SOUTHWESTERN INDIAN

POLYTECHNIC INSTITUTE
SELF STUDY REPORT 2011

An Application for Continued Candidacy

And Request for a Date to Apply for Reaccreditation

Submitted by

Southwestern Indian Polytechnic Institute

To

The Higher Learning Commission of the

North Central Association of Colleges and Schools
Chicago, Illinois

January 24, 2011

 Board of Regents - SIPI
Francis 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 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.
 TABLE OF CONTENTS
PART I—INSTITUTIONAL HISTORY AND BACKGROUND............................................5
CHAPTER 1: OVERVIEW OF THE SELF-STUDY PROCESS......................................................................................5
CHAPTER 2: INTRODUCTION TO SIPI..................................................................................................................7
History of SIPI......................................................................................................................................................7
Unique Federal Relationship................................................................................................................................7
SIPI Students.........................................................................................................................................................9
SIPI Employees...................................................................................................................................................15
The Community/Constituencies..........................................................................................................................18
SIPI within New Mexico Higher Education........................................................................................................19
PART II—ACCREDITATION HISTORY..............................................................................21
CHAPTER 1: SUMMARY OF ACCREDITATION HISTORY.....................................................................................21
CHAPTER 2: CONCERNS FROM THE 2000 VISIT AND SIPI’S RESPONSE.............................................................23
CHAPTER 3: COMPLIANCE ISSUES FROM THE HLC FINAL DECISION LETTER...................................................25
PART III: CRITERIA, CORE COMPONENTS AND EVIDENCE.....................................39
CHAPTER 1: CRITERION ONE: MISSION AND INTEGRITY..................................................................................39
Core Component – 1a.........................................................................................................................................39
Core Component – 1b.........................................................................................................................................45
Core Component – 1c.........................................................................................................................................51
Core Component – 1d.........................................................................................................................................54
Core Component – 1e.........................................................................................................................................64
CHAPTER 2: CRITERION TWO: PREPARING FOR THE FUTURE...........................................................................79
Core Component – 2a.........................................................................................................................................79
Core Component – 2b.........................................................................................................................................92
Core Component – 2c.......................................................................................................................................100
Core Component – 2d.......................................................................................................................................104
CHAPTER 3: CRITERION THREE: STUDENT LEARNING AND EFFECTIVE TEACHING........................................109
Core Component – 3a.......................................................................................................................................109
Core Component – 3b.......................................................................................................................................115
Core Component – 3c.......................................................................................................................................123
Core Component – 3d.......................................................................................................................................130
CHAPTER 4: CRITERION FOUR: ACQUISITION, DISCOVERY, AND APPLICATION OF KNOWLEDGE..................139
Core Component 4-a.........................................................................................................................................139
Core Component 4b..........................................................................................................................................147
Core Component 4c..........................................................................................................................................156
Core Component – 4d.......................................................................................................................................160
CHAPTER 5: CRITERION FIVE: ENGAGEMENT AND SERVICE..........................................................................165
Core Component – 5a.......................................................................................................................................165
Core Component – 5b.......................................................................................................................................183
Core Component – 5c.......................................................................................................................................188
Core 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.2 On August 31,
2010 the SIPI President assigned nearly all faculty and staff to serve on an accreditation
subcommittee (Appendix).3 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.”

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

3 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.4 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.5

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.

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

5 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.6 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 2010.7

Unique Federal Relationship8

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,

6 SIPI Strategic Plan 2000-2010.

7 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.

8 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 status9 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.

9
IRS proof on Non-Profit 501 (c) 3 Status for the Board of Regents. December 1995.

8 Introduction to SIPI
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).10 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 1.1
10
Full Time Equivalency, as defined by the CHE, is total student credit hours divided by 15.

9 Introduction to SIPI
 Unduplicated Headcounts and FTE Enrollment Trends

700 657
615 601 624
600 547
614 486 636
500 561 574
535
400 470
300
200
100
0
Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010

Source: SIPI Internal Data Unduplicated Headcount Full-Time Equivalent

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 2003-2004.11

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.12 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.”13

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 1.1

11 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.
12
Southwestern Indian Polytechnic Institute. SIPI Student Handbook 2009-2010. p. 13.
13
Southwestern Indian Polytechnic Institute. SIPI 2009-2011 Catalog. p. 13.

