throughout the college’s academic programs. The college also provided a workshop on developing learning outcomes and exit competency skills. The use of advisory committees is now a part of the process of developing useful skills and professional competencies related each program’s outcomes and the community in which they serve.

Learning outcomes document that graduates have gained the skills and knowledge they need to function in diverse local, national, and global societies.

Learning outcomes for all of SIPI’s courses were recently developed, modified, and reviewed by faculty who are knowledgeable in their area of study. The model for annual program reviews was adopted by the Curriculum Committee and will be put into place to assess whether the learning outcomes are meeting the needs of the student. SIPI is now developing its own assessment plan for learning outcomes. Curricular evaluation involves alumni, employers, and other external constituents who understand the relationship among the courses of study, the currency of the curriculum, and the utility of the knowledge and skills gained.

On August 16, 2010, the Advisory Committee Handbook0 was also approved through the Curriculum Committee to serve as a model for the establishment of all Advisory Committee duties in each academic area. The Advisory Committees for each program are now being formed and many have already met. The Advisory Committees which consists of both internal and external constituents will assist SIPI in updating or modifying learning outcomes and curricular evaluations for each of the academic programs.

The college recognizes that advisory committees are indispensible in helping to identify current and future occupational skills, knowledge and goals. Such continuous input ensures that graduates’ knowledge and skills will not be obsolete. Furthermore, advisory committees assure that graduates have the necessary skills that the labor market demands for success.

Through the use of program annual review formats, the college requires the use of advisory committee reviews/agenda/minutes as a part of the program assessment process. The use of student exit reviews, employer surveys, and alumni surveys are now required on all program assessment formats. The collective information must be assessed in the annual reporting module

0 SIPI Advisory Committee Handbook.


of the assessment reviews. In addition, the following information is a required reporting module of the report:

1. Mission, Goals, and Objectives 2. Curriculum Changes3. Resources Changes4. Faculty5. Budgeting Support6. Facilities/Services (includes classroom, laboratories, library, administrative offices,

secretarial support, etc.) 7. Major Gains, Replacements, or Losses in Regards to Instructional Material,

Equipment/Supplies8. Development/Changes in the Program’s Safety and Environmental Management

Program9. Changes in the Role and Functions of the Advisory Committee10. Initiatives or Plans for Professional Growth11. Informational Changes in Regards to Students Enrolled in the Program12. Program Highlights, Strengths13. Program Challenges and Issues14. Recommendations for Consideration15. Graduate Surveys

The Curriculum Committee developed an Advisory Committee Handbook. Each academic program is tailoring it to meet their individual needs. The handbook identifies the purpose of an advisory committee, selection for membership, the general function of the advisory committee, and the scope of committee activities. The advisory committees play an important role in identifying current and future skills and knowledge and help to motivate all stakeholders to attain optimum learning.

The organization supports creation and use of scholarship by students in keeping with its mission.

The college provides students a medium in which to enhance their education through the use faculty tutoring and facilities as a foundation for learning. Dorms and classrooms utilize computers use to promote good scholarship habits.

Faculty expects students to master the knowledge and skills necessary for independent learning in programs of applied practice.

In both Optical and Culinary Arts Programs students are expected to perform certain skills and demonstrate their proficiencies in their program area. For example, students working in an optics shop setting here on campus are graded on their performance in the optics shop. In the Culinary Arts program, students are expected to proficiently demonstrate numerous proper food prep techniques.


The organization provides curricular opportunities that promote social responsibility.

The college offers a variety social activities which are curricular in nature such as career fairs, family nights – crafts, field trips, articulation agreements with NAU NMSU, special programs with NASA, science and tech foundations Rose stem, Robo Rave, scholarships, demonstration projects with Bernalillo High School, garden and green house projects including large field cultivation, sponsored school clubs, honor societies, and student government.

Core Component – 4d: The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

SIPI demonstrates through its governing policies, continued financial support thru government appropriations, SIPI’s institutional infrastructure, the newly formed Curriculum Committee which is overseeing the curriculum development practices, active student services, and numerous academic support programs that ethically responsible scholarship and academic integrity are integral to the life of learning experienced by all SIPI students, faculty, and staff.

The SIPI Library

The SIPI library is illustrative of a resource available to faculty, students, staff and the broader community both on campus and through the Internet0. The library has a large selection of Native American content as well as a computer lab which is available for student use. Some of the library’s electronic resources are available online 24 hours a day, 7 days a week.

The organization’s academic and student support programs contribute to the development of student skills and attitudes fundamental to responsible use of knowledge.

SIPI faculty and staff reinforce standards with students through other routes as well. Students are expected to observe and maintain the highest academic, ethical, and professional standards of conduct. These standards of conduct are conveyed in the SIPI Student Handbook 2009-2010 (p.23). Further, the SIPI Curriculum Committee adopted new policy which required that the full texts of the Academic Standards are to be placed into every syllabi of every course offered at SIPI. Therefore, students will be aware of what is expected of them in the classroom as well as out of classroom conduct. This policy provides a fair and consistent process for dealing with issues of academic misconduct should they arise.

Specifically this policy identifies examples of behaviors or actions that might be classified as academic misconduct and articulates the procedural steps that are followed should academic misconduct be alleged. Academic misconduct will include, but not be limited to cheating, plagiarism, falsification/fabrication, unauthorized collaboration, or facilitation of academic dishonesty0. Cases involving academic misconduct and/or dishonesty are handled within the academic department responsible for that course, however, there is the ability to appeal any issue of alleged misconduct up to the Office of the President. This affords the rights of students to a fair due process. Academic standards are reinforced in classroom work including proper citation

0 Information on SIPI Library, December 2010. Retrieved from: www.sipi.edu. 0 SIPI Student Handbook 2009-2010, Academic Misconduct, pg. 23-24


http://www.sipi.edu/

through English courses, and are also reinforced in orientations to the library, and other follow-on courses and support services as well.

SIPI Counseling Center

The Counseling Center is staffed by an experienced professional who provides a variety of personal counseling services for SIPI students. The counselor supports and adheres to the professional, ethical, and legal standards as described by the state and national boards regarding counselor Code of Ethics, as well as other professional organizations. Their mission is to contribute to the overall quality of campus life for students, and to support their quality of life, academic success and retention0.

SIPI Academic Support Center

The SIPI Academic Support (AS) Center is another example of SIPI’s commitment to its students’ success. The AS Center provides various services to students to promote academic development. The center provides tutoring, testing, and writing services to all SIPI students0. The following is a breakdown of services for the Department of Academic Support and Developmental Education:

Table 4.4Tutoring Center For November 2010Number of visits 32 Number of Students seen

13

Total Student Tutoring Hours

50.65

Tutoring hours worked by Peer Tutors

91.5

Plato Tutoring Lab Number of students on system

107

Total Student Hours Online

293.2

The organization explicitly follows policies and procedures and provides effective oversight and support services to ensure ethical conduct in its research, practice and instructional activities.

As a federal institution, SIPI is federally mandated to provide safe working environments and assurances while conducting research including following all Department of Interior research guidelines such as for Archeology and Historic Preservation guidelines, US Fish and Wildlife research guidelines, US Forestry field guidelines, and USDA research polices. SIPI is committed

0 Criterion 4 Linked Evidence\4d.45 Information on SIPI Counseling Ctr Dec 2010.pdf0 SIPI Catalog, Information on SIPI Academic Support, December 2010


to providing a supportive environment for research and scholastic endeavors while complying with state and federal government requirements.

Our SIPI Curriculum Committee, which includes faculty works in conjunction with their Advisory Board community consultants and reviews all research applications and curricular proposals.

SIPI has safety policies such as classroom lab safety policies and procedures which have been developed by the instructors at the classroom level, i.e., Chemistry & Optics0 have in place policies and procedures for keeping all classroom labs safe from chemical and biosafety issues. SIPI is striving to make sure it has safe laboratory equipment to ensure environmental safety and occupational health in all labs, but also seeks to assure the safety of students, faculty, and staff in all our buildings and facilities.

The Curriculum Committee0 and the Academic Affairs Committee0 (made up of administrators, staff, faculty and students representatives) oversee that any issues of responsible scholarship and safety are addressed accordingly. Furthermore, SIPI has begun to research the steps in establishing an Institutional Research Board (IRB).

Research oversight is also provided by the individual tribal governments affected by SIPI’s research. An integral part of any project is consultation with the communities involved in the project and an agreement to the ownership and sharing of results. SIPI seeks to incorporate indigenous research models into our work. SIPI also strives to ensure that work will be of practical benefit to the tribe.

The organization encourages curricular and co curricular activities that relate responsible use of knowledge to practicing social responsibility.

SIPI is currently developing strong institutional policies on academic integrity through its Academic Freedom and Responsibility policies which will be in place in the next few months. The policy outlines a framework as to ethical practices by faculty. SIPI also has outlined in its Student Handbook the procedures for grade appeals and how to resolve student complaint.

Further, many of the core courses taught in the various departments have a module which includes ethics. For example, the BADM 114 Introduction to Business course includes in its first Learning Module, a chapter on ethics and social responsibility0. The institution also seeks to have its faculty versed in ethics training. Many of the continuing education/training through the Bureau of Indian Affairs-DOI Learn programs has components of ethical decision making. Staff members are also encouraged to get additional training for ethics. For example, one of the business faculty members recently completed a 36 hour certificate program through UNM on

0 Optics Lab Safety Manual, Date Unknown0 SIPI Curriculum Committee Bylaws, September 20100 Academic Affairs agenda and minutes0 Example of Introduction to Business syllabus


Business Ethics0 and the educational and organizational best practices. The course knowledge from this certificate program is to be incorporated into his course.

Finally, several faculty members have hold outside professional licensing such as CPA’s, lawyers, real estate brokers, and vision care professionals. All of these professional organizations that these license professionals belong to have strict ethical guidelines they must follow as well.

SIPI provides each student with a Student Handbook0 which outlines policies governing student rights and responsibilities, student conduct both in the classroom and on campus, and showing the means to resolve student complaints. New students are given a mandatory orientation which allows students exposure to the handbook as well as an opportunity to ask questions regarding any ethical issues.

Further, any student group that is sanctioned through the SIPI Student Senate must have bylaws in place showing how the group will conduct its meetings and how the groups’ mission will better student life of SIPI.

The organization creates, disseminates, and enforces clear policies on practices involving intellectual property rights.

As a federally funded and operated college, SIPI is guided by the Indian Affairs Manual Part 10, Chapter 40 on Information Quality and Scientific Conduct: Federal Policy on Research Misconduct, 65 FR 76260 (December 6, 2000)0. This policy enhances the quality (including the objectivity, utility, and integrity) of scientific activities carried out by all Indian Affair employees including Bureau of Indian Education employees.

SIPI faculty, staff, and students need to be aware of who owns any intellectual property rights to an item before they use or reproduce it in their own work. Currently, SIPI is developing policies which well give clearer guidelines for issues of copyright law for educational materials and its use for students, faculty, and staff here at SIPI.

SIPI must also respect the right of ownership of intellectual property which might be created under state or tribal law. As a federal institute, SIPI has full access to the US Department of Interior’s Office of the Solicitor, which gives guidance for these matters. SIPI recognizes and respects that many indigenous cultures in the U.S. have different opinions on what is or should be covered by intellectual property rights, particularly the protection of access to and use of specialized indigenous knowledge related to art, music, religion, biological resources and traditional practices.

Strengths, Challenges and Issues for the Future0 Business Ethics certificate from University of New Mexico to Christopher Herrington 04/12/2010 on file in Resource Room0 SIPI Student Handbook 2009-20100 Indian Affairs Manual Part 10, Chapter 4-Date unknown0 Federal Policy on Research Misconduct, 65 FR 76260 (December 6, 2000)


SIPI places a great deal of value on its academic integrity and strives for responsible scholarship. This is demonstrated by established and recently developed policies, implementation of thoroughly reviewed curricula, and ethical oversight over the entire campus both at the curricular and co-curricular level.

The Institutional policies that are in place or being developed demonstrate SIPI’s commitment to responsible scholarship, ethical conduct, intellectual property rights, and academic integrity at all levels. Curricular and disciplinary ethics are reinforced by professional codes of conduct, accreditation, coursework, student handbooks, and other guidelines for responsible acquisition, discovery, and application of knowledge. SIPI continues to work on systematic assessment from the course level on through the program level. The College developed and implemented a comprehensive assessment initiative including the development of a standardized curriculum format, and a Curriculum Committee that is examining all courses to make sure they are meeting the needs of the students. An advisory committee handbook and program have been developed. An Institutional Effectiveness Specialist will soon be hired.


Chapter 5: Criterion Five: Engagement and ServiceAS CALLED FOR BY ITS MISSION, THE ORGANIZATION IDENTIFIES ITS CONSTITUENCIES AND SERVES THEM IN WAYS BOTH VALUE.

Core Component – 5a: The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning.

SIPI commitments are shaped by its mission and its capacity to support those commitments.

Through the College’s commitments SIPI engages numerous constituents and stakeholders who include tribes, tribal members, industry representatives, employers, and fellow postsecondary institutions to support the success of students. When the College makes these various commitments it must always review and maintain a firm bearing based upon the core elements of its Mission, Vision and Goals.

SIPI’s mission “prepares Native American students to be productive life-long learners, as tribal members, in an ever-changing global environment. As a land grant institution, SIPI partners with tribes, employers, and other organizations with a stake in Indian education. An enduring commitment to student success is the hallmark of SIPI’s operations.”0

SIPI’s Vision Statement indicates “by the year 2020, Southwestern Indian Polytechnic Institute (SIPI) will solidify its position as a preeminent higher learning institution, providing a range of career and transfer opportunities for Native learners throughout the United States including Science, Technology, Engineering, and Mathematics (STEM). Recognized for its unwavering commitment to success for all students, SIPI is innovative in the pursuit of educational excellence. SIPI collaborates with tribes and other entities with a stake in Indian education. SIPI's graduates are proud of their Native American culture in a pluralistic, globalized world and are ready to compete with the best graduates from colleges and universities anywhere.0

SIPI’s Goals are:

Make learner success the core work of Southwestern Indian Polytechnic Institute.

Develop new programs, strengthen existing programs, and recruit students to respond directly to the current and projected demographic and economic trends of Indian tribes, the state in which they are located, the nation, and the world.

Promote the health and economic vitality of Indian tribes and communities through dynamic partnerships, coalitions, and collaborations.

Expand the use of instructional technology to enhance student learning.

0 SIPI Catalog 2009-2011, Introduction pg. 6 (catalog located in the accreditation resource room) 0 SIPI Vision Statement

167 Criterion Five: Engagement and Service

Make better use of existing data and information; create new actionable information and customers for this information to support SIPI's operational and strategic planning efforts.

Provide new and expanded opportunities for faculty and staff development that supports an atmosphere of excellence in academics and student support services.