10 Introduction to SIPI
 Table1.1
First-Time Entering Students Pre-College Preparation
Number of Students with 2005- 2006- 2007- 2008- 2009-
2006 2007 2008 2009 2010
High School Diploma 309 286 324 275 369
GED 50 45 47 46 55
Dual enrolled High School/College 0 1 0 0 0
Not Reported 9 0 0 14 10
Source: 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.

11 Introduction to SIPI
 Table 1.2
FINANCIAL AID SOURCES14 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

14 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 ED-Express Database 2010-2011
U.S. Department of Education ED-Express Database 2008-2009
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.

12 Introduction to SIPI
The following table (Table 1.3) provides a breakdown of enrollment by certificate and degree
program.
Table 1.3
SIPI Program Enrollment, Academic Years 2005-2006 through 2009-2010
2005- 2006- 2007- 2008- 2009-
Program Enrollment Award Type 06 07 08 09 10
Natural Resources Management, Agribusiness AAS Degree 0 0 0 0 0
Natural Resources Management AAS Degree 36 28 36 29 29
Natural Resources Management, Crop and Soil Science AAS Degree 1 0 0 0 1
Natural Resources Management, Environmental Science AAS Degree 8 4 4 3 7
Pre-Engineering AS Degree 0 4 24 29 38
Civil Engineering Technology - Architectural Drafting Certificate 6 6 3 2 0
Electronics Technology AAS Degree 23 17 9 5 2
Electronics Technology Certificate 1 2 0 0 1
Instrumentation and Control Technology AAS Degree 1 10 11 9 8
Computer Integrated Manufacturing Technology AAS Degree 3 1 0 0 1
Civil Engineering Technology - Surveying AAS Degree 15 10 7 5 3
Computer Aided Drafting and Design Certificate 0 0 1 0 1
Geospatial Information Technologies AAS Degree 17 10 6 4 5
Geospatial Information Technology Certificate 0 2 3 2 4
Institutional Cooking and Baking Certificate 32 41 36 45 41
Culinary Arts AAS Degree 3 2 5 3 10
Commercial Offset Printing and Pre-press Certificate 10 6 1 0 0
Commercial Offset Printing and Pre-press AAS Degree 3 4 1 0 0
Vision Care Technology AAS Degree 28 35 36 34 24
Optical Laboratory Technology Certificate 13 9 3 2 10
Hospitality Services Management AAS Degree 12 10 8 6 20
Network Management Certificate 11 10 8 2 1
Network Management AAS Degree 14 16 22 26 35
Business Administration AS Degree 34 24 42 36 57
Business Administration Certificate 14 13 7 3 5
Business Administration AAS Degree 12 10 7 8 12
Business Administration - Tribal Administration AAS Degree 2 2 1 2 7
Accounting Certificate 17 6 7 5 3
Accounting AAS Degree 13 15 10 12 20
Office Information Applications Certificate 10 9 6 3 4
Office Information Applications AAS Degree 4 3 3 2 8
Computer Science Information Systems AS Degree 14 12 18 13 9
Early Childhood AA Degree 103 69 69 78 81
Early Childhood Certificate 2 2 1 0 2
Liberal Arts AA Degree 145 131 148 162 202
Liberal Arts (Non-Degree); Science and Humanities None 13 14 20 22 16
Undeclared   260 261 249 247 323

Total   880 798 812 799 990

13 Introduction to SIPI
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 1.4
SIPI Degrees and Certificates Awarded, 2005-06 through 2009-2010
2005- 2006- 2007 2008- 2009-
Program Graduates Award Type 06 07 -08 09 10
Natural Resources Management, Agribusiness AAS Degree 0 0 0 0 0
Natural Resources Management AAS Degree 7 5 2 6 4
Natural 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 0
Pre-Engineering AS Degree 0 0 0 0 0
Civil Engineering Technology - Architectural Drafting Certificate 0 0 0 0 0
Electronics Technology AAS Degree 1 2 1 1 0
Electronics Technology Certificate 0 0 0 0 0
Instrumentation and Control Technology AAS Degree 0 0 0 1 0
Computer Integrated Manufacturing Technology AAS Degree 0 0 0 0 0
Civil Engineering Technology - Surveying AAS Degree 0 1 0 0 0
Computer Aided Drafting and Design Certificate 0 0 0 1 3
Geospatial Information Technologies AAS Degree 4 3 0 2 2
Geospatial Information Technology Certificate 0 0 0 0 0
Institutional Cooking and Baking Certificate 4 8 7 6 12
Culinary Arts AAS Degree 1 0 1 0 0
Commercial Offset Printing and Pre-press Certificate 0 0 0 0 0
Commercial Offset Printing and Pre-press AAS Degree 1 0 1 0 0
Vision Care Technology AAS Degree 8 3 5 9 6
Optical Laboratory Technology Certificate 2 2 1 1 0
Hospitality Services Management AAS Degree 0 2 3 2 1
Network Management Certificate 0 0 0 0 0
Network Management AAS Degree 2 4 5 3 2
Business Administration AS Degree 3 3 4 5 6
Business Administration Certificate 2 0 1 0 0
Business Administration AAS Degree 5 4 5 0 5
Business Administration - Tribal Administration AAS Degree 0 0 0 0 0
Accounting Certificate 1 0 1 1 0
Accounting AAS Degree 3 3 6 7 6
Office Information Applications Certificate 1 1 0 1 0
Office Information Applications AAS Degree 0 2 0 1 3
Computer Science Information Systems AS Degree 3 0 1 0 2
Early Childhood AA Degree 8 9 3 10 7
Early Childhood Certificate 1 0 0 0 1
Liberal Arts AA Degree 18 14 16 21 27
             
Totals   76 67 63 78 87
Source: SIPI’s Internal Data

14 Introduction to SIPI
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 2009.15

Table 1.5

SIPI Faculty and Staff Characteristics, Academic Year Fall 2008-Summer 2009.
Student Support
Programs or
Faculty Services Extended College Administration Campus Wide

(admi ssi ons, (Pre side nt's O ffi ce ,

fi nanci al aid, facilitie s, it, human
le arning re source s, busi ne ss
Academic Year Fall 2008- ce nte r/tutors, office and prope rty- Total
Summer 2009 Full-Time Adjunct counseli ng, library) O utre ach Programs inve ntory) Number Percent
Ethnicity (number)
White 5 7 0 1 1 14 10.22%
African American 1 1 0 0 0 2 1.46%
American Indian/Alaska
Native 6 2 31 4 30 73 53.28%
Asian 4 3 0 0 1 8 5.84%
Unknown/Not Reported 1 39 0 0 0 40 29.20%
Total 17 52 31 5 32 137
Average Age
54 -- 52 49 47 202 50.50
Gender (Number)
Male 10 31 9 0 17 67 52.76%
Female 7 21 22 5 5 60 47.24%
Total 127

Highest Level of Education

Completed (number)
High School or Less 0 0 13 0 15 28 20.90%
2 year degree or less 0 0 5 0 5 10 7.46%
Bachelor's 5 5 5 3 5 23 17.16%
Master's 10 29 5 1 6 51 38.06%
Doctorate 2 18 0 1 1 22 16.42%
Unknown/Not Reported 0 0 0 0 0 0 0.00%

15 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.

15 Introduction to SIPI
 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 2004.16 The Chronicle of Higher Education 2010-2011
Almanac reported that 53% of faculty members at 2-year public institutions are part-time.17

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

16
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.
17 The Chronicle of Higher Education. Almanac Issue 2010-11. August 27, 2010, Volume LVII, Number 1. p. 18.

16 Introduction to SIPI
former president and the lack of stability in leadership since then. 18, 19 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.”20 The SIPI
Board of Regents also acknowledges the strong consisted leadership of President Sherry
Allison.21 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 2009

Education 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

18 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.

19 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.

20 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.

21 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.
”
17 Introduction to SIPI
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.22 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. 23

 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.24 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

22 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.

23 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.