Partnerships Supported by Grants

In order to better prepare students towards success within an ever changing global environment and continue to uphold SIPI’s stake in Indian Education, SIPI partners with a number of programs to enhance student learning. The following is a list of partnerships that support not only SIPI’s mission and commitment towards our constituencies, but addresses how these partnerships and grants meet the core work in SIPI’s student-learner success.

Adult Basic Education-New Mexico State Higher Education Department0: The purpose of Adult Basic Education is to provide opportunities for 1) Learning basic literacy skills, 2) Placement and retention in employment and workplace programs, 3) Obtaining a General Education Development (GED), 4) Enrolling in post-secondary education programs, 5) Learning English as a Second Language (ESL) and Civics. Funding allows for tutoring, textbooks, professional and development.

Head Start Bureau, U.S. Department of Health and Human Services0: The purpose of the grant is to assist Head Start staff in completing an associate's degree in Early Childhood Education. This is particularly useful for those whom work in isolated rural tribal communities. Funds pay for an instructor, tutor-mentors for distance learning students, student stipends/scholarships, travel, and supplies.

Peppercorn Foundation0. Assistance for Early Childhood Education students in completion of associate’s degree by providing tutor-mentors for distance learning students, student stipends or scholarships and supplies. Unlike the Head Start grant it is not limited to students already working in Head Start Programs but also those who have an interest in this field.

Family Education Extension Program (FEEP) 0: This program builds upon an existing collaborative relationship between SIPI and surrounding Native American communities. The primary objective of the FEEP program is to develop a model extension and community education program while providing training in family and child development, resource management, personal financial management, nutrition, diet and health at SIPI and via distance education for Native American communities in remote locations. The workshops and activities offered by FEEP reflect community needs as determined by focus groups, workshop evaluations and community sources of feedback. The ability to better meet the educational needs of Native Americans and to reach remote rural Tribal communities through distance learning formats is aligned with SIPI's mission and

0 Criterion 5 Linked Evidence\5a.3 Adult Basic NM Higher Ed Dept Website infor & award letter 6-18-08.pdf0 Head Start Bureau, U.S. Department of Health and Human Services, Funds Distribution Document 04/21/09, ACF Performance Progress Report 0 Peppercorn Foundation, Informative email on Peppercorn award 06/21/10, Grant update report 03/2010 0 Family Education Extension Program project summary/abstract, award face sheet 09/07-09/10


commitment to develop long-term goals to ensure support to Native American communities. The FEEP program addresses the USDA Strategic Goal 2: Support Increased Economic Opportunities and Improved Quality of Life in Rural America and Strategic Goal 4: Improve the Nation's Nutrition and Health.

Youth Development Incorporated (YDI) 0: SIPI students and community members can apply for child care assistance through the Children, Youth and Families Department. Students can also apply through their tribes for the child care block grant funding. Youth Development Incorporated (YDI) has a memorandum of understanding with the SIPI Board of Regents and Bureau of Indian Education to operate the Early Childhood Learning Center on the SIPI campus.

National Science Foundation, Advanced Technical Education Program (NSF-ATE)0: The partnership with NSF assists SIPI with its efforts to establish the engineering technology and engineering program. Funds from the partnership are used for professional development, curriculum development, equipment, student internships, travel and supplies.

National Science Foundation, Tribal College and University Program (TCUP-NSF) 0: The purpose of this partnership is to expand access to higher education in science, technology, engineering, and mathematics fields (STEM) through curriculum alignment with secondary schools and through the use of distance learning technology. Additionally, SIPI is implementing “best practices” to prepare students for STEM careers by offering paid research internships to STEM students.

SIPI Engineering Programs Affiliates with University of New Mexico0 and New Mexico State University0: The SIPI Engineering Program has entered into partnerships with several academic entities such as Partnership for Research and Education in Biomaterials, Academic Science Education and Research Training Program, Alliance for Minority Participation an NSF program at University of New Mexico, New Mexico State University, New Mexico Tech, Southwest Centre for Microsystems Education affiliated with the University of New Mexico, New Mexico Space Grant Consortium and Reaching the Pinnacle with New Mexico State University.

SIPI Educational Talent Search, U.S. Department of Education (DOE)0: The purpose of this grant is to provide pre-college services (financial aid and scholarship workshops, ACT preparation, college campus visits, and admissions application workshops) to 600 low-income, first-generation students to graduate from high school and enroll in college. This is a five year grant funded by the U.S. Department of Education. The grant targets eligible students with potential for success and who desire vocational training or college education after high school. SIPI’s Educational Talent Search program has ten targeted

0 Youth Development Incorporated (YDI) MOU between Board of Regents/SIPI and YDI, special conditions of licensing agreement between SIPI/BIE and YDI, MOU between SIPI/BIE and Board of Regents 0 Advanced Technical Education Program-National Science Foundation (ATE-NSF), email dated 01/23/09, Reimbursement Authorization 05/29/08, ATE information from SIPI website 0 Tribal College and University Program-National Science Foundation, Reimbursement Authorization 03/07/08 Distribution of Funds obligated from 2007-2009, various Rose STEM Letters 0 SIPI Engineering Programs Affiliates with University of New Mexico, Outreach Education and Research Report 09/10/07, various website articles 0 SIPI Engineering Programs Affiliates with New Mexico State University (NMSU), NASA training grant to New Mexico State University 08/19/09, Sub-award agreement 02/01/10-04/30/10 0 Educational Talent Search-United States Department of Education (ED), Award letter approving Talent Search program grant 08/04/06, Talent Search program profiles


http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5439&org=DMR

middle and high schools throughout the state of New Mexico. Program staff makes site visits during the school year to provide support for successful outcomes.

Upward Bound, U.S. Department of Education0: Upward Bound provides 50 low-income, first-generation high school students with services (instruction, academic counseling, tutoring, mentoring, etc.) designed to increase high school graduation and college entrance. Students participate in a rigorous summer academic program on the SIPI campus.

Distance Education0: SIPI has made Distance Education available through Title III since 1999 and continues its commitment to fill information and training voids in Indian country by enhancing a system that promotes exchange of information, quality education, and training among Native American Tribes. SIPI continues to deliver training and information to Tribes through development of technical courses disseminated via the expanding Distance Education capacity at SIPI. This effort is increased by building student support services to ensure Native American students successfully achieve their college and career goals.

SIPI Financial Aid, U.S. Department of Education0: The DOE provides merit and need-based student aid including grants and work-study. The Federal Grants program SIPI participates in include Federal Pell Grants, Federal Supplemental Educational Opportunity Grants (FSEOG), Academic Competitiveness Grants (ACG) and Federal Work-Study Grants. In addition, students may be eligible for the State of New Mexico state-based aid to include the New Mexico State Incentive Grant (NMSIG), New Mexico Work-Study Grant and the New Mexico College Affordability Grants. Other merit-based scholarships and grants include the American Indian College Fund, American Indian Services, Veterans Benefits and other private grants and scholarships. With the addition of the new Comprehensive Academic Management System (CAMS), the SIPI Financial Aid office will be able to communicate with the Department of Education’s mandated EDExpress and EDConnect systems.

Rural Geospatial Innovations Systems (RGIS)0: The overall objective of SIPI Geospatial Information Technology program is to provide technology transfer through the use of short courses, distance education, community based demonstration projects, and the Internet in conjunction with the development of relevant geospatial applications in agriculture on the SIPI campus for use on Indian reservation lands.

Achieving the Dream (ATD)0: Achieving the Dream is an educational grant which is a Lumina Foundation for Education initiative. SIPI was awarded the grant in 2003 and the grant ended in 2008. SIPI is now a member of ATD. Achieving The Dream “is a bold national effort to help more community college students succeed, with a special focus on students of color and low-income students”0 (achievingthedream.org). The grant was

0 Upward Bound- United States Department of Education (ED), Grant award notification 11/25/09, regular Upward Bound program profile 0 Distance Education comprehensive development plan, various MOU’s with tribal distance learning sites0 United States Department of Education (ED)-SIPI Financial Aid narrative spring 2010 American Indian College Fund disbursement, example application Free Application For Student Aid, various funds distribution documents, TCU training Agenda 05/18/10-05/21/10 0 Rural Geospatial Innovation Systems (RGIS) sub-award agreement between Board of Regents of the University of Wisconsin and SIPI Board of Regents 11/05/09 0 Achieving the Dream (ATD) annual narrative and financial report 04/2010, Lumina Foundation for Education Inc. terms of grant agreement, data profile Fall 20100 Criterion 5 Linked Evidence\5a.18 www.achieving the Dream.org_website info.pdf


designed to provide community colleges with guidance in understanding and making better use of student success data. Through SIPI’s ATD initiative, the Adult Basic Education (ABE) and Adult Developmental Education (ADE) departments focused on curriculum and instruction in order to provide the students with the necessary skills to become college-ready and to succeed in college level programs and graduate. As part of the initiative, SIPI created and opened a “One-Stop” shop where all students can participate in the Academic Support Center’s services.

U.S. Department of Education-Title III-Tribally Controlled Colleges/University (TCCU)0: The Title III project develops and expands institutional capacity. This grant project substantially contributes to the improvement of data usage and analysis. The funding has allowed the College to establish an institutional research office. This will be the primary impetus for data-driven decision making to improve student outcomes and maximize the impact of limited resources.

USDA Tribal Equity0: Funds assist with development of SIPI’s land-grant program (agriculture/natural resources/environmental science). Funds allow for student research internships and curriculum development.

USDA Endowment0: Funds for technician salary, equipment, supplies, materials and upkeep of greenhouses and utility vehicles used for USDA grant projects. Future projects include electrical renovation to hook up growth chambers, garage to house tractor & equipment, shade structures for greenhouse, chemical shed, and the renovate large greenhouse.

Renewable Energy Grant0: Expansion of SIPI’s Renewable Energy courses and campus based resources to create and implement a Renewable Energy Training Project.

Partnership Agreements

SIPI has a number of partnership agreements with community entities. These partnerships demonstrate the spectrum of life-long learning activities beginning with early childhood moving through pre-college preparation, academic success, transferability, and ongoing workforce recruitment programs. The Strategic Planning process reviews and prioritizes these types of partnership agreements to meet the continuing education needs of SIPI and the College’s constituents. The following matrix (Table 5.1) provides information of some agreements with SIPI’s external affiliates.

Table 5.10

Agreements Scope of Agreement Time Period Signatures ObtainedIndian Health Service Vision Care & SIPI

Students participate with IHS Optical, Dental, Behavioral, Healthcare & SIPI

November 13, 2010 to November13, 2014

Dr. Allison, S. Birdwell-BIE & Leonard Thomas-IHS

First Nations Behavioral Health, HIV-AIDS & SIPI

To provide behavioral health counseling and HIV-AIDS awareness and prevention

August 2009 – March 2010: in revision

First Nations-Dr. Linda Son-Stone &SIPI-Dr. Sherry Allison

Central New Mexico College & To promote successful August 2008 to current Dr. Hamley-SIPI & Beth

0 Title III-Tribally Controlled Colleges/University (TCCU)-ED grant award letter 08/13/09, grant award notification, Title III abstract, Title III comprehensive development plan, SIPI narrative goals and objective 2009 pgs. 9-11 0 USDA Tribal Equity contract grant agreement #2006-38421-66900 proposal #2009-028600 USDA Endowment, tribal colleges endowment program funds for fiscal year (FY2010) 1994 institution endowment fund-interest distribution 0 Renewable Energy Grant information, grant award notification for Renewable Energy Challenge 0 MOU Matrix, mentioned MOU’s on File


SIPI education experiences for both institutions

Pirongs-CNM

Alamo Schools & SIPI Upward Bound Program

Upward Bound provides fundamental support to participants in their preparation for college entrance

December 2007 to November 2011

Dr. Hamley-SIPI & Michael Hawkes

Bernalillo Public Schools & SIPI

A collaborative and community education program while providing training in family and child development, resource management, personal financial management, nutrition, diet and health partnership to prepare Bernalillo Public Schools students to transition into SIPI or other post-secondary schools and careers.

September 4, 2007 to current

Dr. Hamley & Valerie Montoya-SIPI & Nancy H. Walker-Bernalillo School Board President & Barbara Lowden-BPSD Superintendent

Northern Arizona University & SIPI

To be active educational partners in providing BS degrees from NAU & to document the approval of an Articulation Plan for courses between NAU & SIPI

July 1, 2008 and to be renewed automatically every five years

Dr. Hamley-SIPI & Liz Grobsmith, Provost-Northern Arizona University

SIPI & SIPI Board of Regents in reference to Youth Development Incorporated

SIPI-Board of Regents assumes responsibility for overseeing operation of the Early Child Care Center on SIPI campus

December 2, 2009 and will continue in effect until terminated by either party

Dr. Sherry Allison-SIPI & Francis Tafoya-SIPI Board of Regents Chair

Youth Development Incorporated & SIPI-BOR

The SIPI-Board of Regents oversees operations of the Early Child Care Center on the SIPI campus

December 2, 2009 to as long as YDI is licensed by SIPI to operate the Center on the SIPI campus

Francis Tafoya-SIPI Board of Regents Chair & Augustine Baca-YDI Chief Executive Officer

Youth Development Incorporated & SIPI-

YDI Child Care Center license pursuant to the authority of and subject to the conditions in 40 USC 590 and agreed to by special conditions.

November 20, 2009 and renewable for successive three-year terms

Dr. Sherry Allison-SIPI & Augustine Baca-YDI Chief Executive Officer

Workforce Recruitment Program & SIPI

To provide employment opportunities in the federal and private sectors for qualified college students with disabilities.

August 2010 to August 2011 Agreement between WRP and SIPI

SIPI practices environmental scanning to understand the changing needs of its constituencies and their communities.

SIPI practices environmental scanning through formal and informal surveys, external contracting service to perform labor market trend and statistical data analysis. SIPI, in coordination with the Voorhees Group, LCC, conducted an environmental scan by surveying students, faculty and staff, alumni, New Mexico tribal higher education directors and advisory committee members to identify individual and College needs. The Voorhees Group, LLC conducted a comprehensive environmental scan for the 2009-2013 strategic planning with the following results0:

0 The following data was cited from Vorhees, Draft framework for the 2009-2013 SIPI Strategic Plan pgs. 16-19


Population Demographics There are 565 federally recognized tribes. Of these, 229 are Alaskan Native Villages. More than 750,000 Native Americans live on reservations or in other tribal areas.

Another 1.68 million live outside tribal areas Approximately 90,000 Native families are homeless or under-housed SIPI is a national Indian community college, though most of its enrollment comes from

the Southwest, especially the Navajo Nation. Roughly Forty to Fifty percent of SIPI's enrollment is Navajo

In 2000, the median age of the Navajo Nation is 24 years old A 2000 report of Federal Census data, focusing on the Navajo Nation region, found that

only 54 percent of adult Native Americans in this region are high school graduates or higher and less than 5 percent have a bachelor's degree or higher. By comparison, 79 percent of New Mexico adult residents are high school graduates or have higher education with 23 percent having earned a bachelor's degree.

Population growth rate among the Navajo seems to be relatively low, at 1.84 percent between 1990 and 2000. The growth rate might be higher, but out-migration from the region may suppress the actual figure

An estimated 31 percent of students on the Navajo reservation drop out of high school before graduating

Economic Factors The current economic downturn has presented significant challenges to all higher

educational institutions as college operating funds have decreased for a variety of reasons and more students seek financial aid due to the downturn's effect on local economies and job markets.

While tuition is free at SIPI, there are still significant costs associated with attending SIPI, including transportation, clothing, and foregone income, that present hurdles to educational attainment for students. SIPI does have nominal fees of $280 per trimester for full-time students residing in the dormitories. Other fees include the Student Activity Fee at $20.00, Library Fee at $50.00, Academic Enhancement Fee at $5.00, Lodge Resident Room Fee at $55.00, Textbook Fee at $145.00, and an Identification Card Fee at $5.00.

Data from SIPI's American Indian Measure of Success (AIMS) Key Indicator System as of September 2008 shows an increase in scholarship funds from tribal sources in this period from $206,369 in Academic Year 2005-06 to $224,696 in Academic Year 2009-2010.

Foundations and charitable organizations, on which many students depend on for financial aid, have also been heavily hit by the economic downturn, seeing their operating funds shrink with the declining stock market.

President Obama's economic stimulus plan, the American Recovery and Reinvestment Act, recently increased the maximum Pell Grant available to qualified students by $500, from $4,850 to $5,350.

Further, the American Recovery and Reinvestment Act earmarked $200 million dollars for college Work Study programs, which should further help alleviate some of the financial pressures on students associated with enrollment at SIPI.

Employment Factors


Despite declines in some sectors of the employment market in New Mexico, the growth in tribal enterprises created 2,000 local government jobs in the third quarter of 2008, according to the UNM Bureau of Business and Economic Research.

“Green” jobs will be a rising trend in the Southwest in the immediate future due to the Stimulus Act and other tax breaks. The Navajo Nation is working on some renewable energy projects, the BIA is pushing a wind mapping project where they have identified 77 sites well suited for wind turbines

There were 206,125 Native American and Alaskan Native owned businesses in 2002, with receipts of $26.4 billion.

An estimated 25,101 Native American and Alaskan Native owned businesses have paid employees and their receipts totaled $21.2 billion, or about $847,492 per firm.

Native American and Alaskan Native owned firms were prevalent in many industries, with the largest concentrations in construction; retail trade; professional services; health care; and other services. Receipts were highest in retail trade and construction. However, declines in the home-building and commercial construction businesses since the onset of the economic crisis may prove that this is not a continuing trend.

Native American and Alaskan Native owned businesses accounted for 8 percent of firms in Alaska and about 5 percent of firms in both Oklahoma and New Mexico.

Housing Demographics The Native American homeownership rate is estimated to be as low as 33%, which is the

lowest among all ethnic groups and less than half the rate for the general U.S. population. In tribal areas, 14.7% of homes are overcrowded, compared to 5.7% of homes of the

general U.S. population. Other disparities include: Lack of Plumbing: On Native American lands 22.7% of residents lack

complete plumbing facilities, compared to 1.2% of the general U.S. population.

Lack of Telephone Service: 16.9% compared to 2.4%. Lack of Kitchen Facilities: 11% compared to 1%. Lack of Utility Gas: 72% compared to 49%.


Secondary School Data Projections suggest that the Native American population of New Mexico will not grow

significantly in the mid to long term future. In fact, the numbers of high school graduates are expected to drop through 2014-2015 and then recover some through 2021-2022.

In contrast, substantial growth in the number of Native American graduates in nearby Arizona has been forecasted. These projections, however, do not explain which tribes are driving predicted growth. The growth rate among the Navajo (1.8 percent) does not appear to be the main factor in Arizona's increase.

Public Policy Issues The American Recovery and Reinvestment Act earmarked $500 million for improving

Native American health services, and $150 million for renovating Native American housing units. An additional $2 billion in tax-exempt bonds were authorized for use by Indian tribes for economic development without any restrictions (previously, bonds issued by tribal governments must satisfy an "essential government function" requirement).

The American Recovery and Reinvestment Act earmarked:o $3.4 billion for fossil energy research and developmento $500 million for green jobs programs through the Workforce Investment Acto $7.5 billion for renewable energy and transmission-line construction o $400 million for the Department of Energy, for the development of alternative

energy sources and efficiency o $4 billion dollars to finance job training programs in fields related to health care

and the environment The American Recovery and Reinvestment Act further renewed tax credits to businesses

in the renewable energy industry, which will prove a boom to businesses in the Southwest currently benefitting from the program, which had previously been slated to be discontinued this year. $4 billion dollars to finance job training programs in fields related to health care and the environment.

Tribal Colleges and Universities Among the 35 Tribal Colleges and Universities in 14 states, enrollment fell from 17,518

in Fall 2003 to 15,795 in Fall 2006. The decline over this period appears to be very consistent

The Navajo Nation Economic plan highlights the role of Dine College and mentions Crownpoint Institute of Technology (currently Navajo Tech), but makes no mention of SIPI.


Economic Modeling Specialist Incorporated (EMSI)0. In locating quantitative employment projects using standard methodology is especially difficult for Indian communities and reservations. SIPI contracted with Economic Modeling Systems Inc. to provide SIPI with data and analysis regarding high-demand occupations in areas surrounding Indian reservations through the nation. The tribes/regions that EMSI highlighted as ‘hotspots’ include:

The Navajo Nation The Seattle Metro Area The Anchorage Area The Minnesota Chippewa Tribe The Billings Metro Area New Mexico Pueblos The Yakama Reservation The Shoshone Bannock Tribes The Phoenix Metro Area The Riverside-San Bernardino Metro Area

EMSI provided recommendations on which programs that SIPI can offer that best address the demand for these occupations. Recommendations for other occupations requiring community college preparation but for which SIPI does not have a corresponding program include: audio and video equipment technicians, dental assistants, dental hygienists, home health aides, medical equipment repairers, occupational health and safety technicians, personal and home care aides, pharmacy technicians, and veterinary technologists and technicians. These programs are not inexpensive to establish; SIPI might consider them if a suitable industry partner could be found that would be willing to subsidize program development and to provide a pipeline to employ graduates.

Tables 5.2 through 5.5 are the result of an audit of SIPI’s current programs offerings to determine whether the national occupational growth and earning associated with these jobs qualifies these programs as very good, good, average, or poor.

Table 5.2: Current SIPI Programs Ranked as Very Good CIP Title 2008 Grads 2009 Jobs ‘09-’14 %

Growth Median EPW Annual

Openings Gap Rating

52.1299 Computer Science Information Systems

5,874 298,347 14% $31.37 14,805 8,931 Very Good

52.0101AS Business Administration

23,173 659,459 12% $29.36 31,284 8,111 Very Good

45.0702 Geo-Spatial Information Technologies

57 12,060 12% $20.65 535 478 Very Good

0 Economic Modeling Specialist Incorporated (EMSI), EMSI Booklet


Table 5.3: Current SIPI Programs Ranked as Good CIP Title 2008 Grads 2009 Jobs ‘09-’14 %

Growth Median

EPW Annual

Openings Gap Rating

52.0201AAS Business Administration

23,173 773,478 16% $16.59 38,049 14,876 Good

15.0613 Computer Integrated Manufacturing Technology

576 138,599 4% $17.25 4,713 4,137 Good

13.1210 Early Childhood Education and Teaching

974 316,547 10% $10.34 14,126 13,152 Good

52.0408 Office Information Applications

4,164 1,041,658 10% $15.55 41,853 37,689 Good

52.0302 Accounting Technology/Technician and Bookkeeping

4,458 293,137 11% $15.06 11,271 6,813 Good

12.0505 Culinary Arts/Chef Training

3,261 338,589 11% $12.82 14,445 11,184 Good

Table 5.4: Current SIPI Programs Ranked as Average CIP Title 2008 Grads 2009 Jobs ‘09-’14 %


Openings Gap Rating

11.1002 Network Management

1,711 64,727 20% $29.21 3,978 2,267 Average

14.0101 Pre-Engineering

2,058 102,965 8% $36.54 4,269 2,211 Average

03.9999 Natural Resources Management- Agribusiness

89 79,712 1% $17.62 847 758 Average

03.9999 Natural Resources Management- Crop and Soil Science

31 11,837 12% $17.96 642 611 Average

51.1802 Opticianry/Ophthalmic Dispensing Optician

20 10,675 12% $14.10 555 535 Average

15.1302 Computer Aided Drafting & Design

1,098 31,858 7% $22.23 1,357 259 Average

Table 5.5: Current SIPI Programs Ranked as Poor CIP Title 2008 Grads 2009 Jobs ‘09-’14 %


Openings Gap Rating

15.0404 Instrumentation & Control Technology

2,024 40,185 5% $23.58 1,386 (638) Poor

State labor markets. Arizona and New Mexico are the two states from where SIPI draws most of its students and are the focus of these projections. These projections are ranked by the largest percentage employment change and reveal that many of the occupations projected will not require bachelor’s degree. For example, these occupations appear to match SIPI’s current mix of instructional programs including: network systems and data communications analysts, social and human service assistants, and environmental science and protection technicians.


Tiller Research0. The Tiller Research survey was conducted in 2006 to support SIPI's strategic planning. Tiller Research conducted a facilitation meeting report in August 2006. The meeting included 35 people including NM tribal economic planners and education directors, NM Department of Labor officials, and SIPI staff and faculty. The purpose of this meeting was to obtain cooperation of the NM tribes through the participation of its department directors in the preliminary planning for the design of SIPI's proposed southwest regional tribal workforce study.

There were seven main categories identified as needs among the tribes. These categories included needs in economic and business research and development, human resource development, career technical training, education programs, tribal leadership development, multiple career pathways, and natural resource preservation, protection, and development.

The second session of the Tiller research group examined the question, "How can SIPI and Tribal Education and Economic Planning Departments work together to meet tribal work force needs?" The main categories included tribal responsibilities to its students and workforce, make SIPI and its programs more visible to tribes and its people, establish academic partnerships, offer more distance learning, establish student retention programs, and assist with development of tribal workforce plans. Other information sources include:

American Indian Higher Education Consortium (AIHEC)0 – American Indian Measures for Success Report (AIMS). AIHEC was originally created as an informal collaboration among the original six member colleges. AIHEC has 36 tribal colleges and universities in its membership. AIHEC’s mission is to support the work of the tribal colleges and universities and the national movement for tribal self-determination. AIHEC’s mission statement, adopted in 1973, identifies four objectives: maintain commonly held standards of quality in Native American education; support the development of new tribally controlled colleges; promote and assist in the development of legislation to support Native American education; and encourage greater participation by Native Americans in the development of higher education policy. SIPI is a voting member of AIHEC. To be a member in good standing, member colleges and universities are obligated to meet all reporting requirements of AIHEC. One of these reporting requirements is the AIHEC-AIMS annual report. The report is important to AIHEC and its mission, and as reiterated by the AIHEC President, who stated on their website, “In the area of Performance Accountability … we will continue our unique and innovative AIHEC-AIMS data collection system to help ensure that our programs meet the needs of our communities and that we have the information and data we need to tell our story.”0 “The AIHEC-AIMS initiative defines measures for Tribal Colleges and Universities (TCU’s) success that are relevant to the colleges and their communities. The AIMS data collection instrument, AIMS Key Indicator System (AKIS) was developed based on input from AIHEC, TCU’s, accrediting organizations, American Indian College Fund, and Bureau of Indian Affairs. AKIS incorporates unique measures of success that are not included in traditional higher education reporting requirements (aihec.org).” The report is prepared by the SIPI Admissions Office and submitted to AIHEC 0 Tiller, V. (July 2006), Summary of Tribal Economies of Arizona, New Mexico, Colorado, and Oklahoma. Tiller Research, Inc. and a facilitation meeting report for SIPI 08/02/060 American Indian Higher Education Consortium (AIHEC) - American Indian Measures for Success Reports (AIMS), AIMS Key indicator system 09/20090 Criterion 5 Linked Evidence\5a.28 www.aihec.org Msg from the President_AIHEC mission.pdf mission


annually. SIPI has prepared an annual report since 2004 with the most recent report submitted in Fall 2009. SIPI will continue to provide reports as long as we are a member of AIHEC.

SIPI Fact Book0: The SIPI Fact book (2003-2008) is an unpublished document provided by the SIPI Board of Regents, the Voorhees Group, LLC, and content consultant, Dr. Jing Luan, Vice Chancellor of Educational Statistics and Planning, Canada College, College of San Mateo, and Skyline College. The unpublished document provides 2003-2008 statistics on Full Time Equivalent (FTE), financial aid, enrollment by program of study, gender, tribal affiliation, Native language speakers, and average age. The report provides degrees and certificates conferred and transfers, distance learning courses delivered, labor distribution, faculty profile, student surveys, and SIPI’s revenues and expenditures.

Community College Survey of Student Engagement (CCSSE) 20090: The CCSSE assesses student engagement, a key indicator of learning and quality, in community college education utilizing five benchmarks that denote areas that educational research has shown to be important in quality educational practice. CCSSE at the University of Texas, Austin, found that SIPI was a one of a handful of community colleges nationwide that scored high on “Student Effort” and “Active & Collaborative Learning” benchmarks from the 2009 Community College Survey of Student Engagement (CCSSE) survey.

Noel-Levitz (2006 and 2009)0: Noel-Levitz helps campuses achieve their mission and reach their goals. Noel-Levitz assisted SIPI in areas of enrollment management by utilizing a data-driven, side-by-side approach to assess SIPI’s challenges and help devise effective and efficient strategies. SIPI was one of many community colleges that partnered with Noel-Levitz to enhance student recruitment, marketing, and/or student retention programs.

New Mexico Higher Education Prevention Consortium-University of New Mexico-Center on Alcoholism, Substance Abuse and Addictions (CASSA)/Campus Office of Substance Abuse Prevention (COSAP) 2006-20080. The consortium scope of work describes a group of prevention activities that are incorporated in the Strategic Prevention Framework (SPF), a model for prevention advanced by the U.S. Substance Abuse and Mental Health Services Administration and its Center for Substance Abuse Prevention. The SPF model consists of five phases: Assessment, Capacity Building, Strategic Planning, Implementation, and Evaluation, and provides for a data-driven method of prevention programming. The SPF State Incentive Grants were for a period of one year, with renewals available for three additional years.