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

18 Introduction to SIPI
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
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.25

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.26 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.27 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.28

25 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.
26
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.
27
New Mexico State Legislature, Regular Session, 2009. House Bill 50, The American Indian Post-secondary Education Act.
28
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.

19 Introduction to SIPI
20 Introduction to SIPI
 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 reaffirmed
1986 Comprehensive site visit accreditation status reaffirmed
1993 Comprehensive site visit accreditation status reaffirmed (associate degree)
1996 Focused Self Study: Assessment & General Education
1998 Progress Report: Non-academic Assessment Plan
2000 Comprehensive site visit accreditation status reaffirmed
2002 Progress Report: Academic Assessment Plan, Funding Formula, & Funding of Science
& Technology Building
2003 Request for Institutional Change: A.A. in Early Childhood Education
2006 Request for Institutional Change: A.S. in Pre-Engineering
2006 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.29
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.30

29 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.

30 COMMISSION ON OPTICIANRY ACCREDITATION (COA) NOVEMBER 11, 2010 LETTER TO THE SIPI PRESIDENT, PLACING

SIPI IN “PROVISIONAL ACCREDITATION” STATUS NOT TO EXCEED TWO YEARS.

21 Introduction to SIPI
22 Introduction to SIPI
Chapter 2: Concerns from the 2000 Visit and SIPI’s Response

The 2000 comprehensive evaluation report identified five major issues.31 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.

31 HIGHER LEARNING COMMISSION EVALUATION TEAM REPORT TO SIPI FOR THE FEBRUARY 14-16, 2000 VISIT.

23 Introduction to SIPI
24 Accreditation History
Chapter 3: Compliance Issues from the HLC Final Decision Letter32

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.33

32 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.
33
Part 3 Chapter 8 Indian Affairs Manual (3 IAM 8).

25 Accreditation History
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

26 Accreditation History
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.34 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.

Letter from Assistant Secretary of Indian Affairs Larry Echo Hawk to The Higher Learning Commission of North
34

Central Accreditation, April 15, 2010.

27 Accreditation History
“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.35

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

Letter from Assistant Secretary of Indian Affairs Larry Echo Hawk to The Higher Learning Commission of North
35

Central Accreditation, April 15, 2010.

28 Accreditation History
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.36 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.

36
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.

29 Accreditation History
“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:

30 Accreditation History
“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.37

“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.

Copies of the 2009-2013 Strategic Plan, operational plans, and minutes from the upcoming President’s Cabinet
37

will be available in the accreditation resource room.

31 Accreditation History
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

32 Accreditation History
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).38
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.

38
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.

33 Accreditation History
“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.

34 Accreditation History
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.

35 Accreditation History
 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 credits
A. A. S. 15 credits
A.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.

36 Accreditation History
“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.

37 Accreditation History
38 Accreditation History
 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.”39
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, 200940 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
39
2009-2011 Southwestern Indian Polytechnic Institute Catalog, pg. 2, “A message from the Interim President.”
40
Board of Regents, September 25, 2009 Meeting Minutes

39 Criterion One: Mission and Integrity

 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.

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.

40 Criterion One: Mission and Integrity

 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.

41 Criterion One: Mission and Integrity

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-College
General Education Development (GED)

Certificates
Accounting
Business Administration
Early Childhood Education
Computer Aided Drafting and Design
GEO-Spatial Information Technology
Network Management
Office Information Application
Optical Laboratory Technology
Culinary Arts

Associates of Applied Sciences

Accounting
Business Administration
Business Administration – Tribal Administration
Office Information Applications
GEO Spatial-Information Technology
Natural Resources Management – Agribusiness
Natural Resources Management – Crop and Soil Science
Natural Resources Management – Environmental Science
Natural Resources Management
Network Management
Computer Integrated Manufacturing Technology
Instrumentation and Control Technology
Culinary Arts
Culinary Arts – Hospitality Services Management
Vision Care Technology

Associates of Science
Business Administration
Computer Science Information Systems
Pre-engineering

Associates of Arts
Early Childhood Education
Liberal Arts

42 Criterion One: Mission and Integrity

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.41

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.42

SIPI regularly evaluates and, when appropriate, revises the mission documents.
41
Diabetes Education in Tribal Schools (DETS) Grant Information, Grant number 5 U01DK064081-04
42
SIPI Faculty Retreat: “Rising to the Challenge” Minutes from Thursday 08/19/10

43 Criterion One: Mission and Integrity

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.