The Report of the New Mexico Higher Education Prevention Consortium0. SIPI was one of seven colleges and universities involved in the New Mexico SPF State Incentive Grant. This report was

0 SIPI Fact Book, unpublished document 2003-20080 Community College Survey of Student Engagement (CCSSE), 2009 CCSSE results to include student and community engagement, email to Cecelia Cometsevah 08/03/09 and various supporting documents0 Noel-Levitz, see referenced external binder 0 New Mexico Higher Education Prevention Consortium-Univwww.aihec.orgersity of New Mexico-Center on Alcoholism, Substance Abuse and Addictions (CASSA)/Campus Office of Substance Abuse Prevention (COSAP) 2006-2008 results on survey0 College Alcohol, Tobacco, and other Drug use in New Mexico a Report on the New Mexico Higher Education Prevention Consortium 2009


the first-ever statewide survey of college alcohol, tobacco, and other drug use (ATOD). The data collected measured alcohol, tobacco, and ATOD use behaviors and attitudes from over 3,000 students at seven colleges from around the state of New Mexico. The report presented student data on ATOD prevalence, binge drinking, drinking and driving, underage drinking, risky alcohol consumption locations, and student protective behaviors. SIPI was the only National Indian Community College involved in this grant.

Student Life Task Force Report (SLTF) 0. The SLTF was formed at the direction of the SIPI President to assist with identifying strategies for making improvement with student life on the SIPI campus. In summer 2010, the SLTF met and agreed that a Needs Assessment Survey developed by students was needed and could assist with HLC accreditation. The SLTF Research Results were finalized and submitted to the SIPI President's office on September 29, 2010. The committee members are representative of the various departments throughout SIPI working and interacting with students on a daily basis and on many different levels. One member stated, “We all work in the trenches of our SIPI community. We see, experience, [and] assist [with] SIPI community needs.” The following data results from the Student Life Task Force Survey:

FINDINGS

100 (29%) resident and commuter students out of an estimated 350 enrolled students responded to the Student Survey conducted in early July, 2010. (On-line or Distant Education students were not included in the survey)

58 (48%) out of an estimated 121 Faculty/Staff responded to the Faculty & Staff Survey conducted mid-July, 2010

Of the 22 questions asked of students, 11 questions directly related to the overall academic and student support services within the SIPI Community (e.g., expanded classes and programs, etc.) and 11 questions directly related to campus student social life (e.g., yearbook, having a band, etc.)

Of the 18 questions asked of Faculty/Staff, 8 questions were specific to the SIPI Community (e.g., expanded classes and programs, etc.) and 10 questions were directly related to student social life (e.g., yearbook, having a band, etc.)

98% of Faculty/Staff and 73% of Students would like to have extended library hours beyond the current 7:45am to 4:30pm (M-F)

83% of Students want more cultural activities on campus 4% of Faculty/Staff believe that students would not benefit by having more cultural

activities on campus 11% Faculty/Staff belief that students would not benefit by having spiritual activities on

campus 74% of Students and 84% of Faculty/Staff would like to see organized sports on campus Zero Tolerance Policy had mixed responses: 60% of Faculty/Staff respondents agree that

the policy has a deleterious effect on student success and retention, 32% remained neutral or had no opinion, and 8% of faculty/staff respondents disagreed that the policy has a deleterious effect upon student success

Faculty/Staff somewhat differ on whether or not the SIPI community is fulfilling its Mission and/or Vision Statement: 29% disagree that SIPI is fulfilling its Mission; 40%

0 Email from Dr. Allison creating Ad Hoc for Student Life Task Force


have no opinion and/or are neutral and; 31% agree that SIPI is fulfilling its mission Seventy-six percent of students feel strongly that Wellness is important in academics and

83% of Faculty/Staff agreed Eighty-four percent of Faculty/Staff believe we should hire more behavioral health

personnel Ninety-one percent of Faculty/Staff strongly agree that students would benefit if SIPI

reinstituted Career Advisement, Career Fairs, Graduation Career and Job Placement and Follow-Ups

An estimated 40% of Faculty/Staff would eat at the cafeteria if “Better and Healthier” food were served

The data was compiled and analyzed through open-ended questions. These questions focused on “what SIPI has done right” and “what SIPI needs to improve on.” The suggestions that related to the Zero Tolerance policy0 were diverse. The following is a sample of responses from the Faculty and Staff:

“Higher standards; a more selective process for enrolling students; more SIPI faculty; that SIPI stay focused on its strategic plan; that SIPI create a better sense of community (to include adjuncts); that SIPI beautify the campus; that SIPI should be reaching out to Native and Native urban communities; that the input of both surveys are a genuine expression of people’s willingness to make things better; that faculty/staff and students alike are “tired” of having to continuously readdress the same concerns over and over again and; that most faculty/staff members want this data to help SIPI reclaim or reinvent itself as a student focused institution.”

Relative to Zero Tolerance Policy, suggestions related to opinions on the Zero Tolerance policy are varied as well. It appears however that Faculty/Staff would like to see:

“A revisiting of the Zero Tolerance Policy; would prefer to see it amended to reflect what other institutions are employing; No other colleges in the country has such a policy, not even the military academies; that students should be treated as adults; that the Zero Tolerance Policy should be enforced for underage individuals (and/or violent, abusive, or threatening behavior), but not applied to of-age students.”

The findings from the Student Life Task Force Research Report were used in the development of activities for the American Indian College Fund Cultural Activities funds. This report has been submitted for review to SIPI Administration and will be shared with the SIPI Board of Regents at their February 2011 board meeting.

0 SIPI Student Handbook 2009-2010, Zero Tolerance Policy pg. 31-32


SIPI demonstrates attention to the diversity of the constituencies it serves.

SIPI demonstrates attention to the diversity of the constituencies by assisting and supporting non-traditional students with SIPI’s Educational Talent Search and Upward Bound Programs.

SIPI’s Educational Talent Search0 is a five year grant funded by the U.S. Department of Education to serve 600 middle and high school students from low-income families in which neither parent has a four-year degree. The program works with students as early as sixth grade to help them succeed in middle and high school and encourage enrollment in a college. The mentoring program is available to help secondary and post-secondary dropouts re-enroll in middle or high school, pursue a GED or re-enroll in a post-secondary institution. The Talent Search program is open to all potentially college bound students regardless of gender, disability, or racial and/or ethnic background. It targets eligible students with potential for success and who desire vocational training or college education after high school. This program provides activities, educational workshops, academic and career advisement, college and corporate field trips, confidence building activities and information on summer enrichment programs, prospective colleges, and how to fund your college education.

SIPI’s Upward Bound Program0 provides fundamental support to participants in their preparation for college entrance and provides opportunities for participants to succeed in their precollege performance and ultimately in their higher education pursuits. Upward Bound serves high school students from low-income families and high school students whose parents do not have a four-year degree. Services include instruction in reading and writing; study skills; academic, financial, and personal counseling; tutorial services; mentoring programs; preparing for college entrance exams; financial aid assistance; and exposure to academic programs and cultural events. SIPI also supports rural students by utilizing distance education capabilities and through the Family Educational Extension Program:

Family Educational Extension Program (FEEP)0. This program builds upon an existing collaborative relationship between SIPI and surrounding Native American communities. The overall objective of the FEEP program is to develop a model extension and community education program while providing training in family and child development, resource management, personal financial management, nutrition, diet and health for students at SIPI.

The College also provides attention to the College’s diverse constituency through counseling, behavioral health and workplace programs:

First Nations/SIPI HIV-AIDS Prevention & Behavioral Health0. SIPI and First Nations Community Health Source collaborate to meet the needs of SIPI's diverse constituencies it serves 0 SIPI’s TRIO Educational Talent Search, brochure, Grant Approval Letter 08/04/2006, Grant Award notification 08/10/06, Power Point Presentation: SIPI TRIO Education Talent Search, nd.0 SIPI Upward Bound Program, Brochure 2010, Informational Flyers, Upward Bound Program Application, SIPI Upward Bound Summer Student Handbook 06/21/09-7/21/09.0 Family Educational Extension Program Project Summary Abstract, Award FACE sheet, Submitted AD-421 Report to CRIS for Project 2007-47002-03826, 08/13/10, Project Summary Report


in the following areas: Individual and group counseling, patient care coordination, referrals, crisis intervention, and in areas of presentations and consultations with the SIPI Community towards meeting student needs towards academic achievement. A pending memorandum of understanding is in process to further include traditional counseling, HIV-AIDS prevention, and case management services.

Indian Health Service (IHS) Substance Use and Behavioral Health0. The IHS and SIPI collaboration provides for an interagency agreement to meet the needs of SIPI constituencies in mental and behavioral health areas. The interagency agreement has been in existence since 2005 and is in revision. The revisions will include goals of decreasing substance use and mental health disorders through delivery of culturally sensitive and appropriate behavioral health treatment, increase SIPI staff awareness on behavioral health issues, and provide annual reports and numbers of services provided.

Workforce Recruitment Program (WRP) for Students with Disabilities0. The purpose of the WRP program is to refer students with disabilities for employment at federal and private sector worksites throughout the United States. Participating organizations have an interest in placing qualified personal with substantial disabilities in summer and permanent positions. The United States Department of Labor's Office of Disability Employment Policy and the United States Department of Defense coordinate this program. A variety of federal agencies participate in this consortium and recruiters interview students with disabilities via video-conference at colleges and universities nationwide. A database is generated from the applications and interviews and made available to potential employers in the federal and private sectors. SIPI was the first tribal college to participate in the WRP program since 2008.

Federal Employment Workshop-Accessing Employment with the Department of the Interior0: The Federal Employment Spring 2010 Workshop provided students with resources needed to access employment with the Department of the Interior. Various opportunities were available to students including how to build resumes, how to apply for a federal job, and how to interview effectively. Program representation and employment exposition included Natural Resource experts, Human Resource experts, Law Enforcement from Bureau of Indian Affairs (BIA) and the Bureau of Indian Education (BIE), Biologists, National Park Service, Fish and Wildlife

0 First Nation/SIPI HIV-AIDS Prevention & Behavioral Health Documented Materials including: First Nation brochure on Behavioral Health & HIV-AIDS program, emails with attached Draft MOU between First Nations Community Health Source and SIPI0 Indian Health Service (IHS) Substance Use and Behavioral Health, documented material including interagency agreement between SIPI and Albuquerque Area Indian Health Service, Memorandum from Assistant Secretary Larry Echo Hawk with attached MOA between Department of Health and Human Service, Indian Health Services and the Department of the Interior, Bureau of Indian Affairs and Bureau of Indian Education on Indian Alcohol and Substance Abuse Prevention dated 10/20/090 Workforce Recruitment Program (WRP) for Students with Disabilities supporting documentation, email: Invitation to participate in WRP 2011, email: Approving Registration WRP 2011, email: Information on various White House internships, Letter of Invitation to Students, WRP Checklist for School Coordinators, Informational Packet on WRP, Federal Jobs by College Major for WRP, excerpt from Tribal College Journal of American Higher Education, Volume 21, No. 3 Spring 2010: Students Participate in SIPI Pilot, pg 450 Federal Employment Workshop-Accessing Employment with the Department of the Interior, Informative Flyer, Agenda, List of Government Informational Booth Participants


Service, Bureau of Land Management, Bureau of Reclamation, Mineral Management Service, Office of Surface Management, US Geologic Survey.

SIPI’s outreach programs respond to identified community needs.

SIPI offers a number of programs that interface with external constituencies in response to identified community needs. These programs include SIPI's extended college in Early Childhood Education, Family Education Extension Programs, and Pre-College Programs for Secondary Students, and SIPI Financial Aid. An example of this would be the Family Extension Education Program activities. The workshops and activities offered by FEEP reflect community needs as determined by focus groups, workshop evaluations and other community sources of feedback. The FEEP program addresses the U.S. Department of Agriculture strategic goals to increase economic opportunities, improve quality of life in rural America and improve the nation's nutrition and health. Another example of the college responding to community needs is the work done with Albuquerque Public Schools in conjunction with SIPI’s Financial Aid Office.0 The SIPI Financial Aid Office participates with Albuquerque Public Schools (APS) by attending High School College Night at Highland High School in Albuquerque. The college night targets Native American students enrolled within the APS school system.

In responding to external constituencies, SIPI is well-served by programs such as continuing education, outreach, customized training, and extension services.

SIPI offers a number of programs that collaborate with external constituencies including programs that address pre-college readiness of secondary students and family and community development.

Youth Development Incorporated (YDI) and the SIPI Early Childhood Learning Center0: The SIPI Board of Regents in partnership with the YDI offers onsite Early Head Start to income eligible SIPI students and staff with children who range in age from 6 weeks to 5 years. Application procedures are available on-site at the SIPI Early Childhood Learning Center or on the SIPI website. Those who do not meet the income guidelines for Head Start have the option of placing their child or children at a privately owned childcare center within the Albuquerque area. Individuals who need assistance with childcare fees can apply at the Children, Youth and Families Department (CYFD), a state agency. The center also serves as a teaching facility for SIPI’s Early Childhood Education Program. Rural Geospatial Innovative Systems (RGIS)0: The overall objective of SIPI Geospatial Information Technology (GIT) program is to provide technology transfer through the use of short courses, distance education, community based demonstration projects, and the Internet in conjunction with the development of relevant geospatial applications in agriculture on the SIPI campus for use on Indian reservation lands. This program is supported by the RGIS grant.0 SIPI Financial Aid email: Invitation to College Night and STEM article on College Night Participation 0 YDI and Early Childhood Education article: The 10-year Impact of Tierney Family Foundation Support of Early Care and Education at Tribal Colleges, sample Student Practicum form for ECED230P, SIPI Board of Regents Report 11/19/10 by YDI, Debra Baca Vice President of Early Childhood Education and Family Development Division0 Rural Geospatial Innovative Systems (RGIS) Project Narrative: RGIS-SIPI FY2010


Science, Technology, Engineering and Mathematics (STEM) Programs through New Mexico State University (refer to footnote 11) :SIPI Engineering internship programs provides extension services in areas of engineering, transfers with high schools and four year colleges, and developing coursework to assist SIPI students. In summer 2010, the STEM programs included outreach to primary and secondary schools through the Sandia Dream Catchers program. The Department of Education provided financial support for curriculum development w.

SIPI Financial Aid Office0: The New Mexico Association of Student Financial Aid Administrators provides financial aid community updates from the Department of Education pertaining to continuous changing policies and procedures of administering Title IV student financial aid. The Department of Veteran Affairs provides updates to changes occurring with the veterans benefits and provides guidelines on how to provide optimal support for veteran students.

SIPI Behavioral Health Presentations0: SIPI provides training and presentations to its constituencies through the Student Life Task Force and the Vocational Rehabilitation office. These presentations include First Nations Traditional Mentoring, New Mexico State Police, Mother Against Drunk Driving, Albuquerque Rape Crisis, Inter-partner Violence, HIV-AIDS and Suicide Prevention.

Core Component – 5b: The organization has the capacity and the commitment to engage with its identified constituencies and communities.

SIPI’s structures and processes enable effective connections with its communities.

SIPI has a number of mechanisms that allow it to interface with communities. The first of these is the SIPI Board of Regents0, which is responsible for creating a two-way communication between SIPI and the national Indian community. Furthermore, in order to provide a broader array of resources to the College, the SIPI Board of Regents established a 501(c) 3 in 1974 which creates a structure for partnerships with foundations and other not-for-profits. This has proven beneficial for the College by allowing the College to receive significant funding for scholarships, participate in major initiatives such as the Achieve the Dream Initiative (refer to footnote 18) funded by the Lumina Foundation and to receive equipment donations for the industry based programs. The not-for-profit status of the SIPI Board of Regents organization is necessary due to restrictions that can prevent foundations from giving funds to the Federal government.

Secondly, SIPI has program advisory committees which0 consist of individuals from tribes, federal and state agencies and industry. An example of one of the advisory committees is the Vision Care Program (professionally accredited by the Council for Opticianry Accreditation-COA). Historically, advisory committees have filled an important role in SIPI academic programs. SIPI is currently working to establish advisory committees for all programs. As these 0 SIPI Financial Aid Office, Various supporting Veteran Affairs Documentation, Award year 2009-2011 Reimbursement Documentation, Financial Aid Narrative0 SIPI Behavioral Health Presentations/Evaluation and Flyers, Questionnaire for New and Returning Students and Results, MADD-Victim Services Presentation Evaluation Report0 SIPI Constitution to the Board of Regents 0 Various Examples of Program Advisory Committee Agendas and Minutes, dates vary


committees mature they will provide a continuous level of support for the College. Advisory committees include the Geospatial Information Technology Program, Natural Resources Program, Engineering Program, Culinary Arts Program and Adult Basic Education.

In addition, SIPI continues participating with the New Mexico Statewide Higher Education Department (NMHED) along with three other tribal colleges through a Memorandum of Understanding 0 for communication, data submissions and scholarships. The SIPI President has participated in NMHED meetings for Chief Executive Officers from two-year and four-year institutions and the Vice President of Academic Programs participates in the NMHED meetings for Chief Academic Officers.

SIPI maintains membership in a number of organizations and associations on national and local levels. A sample includes the Commission of Opticianry Accreditation, American Association of Community Colleges, Achieve the Dream, American Indian Higher Education Association, the Council for Opportunity in Education, First Nations, Tribal Communities, Public Schools, Head Start Programs and Elderly Centers.

SIPI’s co-curricular activities engage students, staff, administrators, and faculty with external communities.

SIPI Student Senate0: The SIPI Student Senate is composed of members of the recognized clubs and organizations of SIPI. This body acts as the voice for students on matters that concern the students as a whole. The Senate has four elected officers: President, Vice-President, Secretary, and Treasurer. The President serves on the SIPI Board of Regents.

There are a number of clubs and activities on campus, which are formed by student interests on a term by term basis. The SIPI Clubs include the following:

New Optical Image:0 Is focused on community outreach projects geared to educate society about the importance of healthy sight for life.

SIPI AISES Club0: To increase substantially the representation of Native American and Alaskan Natives in engineering, science, and other related technology disciplines.

SIPI Ambassadors0: The Ambassadors groups are returning students who volunteer to help guide new students through the registration process during student orientation week.

SIPI Rodeo Club0: The purpose is to recognize and encourage the academic achievement of two-year athletes and provide opportunities for individual growth and development through participation in leadership, services, fellowship and in fundraising.

SIPI’s Educational Programs connect students with external communities.

0 Memorandum of Agreement with the New Mexico Higher Education Department0 Student Senate Constitution and Bylaws, enacted 01/16/07, updated 04/16/09 (note: currently in process of being updated)0 New Optical Image 0 SIPI AISES Club, Sponsorship/Advisor Agreement with Student Organizations0 SIPI Ambassadors Club, Letter of Request from Jim Snyder; SIPI Ambassador Group Sponsor, supporting documentation including invitation and meeting flyers0 SIPI Rodeo Club, Sponsorship/Advisor Agreement with Student Organizations


The SIPI Distance Education Program0 continues to make progress and respond to tribal community needs. In the Geospatial Information Technologies (GIT) program the following communities worked together with SIPI staff on these projects: Ysleta del Sur Pueblo Historic Land Infringement; Tigua Indian Reservation of Texas; Mescalero Apache Reservation Remote Detection of a Treatment Area on the Domingo Peak SE Quarter Quadrangle; and Kewa Pueblo and surrounding areas. SIPI students also continue to participate in several summer internships:

GIT program students worked at the Department of Interior in Grand Teton GIS Specialist Grand Teton National Park Northern Arizona University in Flagstaff with the Center for Environmental Research at

NAU, Flagstaff on Ant Terrestrial Habitats along the Elevation Gradient of San Francisco Peaks.

SIPI students in GIT worked with tribes to produce maps within the following areas: Kewa Pueblo Vegetation Taos Pueblo Reservation Vegetation Analysis of Three Proposed Ecotourism Village

Development Sites Tribal Colleges and Universities Map Analyzing Elevation Using GIS within the SIPI Bosque Restoration Land Use and Land Cover of the Historical Bosque in the SIPI Campus Area Project Native American Lands in the USA Map Project (Draft) Onondaga Lake Temperature Fluctuations as Indicators of Thermal Pollution Project Proposed Roads for the Seneca Nation Project Food Pattern Distributions in the Los Angeles Area Project 3D SIPI Campus Map Project Basin Stream Wide Surveys in Alaska: The Jordon Creek Sampling Project.

The Workforce Recruitment Program (WRP) for Students with Disabilities (refer to section 5a footnote 41): The purpose of this program connects and refers students with disabilities for employment at federal and private sector worksites throughout the United States. Participating organizations have an interest in placing qualified personnel with substantial disabilities in summer and permanent positions. The U.S. Department of Labor's Office of Disability Employment Policy and the U.S. Department of Defense coordinate this program. For the summer 2010, students were placed with the U.S. Geological Survey and Kirtland Air Force Base.

Reaching the Pinnacle Program (RTP) for Students with Disabilities is offered through New Mexico State University0: Reaching the Pinnacle (RTP) is a National Science Foundation funded program whose major objective is to connect and promote the Science, Technology, Engineering and Mathematics (STEM) for students with disabilities. In order to accomplish this, RTP has established a number of avenues through which funding may be used to directly impact students' and educators' STEM pursuits.

0 Distance Education Program Geospatial Information Program maps, documentation, emails and GIT agenda and meeting sign in sheet 0 Reaching the Pinnacle Program (RTP) for Students with Disabilities is offered through New Mexico State University documentation includes sub-award agreement, NMSU brochure, application, and information


The flagship activity under RTP is the Mentor Program. Mentors in this program are college students with identified disabilities majoring in STEM. The role of a mentor is to participate in projects set up by RTP at schools, assist with research projects, provide academic support/tutoring in schools, engage in other activities that RTP designates, or implement individual STEM education projects. SIPI is one of NMSU Partners. Improving the quality of life for students with disabilities is not just a slogan it's a mission for RTP and its partners. RTP is striving to increase the number of persons with disabilities in the STEM workforce by providing the means, support and encouragement for students with disabilities to overcome the educational barriers they face. In 2010, SIPI had five students involved each trimester with the RTP Program who were majoring in science and technology.

Distance Education in Early Childhood Program0: A Federal mandate required that 50% of Head Start faculty have associate degrees. In reference to this mandate, several New Mexico tribes approached SIPI to offer early childhood programs. SIPI accommodated the request of their external constituents to bring the program to their communities through distance education.

SIPI’s resources-physical, financial, and human-support effective programs of engagement and service. SIPI regularly makes the college’s facilities available0 for community, state and national events. The SIPI Auditorium and classroom facilities were used to host a number of conferences and programs in the past year. The First National Tribal Geospatial Information Systems conference was held in October, 2010 and hosted over 122 participants. The Natural Resources department hosted the Tribal College Initiative conference. SIPI also hosted the National Head Start Directors Meeting, Car Seat safety training, the SIPI Early Childhood Learning Center grand opening, and a number of meetings involving external engagements with SIPI affiliates. SIPI's continues to host the Upward Bound students during the summer term for six weeks. In the past year, three pow-wows were also co-sponsored by student clubs along with community based organizations.

SIPI’s planning processes project ongoing engagement and service.

SIPI supports ongoing engagement and services through information dissemination to constituents. The SIPI Early Child Care Center applications0 are available at the center. This allows easy downloadable access for the surrounding community family members. The SIPI website also provides the SIPI Academic Catalog, SIPI Student Handbook, Admissions procedures and applications, faculty, staff, and administrative listings, Human Resources and various announcements pertaining to the SIPI Campus Community. Some of these announcements include public events where SIPI students and faculty were honored with a number of recognition awards. Also highlighted was the Advanced Technical Education (ATE) department who were recent award winners of the Wind Turbine challenge0, a nationally

0 Grim-Thomas, K. (December 2006), Head Start and Teacher Qualifications. PHSA Issues Series No. 1. Reference: Federal Mandate for Early Childhood Program0 Facility Activity Request Form, FY2010 Events Schedules0 SIPI Childcare Application0 Rose STEM Newsletter:2010 Indian Education Renewable Energy Challenge – SIPI Wind Turbine


competitive program. Students and constituents are kept abreast of the current policies and procedures though the college publications that include the catalog and student handbook.

The College develops annual plans and processes to actively and directly engage precollege learners at local schools with high Native American enrollment to better prepare them for postsecondary education.

Public Schools/Upward Bound (refer to footnote 13). The SIPI Upward Bound Program is funded by the U.S. Department of Education. The Upward Bound Program serves 50 participants who come from low-income families in which neither parents has a four-year college degree. SIPI’s Upward Bound program targeted five schools:

Alamo Navajo Community School Bernalillo High School Cuba High School Jemez Valley High School Zuni High School

This program is planned annually to allow High School students to experience summer engagement within a postsecondary environment.

SIPI Educational Talent Search Program (refer to footnote 12) is funded by the U.S. Department of Education to serve 600 middle and high school students who come from low-income families in which neither parents has a four-year college degree. The Educational Talent Search Staff work closely with target schools (below) by making on site visits during the school year.

Bernalillo High School Jemez Valley High School Laguna-Acoma High School John F, Kennedy Middle School Gallup High School Wingate High School Miyamura High School Crownpoint High School Thoreau High School Navajo Pine High School

It is a goal of SIPI to promote the health of Indian tribes and communities through dynamic partnerships. An example of this support process is the partnership and work done by the First Nations Community Health Source Program0. This program continues to provide ongoing behavioral healthcare services to the SIPI student community. First Nations provides referrals to their medical, case management and dental programs. Student referrals are also provided to other community healthcare programs among the surrounding Albuquerque area.

0 First Nations Community Health Source Program Brochures


Core Component – 5c: SIPI demonstrates its responsiveness to those constituencies that depend on it for service.

Collaborative ventures exist with other higher learning organizations and education sectors (e.g., K-12 Partnerships, articulation arrangements, 2+2 programs).

SIPI’s responsiveness towards its constituencies is provided through the number of memorandums of agreement and memorandums of understanding which have been established. In addition, collaborative ventures are identified throughout SIPI’s various departments with higher learning organizations and educational partnerships. The higher learning organizational collaborations are identified through New Mexico State University, University of New Mexico, National Science Foundation, Youth Development Incorporated and SIPI’s Early Childhood Practicum programs sites. SIPI’s Vision Care technology program was nationally re-accredited in 2009 by the Commission on Opticianry Accreditation0. This program accredits two year Opticianry degree programs and one year ophthalmic laboratory technology certificate program. A component of this program is the optical care program. Constituencies depend on its service because it helps patients with their eyewear by adjusting and repairing eye glasses and providing recommendations with frames and lens selections. The program also provides as a community service, free glasses to individuals who are homeless and are in need of glasses. Other educational partnerships that respond to constituents needs include SIPI’s Educational Talent Search0 and Upward Bound Programs. SIPI’s Upward Bound and Educational Talent Search programs are funded by the U.S. Department of Education. The Upward Bound program serves 50 participants who come from low-income families in which neither parents has a four-year college degree. SIPI’s educational Talent Search Program serves 600 middle and high school students who come from low-income families in which neither parents has a four-year college degree.

SIPI is currently in the process of reestablishing its dual credit enrollment initiatives with the secondary schools that it serves0.

SIPI’s transfer policies and practices create an environment supportive of the mobility of learners.

0 SIPI’s Vision Care Technology Accreditation letter dated November 2009, and Onsite Visit Evaluation Report 03/23/09-03/24/090 SIPI Educational Talent Search Information Grant Notification 08/04/060 Narrative on Duel Credit Enrollment Legislature of the State of New Mexico 1978


Transfer Credits0: SIPI’s Catalog outlines the process for transferring credits from one institution to another. Transfer students will be admitted to SIPI in good standing, if previous college cumulative grade point is 2.0 and above. Transfer students with a grade point average that is below a 2.0 may be admitted on academic probation. Grades earned in courses taken at other institutions are not included in the calculation of SIPI grade point average.

SIPI will accept college, vocation and technical transfer courses from accredited post-secondary institutions. If a credit from another college is to be accepted towards a SIPI certificate or degree then the following must apply: a) An official transcript is required for evaluation and must be submitted to the Admissions office, b) Transfer credits in any degree program of study offered by SIPI must have a letter grade of "C" or higher, provided the classes are similar or equivalent to courses offered at SIPI, c) A minimum of twenty-four (24) residency hours in a core area is required for the award of a certificate or degree. Official transcripts submitted to SIPI Admissions become the property of the College and will not be transferred or returned to the students.

Core Transfer Courses: Information regarding core transfer courses is stated in the SIPI catalog0. In accordance with policies established by the New Mexico Higher Education Department (NMHED), designated general education core courses successfully completed at any regionally accredited public institution of higher education in New Mexico are guaranteed to transfer to any other New Mexico public institution. Students enrolling at a New Mexico institution and wish to prepare for transfer into a baccalaureate degree program at a four-year institution are advised to take these courses during their freshmen and/or sophomore years.

The core matrix of approved courses guaranteed to transfer and meet general education requirements at any New Mexico college or university can be found on the NMHED web site at www.hed.state.nm.us.

The required Early Childhood classes in conjunction with the 35 hour General Education Core will lead students to a two year degree in Early Childhood Education. The following General Education matrix curriculum was developed by NMHED to facilitate the transfer of students between New Mexico’s institutions of higher education0.

0 SIPI Catalog 2009-2011,Transfer Credits pg.11 0 SIPI Catalog 2009-2011, Core Transfer Courses pgs.22-24 0 Chapter 224 of the Laws of New Mexico 1995


http://www.hed.state.nm.us/

GENERAL EDUCATION 35 HOUR TRANSFERABLE COREArea I: Communication 9 credits

(a) Freshman Composition (ENGL101) 3 credits (b) Advanced Composition (ENGL102, ENGL219) 3 credits(c) Oral Communications(SPCH130) 3 credits

Area II: Mathematics (appropriate to transfer major) 3 credits(a) College Algebra (MATH121) 3 credits(b) Calculus I (MATH162) 3 credits(c) Other College Level Mathematics (MATH120, MATH123, MATH145, MATH150, MATH180) 3 credits

Area III: Laboratory Science (Students may choose courses from one or more disciplines) 8 credits

(a) General Biology with laboratory (BIOL 111, 121 or 123) 4 credits (b) General Chemistry with Laboratory (CHEM 111, 121, or 122) 4 credits(c) General Physics with Laboratory (PHYS151) 4 credits(d) Geology/Earth Science with Laboratory (GEOL101) 4 credits(e) Astronomy with Laboratory (ASTR101) 4 credits(f) Environmental Science (N/A)(g) Other Sciences (NATR200/L) 4 credits(h) Introduction to Plant Science (AGTC104/L) 4 credits

Area IV: Social/Behavior Select Science6-9 credits

Minimum of 6 credits must have 15 credits total between this area and Humanities and Fine Arts.(a) Economics (Macro or Micro) ) (ECON 200 or 201) 3 credits(b) Introductory Political Science (POLS 110 or 200) 3 credits(c) Introductory Psychology (PSYC105) 3 credits(d) Introductory Sociology (SOCI 101 or SOCI 210) 3 credits(e) Introductory Anthropology (ANTH 101 or 130) 3 credits

Area V: Humanities and Select Fine Arts 6-9 credits

Minimum of 6 credits must have 15 credits total between this area and Social/Behavioral Sciences.(a) History Survey Western Civilization (HIST101) 3 credits

• U.S. History before 1877 (HIST161), U.S. History since 1877 (HIST162) 3 credits• History of Pre-Columbian America (HIST218)• History of Indian Education (HIST260)

(c) Intro. Course in History, Theory or Aesthetics of the Arts or Literature 3 credits• Introduction to Art (ARTH101), Art foundations (ARTH102)• Literature: Topics in Literature (Native American, LITR 211)• American Literature (LITR 296)

COMMON CORE REQUIRED TOTAL35 credits


Other transfer agreements in addition to General Education, such as Business, Early Childhood and Engineering are published by the New Mexico Higher Education Department.0

SIPI actively inquires with Community leaders on the usefulness of the organizations programs of engagement. SIPI acquires feedback from community leaders regarding the organization’s programs of engagement through advisory boards, professional associations and taskforces.

Advisory Committees (refer to section 5b footnote 49). All programs at SIPI are implementing advisory committees for their programs. The advisory committees consist of members from tribes, federal and state agencies and industry. The vision care program has the most active advisory committee which has 14 active members from the community.

SIPI also participates in various higher education committees. A memorandum of understanding with the NMHED provides communication; data submission and scholarships (refer to section 5b footnote

50). These advisory committees serve as a communication liaison between the programs and the industry by gathering important information that can be used and implemented in the programs that are provided at SIPI. In addition, advisory committees are useful in program development, adding new programs and revising current programs.

Professional Associations: SIPI maintains a number of associations on the national and state level. Organizations on the national level include the Commission of Opticianry Accreditation, and Achieve the Dream. An example of the state committees SIPI is involved include the NMHED meeting for Chief Executive Officers, Statewide Assessment Taskforce for Early Childhood Educations. The Director of Housing is a member of a Post-Secondary Residential Consortium for New Mexico. The President is adamant with maintaining positive relationships with various tribal organizations and initiatives in the state. The President and/or designee are actively involved in the Planning Committee for the upcoming 2011 National Indian Education Association Convention to be held in Albuquerque, NM in October 2011; New Mexico Indian Higher Education Commission; New Mexico Advisory Council on Education and All Indian Pueblo Council-Education Committee.

SIPI’s programs of engagement give evidence of building effective bridges among diverse communities.

SIPI’s programs of engagement give evidence of building effective bridges among diverse communities through coordination or internal and external services and programs, training, and job placement assistance.

SIPI's Vocational Rehabilitation Program0: The Vocational Rehabilitation program works with SIPI's student with disabilities. This program arranges academic and residential accommodations to assure students receive support services. The program

0 NMHED Achieving the Dream State Policy Accomplishments 2006-07 (Rounds I-II)0 SIPI’s Vocational Rehabilitation Program, brochure and SIPI Transitioning Student Handbook for Students with Special Needs


coordinates with various external programs to include but not limited to tribal, state, and federal programs, and coordinates with other colleges and universities in scholarship and in medical and behavioral health needs.

SIPI's Family Extension and Education Program (FEEP)0: The FEEP program connects external communities to the SIPI campus through their community education programs, training in family and child development, resource management, personal financial management, nutrition, diet and health. These activities create a connection between external community members and the overall SIPI community.

Individuals preparing for non-traditional training and employment: The Vision Care Technology Program provides training and education to students to enable them to compete and qualify for employment in the Vision Care Ophthalmic / Opticianry / Optical field and produces well-trained, competent professionals to provide professional public services. The Vision Care Technology Program trains students for technical competencies and skills0. This enables them to compete and qualify for employment as Vision Care Ophthalmic/Opticianry/Optical technicians, become certified by the American Board of Opticianry (ABO) and the National Contact Lens Examiner (NCLE) and become state licensed where applicable and required.

Displaced homemakers and displaced workers-2nd worker0: Displaced workers are doing something that countless others across America are attempting to do. They are returning to institutions like SIPI to retrain and gain new skills for a new job. During the 2009-2010 academic year, 18% of SIPI students identified themselves as displaced workers on the Free Application for Federal Student Aid (FAFSA). Fifty-three percent of those displaced workers were enrolled in applied vocational technology programs and received financial aid from Title IV. During fall 2010, 20% of students who filled out a FAFSA indicated they were displaced workers. From this group 38% received financial aid assistance and were enrolled in applied vocational technology programs.

SIPI’s partnerships and contractual arrangements uphold the organization’s integrity.

Over a period of twenty years, SIPI has built an extensive and solid network of partnerships that uphold the organizations integrity. This is, in part, a result of its designation as a 1994 Land-Grant Institution0 by the USDA, and the establishment of The Office of the White House Initiative on Tribal Colleges and Universities (WHITCU). The WHITCU office oversees the implementation of Executive Order 132700. The Executive Order ensures that the Nation’s Tribal Colleges and Universities are more fully recognized and have full access to federal programs benefitting other higher education institutions. In addition, over the last five years, the State of New Mexico Higher Education Department has been instrumental in working with all tribal colleges and universities within the state of New Mexico to provide a forum to foster effective communication and problem resolution, shared accountability, and develops strategies and 0 Family Extension and Education Program Power Point Presentation 0 Visions brochure and letter to Vision Care Professionals including practicum sites dated 09/10/100 Examples of SIPI Financial Aid Information on FASFA concerning displaced homemakers 0 Land-Grant Institution Status for Certain Indian Colleges Report 103-194 and 0 White House Initiative on Executive Order Tribal Colleges and Universities 13270


advocate policy changes to improve enrollment and scholarship accessibility. SIPI works to ensure its efforts are mission driven and that it has adequate resources to succeed with these efforts while maintaining institutional integrity. This is accomplished by utilizing an internal grant approval process implemented by SIPI administration. SIPI also has access to a “solicitor advisor” under the U.S. Department of the Interior to review grant opportunities and partnership agreements to ensure legal sufficiency and that funds do not supplant federal appropriations. Core Component – 5d: Internal and external constituencies value the services that the organization provides.

A number of programs and projects at SIPI provide constituents with valuable services. These include the Rural Geospatial Innovation Systems project, Renewable Energy Grant, the Tribal College Initiative, and Financial Fit.

Rural Geospatial Innovations Systems (RGIS) (refer to footnotes16 and 45): The RGIS program has worked with a number of external constituents to provide services and relevant information. This supports the programs objective to provide technology transfer and community based projects that are valued by stakeholders. The following are a number of the recent activities supporting constituent needs.

1.) Internships were offered to increase the number of Native American GIT practitioners. Three Interns were hired during this reporting period. The Interns each had a dedicated research project that supports outreach and research goals of our TTC. These projects were: Completing Ecotourism and development for Taos Pueblo. Native American Colleges and Universities Database and Map. Native American Lands in the United States Database and Map Natural Resources project for the Tribal College Initiative (TCI) Grant will be

mapped using the TTC’s GPS and GIS expertise. Mapping of new vegetation and progress in the rehabilitation

2.) The Native American Geospatial Information Technology conference occurred in October, 2010. This conference made a tremendous stride in efforts to outreach Geospatial Information Technology education.

3.) Eight Summer short courses were offered in 2010:

2.1 Office of Surface Mining: GPS for Mining Reclamation. 2.2 GIT 101 Digital Cartography. 2.3 GIT 111 Introduction to GIS/GPS Technology. 2.4 GIT 121 Advanced GIS/GPS with Applications. 2.5 GIT 201 Applied GIS/GPS Project. 2.6 GIT 202 Photogrammetry & Mapping. 2.7 GIT 203 Remote Sensing 2.8 GIT Applications focus on GPS


Renewable Energy Grant0: The Renewable Energy Grant expands upon the existing renewable energy courses and campus based resources to create and implement a Renewable Energy Training Project. This project provides educational opportunities in the burgeoning field of renewable energy and green building. Through this project courses are developed and offered at SIPI.

Services provide Internet opportunities for remote tribal distance learning sites. Due to the remote nature of many reservations and Native American lands, information and training on new and emerging technologies is not readily available. The development of trained practitioners and increasing the availability of relevant information to tribes and tribal members will be at the fore front of the expansion effort.

The four objectives of this project are:

1. Develop a knowledgeable workforce in renewable energy and green building technology; 2. Develop curriculum for additional renewable energy courses; 3. Promote renewable energy and green building technology programs at the tribal level;

and 4. Implement a resource recycling program on-campus.

At the end of the funding period, the curriculum developed and integrated degree program will be reviewed within the Department of Advanced Technical Education as the system allows.

Tribal College Incentive (TCI): The SIPI restoration project is being conducted in the Bosque habitat on SIPI campus0. The project objectives include restoring original Bosque function through flooding to initiate cottonwood (Populus fremontii) recruitment and indigenous species plantings. Historical aerial photographs (1935) show that the entire SIPI campus was subjected to flooding from the Rio Grande River. In order to determine the viability of the historic seed bank, a portion of the SIPI Bosque habitat will be flooded periodically to increase soil moistures and provided necessary moisture regimes to germinate cottonwoods. In addition, the western portion of the flood zone will be restored as upland habitat, with species suitable to drier soil moisture regimes.

The project also entails propagating native plants utilizing the SIPI greenhouses. Project Activities: To date project activities have included hiring an adjunct instructor to teach research writing to NATR students to assist in the documentation of the project, hiring student interns to complete project goals including inventorying the project site, and preparing the site for plantings. The restoration was flooded over a period of four months. Upland plantings were completed early spring. Over 12 student interns were hired over the fall and spring to maintain greenhouse plantings, water the upland site, and monitor all flood response. A restoration conference was held at SIPI in 2010 for tribal affiliates. Students were also able to participate in the Native American Fish and Wildlife Society conference in July 2010.

0 Renewable Energy Grant Abstract0 Criterion 5 Linked Evidence\5d.77 Natural Resources, Rio Grande Bosque_Ref www.sipi.edu.pdf


Financially Fit0: "Financially Fit" is an expansion of financial education activities that have been conducted for the past seven years under the auspices of the Family Extension and Education Program (FEEP) at SIPI. The program addresses not only the financial education needs of college students, but also those of community members in surrounding tribal communities. The program is driven by the following three goals:

Goal 1: Develop and implement a replicable mandatory 3 hour workshop curriculum for students receiving financial aid at SIPI;

Goal 2: Continue to develop and expand delivery of financial education workshops to students and members of tribal communities in the areas of personal financial management, asset development, taxes, identity theft, car purchases, credit cards, high interest loans, banking services and entrepreneurialism; and

Goal 3: Train a cadre of peer educators who will be able to present workshops on financial education and serve as resources in this area.

"Financially Fit" utilizes well-trained peer educators to implement workshops in all areas of financial education. A desired outcome will be the ability of these Native Americans to return to their home communities and continue to provide financial education. The curriculum produced in this program will be mandatory for all students who receive financial aid. Better financial management skills should help these students stay in college. Community financial education will empower participants to make knowledgeable choices and not be victimized financially.

Peppercorn Grant: The Peppercorn Grant supports students enrolled in Early Childhood Program0 on campus and at remote sites. The Early Child Education Program is aligned with the SIPI mission and will provide the necessary means for student success. The students will be able to attain a more holistic sense of their professional self, support their self esteem and value their ability to deliver professional prepared assignments, complete research, practice the skills and knowledge that is required by the professional work environment through the support of their peers, instructional staff and curriculum course content.

The Peppercorn tutor/mentor program provides academic services to 51 students at different sites located throughout the SIPI Distance Education service area and the SIPI campus. The tutor/mentor provides services which guide and assist students with homework, writing and project assignments, test preparation and other activities as needed. In addition to the academic services, the tutor/mentor provides mentorship in academic organization, professionalism, and overall time management.

SIPI involves constituencies in the evaluation of services and data is being developed to ensure that SIPI’s efforts are well received.

SIPI involves constituencies in the evaluation of services and services through participation in various advisory groups, input from students regarding their courses and instructors and taskforces.

0 Project Abstract for “Financially Fit”0 Early Childhood program Curriculum and Assessment


Department Advisory Groups (refer to footnote 49): SIPI has established advisory groups within each of their educational departments. These advisory groups include Business Education, Science and Technology, and Adult Basic Education. Their purpose is to evaluate each program and to provide guidance for program improvement.

Classroom Evaluations0: Within each of the SIPI Departments, classroom evaluations are provided to the students at the end of each trimester. The reported results are then evaluated by the Department Chairpersons on classroom performance.

SIPI Student Life Task Force (SLTF) 0: The SLTF was implemented by the SIPI President's office to address SIPI Student Life in areas of prevention and student life activity. The Task Force activities include "Splash I & II" which were annual community cook-outs among the SIPI community while inviting external programs and other colleges to attend. The SLTF provided a student and faculty quantitative survey to address attention to the identified needs on the SIPI campus. The SLTF collaborated with external agencies in areas of prevention and received evaluative assistance from the University of New Mexico on its research surveys. The SLTF Research Results were finalized and submitted to the SIPI President's office on September 29, 2010.

SIPI’s economic and workforce development activities are sought after and are a value to civic and business leaders.

Examples of SIPI’s economic and workforce development activities valued by civic and business leaders are:

Rural Geospatial Innovation Systems (RGIS) (refer to footnotes16 and 45). The SIPI Geospatial Information Technology program provides technology transfer and promotes workforce development through short courses offered to tribal community members. These courses are designed to meet the schedules of community workers. The goal is to increase the geospatial knowledge and skills of tribal workers.

Workforce Recruitment Program (WRP) for Students with Disabilities (refer to footnote 41). The WRP program connects and refers students with disabilities for employment at federal and private sector worksites throughout the United States. Participating organizations have an interest in placing qualified personal with substantial disabilities in summer and permanent positions. The US Department of Labor's Office of Disability Employment Policy and the U.S. Department of Defense coordinate this program.

Federal Employment Workshop with Department of Interior (refer to footnote 42). The Federal Employment Spring 2010 Workshop provided students with resources needed to access employment with the Department of the Interior. Various opportunities were available to students including how to build resumes, how to apply for a federal job, and how to interview effectively. Program representation and employment exposition included Natural Resource experts, Human Resource experts, Law Enforcement from Bureau of Indian Affairs/Education, Biologists, National Park Service, Fish and Wildlife Service, Bureau of Land Management, Bureau of Reclamation, Mineral Management Service, Office of Surface Management, and the U.S. Geological Survey.

0 Sample Classroom Evaluations0 Student Life Taskforce (SLTF) Research Report 09/17/10


External constituents participate in SIPI activities and co-curricular programs open to the public; and the SIPI’s facilities are available to and used by the community.

SIPI facilities are available to and used by the community throughout the academic year. The community participates in co-curricular programs and activities within SIPI’s science and technology programs, the Family Extension and Education Programs, SIPI’s various department advisory boards, administrative meetings, SIPI Talent Search and Upward Bound and in areas of prevention. Facility records are maintained in reference to facility usage on SIPI campus (refer to footnote 59).

Strengths, Challenges and Issues for the Future

SIPI’s Strengths: Known for affordable education. Open enrollment serves students from federally recognized tribes throughout the country Located in the heart of Indian Country, the center of New Mexico's high-tech corridor

(Los Alamos Labs/Sandia Labs), five miles from a major university (University of New Mexico) and the largest voc-tech in the state (Central New Mexico).

Recent MOU’s between SIPI and Youth Development Incorporated, allow SIPI students to apply for child care assistance. Students can also apply through their tribes for the child care block grant funding. Assistance is available in locating a childcare center near SIPI or near their home.

SIPI’s Challenges: Course Management: Due to inadequate funding some courses are not offered during the

summer term which may delay student graduation. Limited Housing/Lack of Family Housing: While housing is available for single students on campus, they lack the atmosphere of a college residential setting. There is a maximum of 3 students per room (17x17). The dormitories themselves present an outdated Bureau of Indian Affairs (BIA) boarding school image. Housing facilities are structured in a way where students currently share a communal bathroom setting which lacks privacy.The College’s student population is made up of adults that come from vast geographic and socio-economic levels. Students uproot themselves from their home reservations to attend this institute; many coming from a variety of Indian Reservations throughout the United States. Campus housing for students with families is a critical need at SIPI. Off campus housing, while available it is often unaffordable to the majority of the students. Students rely on family and friends, and tribal higher education programs, Title IV grants to offset the cost of housing. In fall 2010, 32% of the student population indicated their need for off campus housing on the Free Application for Federal Student Aid.

Issues: Sustained funding for grants and management of grants Consistent survey implementation and data analysis

Need for increased academic and non-academic counselors to strengthen student services


Appendix A: Accreditation Steering Committee Members

Valerie Montoya, Steering Committee Co-Chair, Vice President, Academic ProgramsRay Gachupin, Steering Committee Co-Chair, Director, Housing and RecreationRuth Allery, Early Childhood Education Coordinator/FacultyBarbara James, Administrative Assistant Academic Programs

Criterion 1: Mission and IntegrityJoan Goodman, Subcommittee Co-Chair, Program Manager, SIPI Board of RegentsJoe Carpio, Subcommittee Co-Chair, Director, Admissions & Financial AidKirby Gchachu, NSF TCUP Program CoordinatorWilliam Dyea, Maintenance MechanicAngelica Dominguez, Administrative Assistant, SIPI Board of RegentsVerbie James, Grounds SpecialistKimberly Whitney, Information Technology SpecialistVina Hiyi, Faculty (Business Education)Joe Abeita, College Residence AssistantMichael Daney, Faculty (Health/PE)Joseph Mitchell, Faculty (English)Leia Madalena, Program Support Assistant, SIPI President's OfficeJohn Gachupin, Maintenance MechanicJames Jojola, Maintenance Mechanic

Criterion 2: Planning for the FutureDorothy Wester, Subcommittee Co-Chair, Chairperson, Dept. of Advanced Technical EducationMonte Monteith, Subcommittee Co-Chair, VP College OperationsAlbert Artiaga, Guidance CounselorBert Curley, Lead College Residence AssistantKarlisa Shomour, Supervisory Facility Operations SpecialistIrene Marrs, faculty (Business Education)Jeffrey Walters, Biological Science TechnicianGloria Mariano, Education Project SpecialistJuana Ray, SecretaryRonnie Paquin, Budget AnalystJameson Castillo, Audio Visual SpecialistGloria Wilson, SecretaryRandy Lalio, Laborer

201 Accreditation Steering Committee Members

Criterion 3: Learning & Effective TeachingBill Adams, Subcommittee Co-Chair, Faculty (Chemistry)Kathryn Akipa, Subcommittee Co-Chair, Chairperson Department of Academic Support & Developmental EducationAngeline Sells, Faculty (Natural Resources)David Benalli, Mail ClerkBryon Pershall, Faculty (Electronics)Mary McCormick, Faculty (Reading)Regina Jaramillo, Library TechnicianTerry Martin, College Residence AssistantPaul Frank, Faculty (Communications)Barbara Chino, Educational TechnicianGary Trujillo, PainterAlice Platero, Admission Clerk

Criterion 4: Acquisition of KnowledgeChris Harrington, Subcommittee Co-Chair, Chairperson Department of Liberal Arts & Business EducationSam Henderson, Subcommittee Co-Chair, Faculty (Vision Care)Alta Tsosie, Contract SpecialistArthur Tsyitee, Security GuardMary Yepa, Secretary, FacilitiesDoug Dunning, Faculty (Culinary Arts)Matt Harriman, Supervisory Security GuardRoxy Hunt, College Residence AssistantAudrey Benalli, Information Technology SpecialistMelynda Mitchell, Financial Aid SpecialistJames Dunn, Program Manager, Renewable Energy, SIPI Board of RegentsJoseph Jiron, GardenerDorothy Treadwell, Budget AnalystNader Vadiee, Faculty (Electronics)Neva Lucero, Educational Project Specialist, Educational Talent SearchEvangeline Bahe, Secretary, Distance LearningKevin Chee, Security GuardMaria Pino, College Residence Assistant


Criterion 5: Service and EngagementSheri Redshirt, Subcommittee Co-Chair, Faculty (Vision Care)Nancy Garcia, Subcommittee Co-Chair, Program Manager, Family Extension and Education ProgramCecelia Cometsevah, Subcommittee Co-Chair, Vocational Rehabilitation SpecialistWilliam Fragua, Supply TechnicianElliott Gachupin, GardenerJim Snyder, Coordinator, Tutoring LabMarilyn Pargas, Financial Aid SpecialistBernadine Fisherman, Human Resource SpecialistNelson Martinez, Accountant, SIPI Board of Regents Leo Livingston, College Residence AssistantLuann Manwell, Information Technology SpecialistLeslie Baumgardner, Administrative Support AssistantCecelia Crespin, Office Automation ClerkTanya Lee, SecretaryYvonne Paquin, College Residence Assistant


Appendix B: Institutional Snapshot

Southwestern Indian Polytechnic InstituteInstitutional Snapshot

1. Student Demography Headcounts

A. Undergraduate Enrollments by Class Levels (Freshmen-Senior)

CLASS LEVELSEnrollment

Freshman

Sophomore

Fall 2007 574 371 203Fall 2008 470 299 171Fall 2009 635 402 233Fall 2010 535 323 212

B. Undergraduate Students by Degree Seeking and Non-degree Seeking Status (showing totals, with breakdowns by gender and by race/ethnicity per IPEDS report)

American Indian/ Alaska Native

Degree Seeking Non-Degree SeekingM F M F

Fall 2007 574 260 314 1 7Fall 2008 470 203 262 1 4Fall 2009 635 294 332 1 8Fall 2010 535 255 275 2 3

C. Graduate/Professional Students by Degree Seeking and Non-degree Seeking Status (showing totals, with breakdowns by gender and by race/ethnicity per IPEDS report)

Not Applicable (NA)

D. Age Range of Undergraduate Students (24 and under; 25 and older)

AGE RANGEEnrollment <=24 >=25

Fall 2007 574 342 232Fall 2008 470 266 204Fall 635 353 282

204 Institutional Snapshot

2009Fall 2010 535 330 205

E. Numbers of Students by Residency Status of Credit-Seeking Students who come to a Campus or Site for Instruction (In-State Resident, Out-of-State Resident, Non-US Resident)

RESIDENCY STATUS

Enrollment In-State*In-State Qualification Out-of-State

Fall 2007 574 362 77 135Fall 2008 470 310 53 107Fall 2009 635 399 115 121Fall 2010 535 341 93 101

How SIPI Defines:In-State: New Mexico addresses; although tribal affiliations would suggest otherwise.*In-State Qualified: Navajo Nation students with Arizona addresses who qualify for In-State New Mexico residency for tuition purposesOut-of-State: Non-New Mexico addresses

2. Student Recruitment and Admissions

A. Number of Applications, Acceptances, and Matriculations for Each of the Following Categories of Entering Students (Freshman, Undergraduate Transfer, Graduate/Professional.

APPLICATIONSReceived Accepted

Fall 2007 281 233Fall 2008 260 181Fall 2009 325 103Fall 2010 283 129

B. If your institution requires standardized test scores as a condition of admission, what instrument(s) do you require and what is the mean score for each? (Name of Test(s), Mean Score of Students Accepted)

Not Applicable (NA)

3. Financial Assistance for Students

A. What percentages of your undergraduate students applied for any type of financial assistance?


B. How many of your undergraduate students received financial assistance of any type? What percentage is this of your total enrollment? What percentages of your total enrollment received assistance in each of the following categories? (Loans, Work-Study, Scholarships/Grants, Academic Based Merit Based Scholarships)

UNDERGRADUATE STUDENTS LOANS %

WORK-STUDY %

SCHOLAR-SHIPS/

GRANTS %

MERITSCHOLAR-

SHIPS %Fall 2007 0 0 28 5 260 45 86 15Fall 2008 0 0 30 6 176 37 60 13Fall 2009 0 0 27 4 295 45 58 9Fall 2010 0 0 34 5 311 46 72 11

C. Using the formula cited below, what was the tuition discount rate (TDR) for undergraduate and graduate student populations? If this rate cannot be separated for these two categories, so note and simply report aggregate figures.

TDR=total institutional financial aid dollars as a proportion of income that would result from all students paying full tuition. (I=Institutional Financial Aid Dollars Awarded for Tuition; P=Payments of Tuition Expected of Students and their External Aid; TDR=I/(I+P) as a percentage.

Not Applicable (NA)

4. Student Retention and Program Productivity

A. What percentage of your first-time, full-time fall entering undergraduate students in the previous year returned for study during the fall semester on which this report is based? Please provide the following data in aggregate and with breakdowns by race/ethnicity per IPEDS categories. [Number Entering (NE); Number Returning (NR); NR/NE as percentage]

RETENTION: AMERICAN INDIAN/ALASKA NATIVENE NR NE/NR %

Fall 2007 224 83 37%Fall 2008 143 53 37%Fall 2009 208 67 32%Fall 2010 173 ---

B. How many students earned graduate or professional degrees during the past year and what was the distribution by race / ethnicity per IPEDS categories?

DEGREES EARNED


UNDERGRADUATES APPLIED %RECEIVE

D %Fall 2007 382 67 282 49Fall 2008 246 52 163 35Fall 2009 440 67 323 50Fall 2010 401 59 344 50

American Indian / Alaska NativeAY 2006-2007 67AY 2007-2008 77AY 2008-2009 74AY 2009-2010 82

C. Report the number of graduates in the previous academic year by college/program in keeping with the following Classification of Instructional Programs (CIP) codes.

GRADUATES

CATEGORIESAY

06-07AY

07-08AY

08-09AY

09-10Agriculture/Natural Resources (1, 3) 5 2 7 3Architecture/Engineering/Engineering Technology (4, 14, 15) 3 2 3 4Biological & Physical Science (26, 40, 41) NA NA NA NABusiness (52) 17 19 15 25Communications/Communication Technology/Fine Arts (9, 10, 50) NA NA NA NAEducation/Library Science (13, 21, 25) 7 6 10 8Humanities/Interdisciplincary (5, 16, 23, 24, 30, 38, 39, 54) 13 24 17 22Health (51) 5 9 10 4Law (22) NA NA NA NAMathematics/Computer Science (11, 27) 7 5 1 5Military Technology/Protective Services (29, 43) NA NA NA NAPersonal Services/ Consumer Services/Fitness (12, 19, 31) 7 8 10 9Psychology/Social Sciences & Services (42, 44, 45) 3 1 1 2Trades/Production/Transportation (46, 47, 48, 49) 0 1 0 0TOTALS 67 77 74 82

D. List, by discipline and by name of test, the separate pass rates of undergraduate, and graduate / professional students sitting for licensure examinations as appropriate.

Not Applicable (NA)

5. Faculty Demography

A. Indicate the headcount of faculty in the full-time and part-time categories according to each of the following breakdowns. (Degree level, Full-Time, Part-Time, Race/Ethnicity, Gender)

Degree Level2007 2008 2009 2010

Doctorate 4 3 2 2Masters 9 8 8 8

Bachelors 3 4 5 5

Race/EthnicityIPEDS Category 2007 2008 2009 2010


Hispanic 2 1 2 2Black 1 1 1 1Anglo 7 5 5 5

American Indian 5 7 6 6Other 1 1 1 1

Gender2007 2008 2009 2010

Male 10 9 9 9Female 6 6 6 6

B. Report the number of faculty by college/program (full-time and part-time together) in keeping with the following Classification of Instructional Programs (CIP) codes.

IPEDS Categories 2007 2008 2009 2010Agriculture / Natural Resources 2 1 1 1

Architecture / Engineering 2 1 2 2Business 5 4 2 2

Communication / Fine Arts 3 3 3 3Education 0 1 2 2

Health 0 1 1 1Humanities / Interdisciplinary 2 1 0 0

Math 0 1 2 2Trades 2 2 2 2

Current Faculty ProfileAcademic Year Fall 2009-Summer 2010 Full-Time Adjunct

Ethnicity (number) 15 42White 5 9African American 1 0American Indian/Alaska Native 6 2Asian 0 1Other 3 3Unknown/Not Reported 0 27Average Age 57 *Gender (Number) 9M / 6F 25M / 17FHighest Level of Education Completed (number) 1 PhD *High School or Less 0 *2 year degree or less 0 *Bachelor's 5 *Master's 8 *Doctorate 1 *Unknown/Not Reported 0 *

* Working with Adjunct contractor - University of New Mexico to collect data

6. Availability of Instructional Resources and Information Technology


A. Provide an account of the technology resources dedicated to supporting student learning (library sites, residence hall hookups, Internet Cafes, etc.) and explain how you monitor the level of their usage.

The College has a wide array of technologies available throughout the campus in support of student learning. Some examples include the College’s Pre-Engineering Program which utilizes integrated laboratory stations, Computer-aided design (CAD) tools, Microsystems and Nano-technology, wireless computer network technology, computer security technology, Voice over IP (VOIP) and renewable energy technology. Other programs including SIPI’s Geospatial Information Technology program operate dedicated labs. The GIT program lab includes advance geospatial software applications and Global Positioning System (GPS) equipment.

SIPI partners with the University of New Mexico and its NASA, Advanced Composition Explorer (ACE) and NASA PURSUE programs. This partnership engages SIPI’s STEM students in a project, Intelligent Distributed Multi-Agent Robotic Systems (IDMARS) to develop autonomous mobile robots. Mobile robots, as is implied by their name, are robots that can move from one location to another. In order to achieve autonomy these robots are equipped with a variety of technology. This technology includes: mechanical hardware, electronics and software, sensors, and communication equipment.

SIPI will migrate its catalog to a web-based library and to the LIBROS catalog. The LIBROS Online Catalog is a database containing online catalog records of many different libraries, mostly the University of New Mexico libraries. The LIBROS Online Catalog functions the same way as the traditional card catalog, enabling users to find books, periodicals, videos, sound recordings and other information formats physically contained within the library walls. The migration process is targeted for completion in early 2012. SIPI’s library will increase access to electronic resources while reducing access to printed books and journals allowing students, faculty and staff to access information lectronically and enhancing effective learning environments.

The College has been working to keep up-to-date with technology not only in the academic area and classrooms but across campus in the non-academic areas. The entire campus has gone through a major domain change to the bie.edu domain. During the past two years, the College has completed the procurement and selection process for a new campus wide Enterprise Resource Planning (ERP) / Student Information system. The SIPI information technology staff is working with other SIPI personnel to begin the data conversion and the development of a campus wide implementation team for the system. This system will connect learners with resources and increase learner success by developing online advisement, grade and degree verifications, and registration through the implementation of this web-based student information and campus administrative system. The system is scheduled for campus wide implementation during summer/fall 2011. The IT department has also been working to increase the overall bandwidth for the campus. During the latter part of November 2010 the campus was upgraded to a DS3 circuit increasing the bandwidth 10 fold. SIPI currently has 2 Main Distribution Facilities (MDF) located in the Business building and the Science and Technology building. There are 25 Intermediate Distribution Facilities (IDF) located throughout the campus in each building. The entire


campus network has CAT5e and/or Cat6 network data cabling within each building. Multimode, 62.5 micron fiber backbones are utilized between all the buildings.

To support the residential students, the College recently completed the installation of wireless access points for the dormitories for a total of 35 wireless access points located throughout the campus. In addition to the wireless access now available, new computer labs are currently being ordered and will be installed this trimester in each Dormitory.The College also supports distance learning students at the four tribal sites. SIPI currently uses IP-based videoconferencing to deliver Distance Education courses to remote sites which includes the following: 1 Polycom RMX-2000 videoconferencing bridge network appliance; 1 SE200 Video Conferencing Scheduling and Management network appliance; 1 Polycom RSS-2000 on-demand recording, streaming and archiving network appliance;1 Polycom 5300LF-E10 video firewall network appliance; 4 . On campus there are 2 Distance Learning Classrooms that are fully integrated with the video conferencing system. This system utilizes a dedicated 10 MB broadband circuit to deliver courses to remote sites. There are 4 remote sites (Alamo, San Felipe, Ohkay Owingeh, & Santa Domingo). Each remote site has a dedicated T1 broadband circuit, network router, a flat screen television, and a Polycom VSX 7000 video conferencing system.

As a part of the Department of Interior (DOI) and Bureau of Indian Education (BIE), the College works with the DOI network managers to monitor and manage usage while implementing security technology in conformity to BIE IT security policies.


7. Financial Data

Please provide the following information for the past two completed fiscal years.

Southwestern Indian Polytechnic

InstituteComparative

Budgets

Budget Object Department FY 2011 (Projected) FY 2010 FY 2009

Code (BOC) Budget Category

Board of Regents

21 Travel $12,000.00

Sub-Total $12,000.00 $0.00 $0.00

Office of President

11 Salaries $1,485,180.00 $1,437,368.25 $1,479,647.93

21 Travel $75,000.00 $51,266.70 $41,452.74

23 Communication $4,000.00 $14,577.82 $2,329.34

24 Printing $0.00 $22,318.15

25 Contractual Services $0.00 $411,375.78 $59,790.94

26 Supplies $4,000.00 $30,237.78 $21,745.89

31 Equipment

Sub-Total $1,568,180.00 $1,967,144.48 $1,604,966.84

Vice-Pres. College Affairs

11 Salaries $1,401,494.00 $1,398,305.20 $1,331,518.17

21 Travel $28,000.00 $29,312.78 $13,523.19

23 Communication $8,000.00 $7,360.05 $1,830.00

24 Printing $16,000.00 $236.48 $252.11

25 Contractual Services $580,920.00 $502,871.04 $613,731.53

26 Supplies $33,747.00 $73,916.91 $23,929.29

31 Equipment $0.00 $1,796.89 $1,337.20

Sub-Total $2,068,161.00 $2,013,799.35 $1,986,121.49

Vice-Pres. Academic Affairs

11 Salaries $2,541,086.00 $2,100,144.31 $1,923,375.05

21 Travel $20,000.00 $21,571.85 $10,474.56

23 Communication $8,000.00 $49.21

24 Printing


26 Supplies $72,000.00 $10,526.71 $8,679.88

31 Equipment $8,869.16

Sub-Total $3,067,782.00 $2,985,179.17 $2,818,911.67


Facilities Management

11 Salaries $940,365.00 $959,394.16 $761,800.80

21 Travel $3,000.00 $2,935.91 $3,936.23

23 Communication $552,000.00 $537,698.71 $697,984.76

24 Printing $90.90


26 Supplies $172,300.00 $156,143.64 $129,143.80

31 Equipment $21,000.00 $22,635.68 $10,237.20

Sub-Total $1,979,065.00 $1,979,065.00 $1,850,287.00

Funding & Expenditure Totals $8,695,188.00 $8,945,188.00 $8,260,287.00

B. If, in either of the past two completed fiscal years, the total in 7B exceeded the total in A above, how did the institution cover its shortfall?

As a Federal entity, the College is required to operate within its annual appropriations.


Appendix C: Federal Compliance

Federal Compliance Program The Southwestern Indian Polytechnic Institutes’ policies and practices are in accord with the Federal Compliance Program of the Higher Learning Commission as discussed in the following text.

Credits, Program Length, and Tuition (Policy I.C.9)

Credits at SIPI are offered on a trimester basis and has maintained a trimester system since 1986. Due to the uniqueness’ of being a National Indian Community College the Institution operates on a year round and enrolls a nationwide Native American student population.

The credit value of a course is determined through a formal curriculum process governed by the Faculty, Department Chairs and Registrar through the Academic Affairs Committee, which is chaired by the Vice President of Academic Programs. To earn one credit, a class must meet one class hour (which is 50 minutes) per week throughout the 16-week trimester.

Program length is determined through the same curriculum process which involves extensive review by the academic department and Academic Affairs Committee. For example a normal associates program, which requires a major field of study, must have no fewer than 63 total program hours. Each academic department and program has individual requirements’ of their course curricula which can be found in the catalog.

The Bureau of Indian Education (BIE) provides tuition, room/board and some books to students at a minimal charge. SIPI accepts only students that are American Indians or Alaskan Natives who meet one of two tribal affiliation criteria: 1. Verification of U.S. federal tribal membership from a Bureau of Indian Affairs (BIA) agency or tribal census office or 2. Must be one-quarter percent, or more, blood quantum of a federally recognized tribe(s), verified by either a BIA agency or tribal census office. Student Fees are modified and approved through the actions of the SIPI Board of Regents.

Mandatory fees include a Student Activity Fee used to cover recreational activities; Library Usage fee to purchase and maintain upkeep of the library; Academic Enhancement fee to provide peer and computer based tutoring; Identification Card maintenance fee and Textbook usage fee. In addition, students who reside on campus are required to pay a lodge fee.

A Current Student Fee Schedule can be found at SIPI’s website: http://www.sipi.edu/acadprog/admiss/ In addition to the publication noted on web pages, the fee schedule is published in the catalog and schedule of classes.

213 Federal Compliance

Institutional Compliance with the Higher Education Reauthorization Act (Policy I.A.5)

Title IV Programs responsibilities: As indicated in SIPI’s most current Fiscal Operations Report and Application to Participate (FISAP) report, SIPI does not participate in the Federal Perkins Loan Program or any other educational loan program. However, SIPI does participate in the Title IV Federal Pell Grant, FSEOG, FWS and the Academic Competiveness Grant. SIPI also participates in the New Mexico’s State Student Incentive Grant, NMSSIG, and the New Mexico Work-Study Program, NMWS. Supporting materials regarding the compliance with the Higher Education Reauthorization Act are available for review as part of the resource materials.

Safety and Security: The Southwestern Indian Polytechnic Institute Security Office fully complies with the requirements established by the federal statute codified in 20 U.S.C. §1092 (f) and also referred to as the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act or the Clery Act. Annual safety and security reports are provided by SIPI’s Security and Safety Office. Copies of these reports and information are provided in hard copy and on the website as noted: http://www.sipi.edu/about/public-disclosures/

Publication of Completion/Graduation Rates: SIPI Publishes its completion and graduation rates annually through the American Indian Measures for Success (AIMS) a report from the American Indian Higher Education Consortium and through the National Center for Education Statistics Integrated Postsecondary Education Data Systems (IPEDS). This information can be found at:

Federal compliance Visits to Off-Campus Locations (Policy 1.C.2)

In response to the Higher Learning Commissions reporting request SIPI does not have any off campus sites or campuses.

Institutions’ Advertising and Recruitment Materials (Policy IV.B.2)

It is SIPI’s policy to list either the URL or address information when referring to the Higher Learning Commission. SIPI does refer to its affiliation with Higher Learning Commission in several publications such as the SIPI Catalog, Fact book, and through SIPI’s website. However SIPI does not heavily publicize the affiliation in advertising materials, recruiting brochures or on institutional letterhead.

Professional Accreditation (Policy III.A.1)

Several of SIPI”s programs held accreditations through specialized accrediting agencies. Since SIPI’s accreditation has been suspended these accreditations’ have also ceased. Notification of SIPI being placed in “Candidacy Status” has been posted in several areas for public display. Notification has also been posted on SIPI’s website. In addition, due to the College’s accreditation status being withdrawn and placed into Candidacy Status, SIPI remains on the New Mexico Statewide Articulation Matrix and continues to receive support from other New Mexico


http://www.sipi.edu/about/public-disclosures/

two and four year colleges and universities.. The program accreditation materials will be available for review in the resource room.

Institutional Records of Student Complaints (Policy IV.B.4)

SIPI outlines processes for student grievance procedures in the student handbook. SIPI encourages complaints and disputes to be resolved at the lowest level. SIPI will provide a report regarding student complaints as part of the resource materials during the visit. SIPI maintains an open line of communication with both students and college personnel. Internally, SIPI provides avenues for both SIPI faculty/staff and students to seek resolution of grievances. SIPI adheres to the rights of students through 25 CFR 42.3, which outlines the following:

1. What general principles apply to this part?2. What rights do individual students have?3. How should a school address alleged violations of school policies?4. What are alternative dispute resolution processes?5. When can a school use ADR processes to address an alleged violation?6. When does due process require a formal disciplinary hearing?7. What does due process in a formal disciplinary proceeding include?8. What are a student's due process rights in a formal disciplinary proceeding?9. What are victims' rights in formal disciplinary proceedings?10. How must the school communicate individual student rights to students,

parents/guardians, and staff?11. The collection of information for reporting purposes.0

Student Grievance procedures are found in the student handbook. The purpose of this policy is to provide and acceptable method for prompt and equitable settlement of student-initiated complaints in which no forum is available. Faculty and staff initiated complaints the process is found in the Department Manuel 370 DM 771 Subchapter.

0 US Certified Federal Register (2005). Vol. 70 No. 81 Part 42 Student Rights


Appendix D: Public Notification of the Comprehensive Evaluation Visit and Third Party Comment

216

United States Department of the InteriorBUREAU OF INDIAN EDUCATION

Southwestern Indian Polytechnic Institute P.O. Box 10146 • Albuquerque, NM 87184 9169 Coors Blvd., NW • Albuquerque, NM 87120

Date: January 21, 2011Contact: Val Montoya

505-356-2351

Public Comments Invited on SIPI Accreditation

Albuquerque, N.M. -- Southwestern Indian Polytechnic Institute (SIPI) will undergo a comprehensive evaluation visit March 21-23, 2011, by a team representing The Higher Learning Commission of the North Central Association of Colleges and Schools. The public is being invited to submit comments on the school until next month. SIPI has been accredited by the Commission since 1975.

The Higher Learning Commission is one of six accrediting agencies in the United States that provide institutional accreditation on a regional basis. Accreditation is the primary means for assuring accountability; it certifies institutional quality and protects the institution’s academic freedom. Institutional accreditation evaluates an entire institution and accredits it as a whole. Other agencies provide accreditation for specific programs. Accreditation is voluntary. The Commission accredits approximately 1,100 institutions of higher education in a 19-state region. The Commission is recognized by the U.S Department of Education.

For the past year-and-a-half, SIPI has been engaged in a process of self-study, addressing the Commissions requirements and criteria for accreditation. The evaluation team will visit SIPI to gather evidence that the self-study is thorough and accurate. The team will recommend to the Commission a continuing status of SIPI; following a review process, the Commission itself will take the final action.

Comments should be sent to:

Public Comment on Southwestern Indian Polytechnic InstituteThe Higher Learning Commission 30 North LaSalle Street, Suite 2400Chicago, Ill. 60602

Comments must address substantive matters related to the quality of SIPI or its academic program. Written, signed comments must be received by February 21, 2011. The Commission cannot guarantee that comments received after the due date will be considered. Comments should include the name, address and telephone number of the person providing the comments. Comments will not be treated as confidential.

Individuals with a specific dispute or grievance with SIPI should request the separate Policy on Complaints document from the Commission office. The Higher Learning Commission cannot settle disputes between institutions and individuals. Complaints will not be considered third party comment.

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Sipi 2011 Self Study Report with links

Documents

Transcript of Sipi 2011 Self Study Report with links