44 Criterion One: Mission and Integrity

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 education43, 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 nation44 with its own unique rich
tapestry of culture and priorities. SIPI responds to diversity by being sensitive and flexible in

43
Early Childhood Program, Various Distance Education Sites MOU’s and Support Letters
44
Federal Register/Vol. 75, No. 190/Friday, October 1,2010

45 Criterion One: Mission and Integrity

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).
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 statements45 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.46

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.47 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.

45
SIPI Strategic Plan Draft 2009-2013, Value Statement pg. 4
46
SIPI Strategic Plan Draft 2009-2013, Context for Planning pg. 13
47
AICF Proposal

46 Criterion One: Mission and Integrity

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 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.

47 Criterion One: Mission and Integrity

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, 48

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 Source49 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
48
Southwestern Indian Polytechnic Institute (SIPI) 2009-2011 Catalog
49
Memorandum of Understanding (MOU) between Southwestern Indian Polytechnic Institute and First Nations

48 Criterion One: Mission and Integrity

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.”50 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.”51 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 clubs52 enhance student’s leadership skills and personal
experience in governing and managing their own affairs through collaborative efforts.

50
SIPI 2010-2011 Catalog Pg. 11
51
Adult Basic Education Mission Statement
52
List of SIPI Clubs

49 Criterion One: Mission and Integrity

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
50 Criterion One: Mission and Integrity
(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, 2009.53

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
PowerPoint54 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 200955, to facilitate
group activities that developed SIPI’s strategic planning framework. 56 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.

53
SIPI Power Point Presentation Ambassadors– December 2009
54
New Student Orientation PowerPoint Fall 2010
55
Board of Regents Employee Service Contract with Voorhees Group LLC 06/23/09
56
Draft framework for SIPI’s Strategic Plan Voorhees Group LLC, October 2009

51 Criterion One: Mission and Integrity

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.57 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.58 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

57
Board of Regents Meeting Minutes, 09/24/09 and 09/25/09
58
Department of the Interior and Related Agencies Appropriations Act, 2010, HR 2996, 10/30/09.

52 Criterion One: Mission and Integrity

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” 59 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, 2010.60 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 format61 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.62 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.63 As a Federally operated facility,
SIPI must comply with all Federal mandates and procedure, including the health and safety of
students, personnel and visitors.64

59
Request to Proceed with Grant/Proposal Development
60
Faculty Curriculum Committee’s minutes and agenda 09/29/10
61
Annual Program Report format
62
Email from Barbara Borgeson 11/08/10
63
American Disability Act (ADA) Compliance Scopes of Work and backlog from Facilities, letter date 09/02/09
regarding safe work practice
64
Health & Safety Scopes of Work from Facilities, various dates between 09/22/09-08/09/10

53 Criterion One: Mission and Integrity

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
website65, 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 Taskforce66 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, 2010.67 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 2009.68 It designates
representation from the following tribes and/or tribal organizations: Jicarilla Apache Tribe,
65
SIPI webpage, updated September 9, 2010.
66
Student Life Task Force (SLTF) Meeting Minutes, various dates, SLTF Integrated Research Report completed
09/17/10
67
Memorandum of Understanding between SIPI and Board of Regents, May 26, 2010
68
Board of Regents Constitution, Revised January 2009

54 Criterion One: Mission and Integrity

Mescalero Apache Tribe , Navajo Nation (New Mexico), Navajo Nation (Arizona), Southern
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.69

The Board of Regents’ Program Administrator70 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’ Accountant71 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.

69
Board of Regents Organizational Chart , January 2009 and Revised October 2010
70
Board of Regents Administrative Position Description, 01/2009
71
Board of Regents Accountant Position Description, 01/2009

55 Criterion One: Mission and Integrity

The Program Assistant72 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, 2009.73 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 Study74 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.

72
Board of Regents Program Assistant Position Description, January 2009.
73
Board of Regents meeting minutes September 25, 2009
74
Labor Market Survey prepared by Economic Modeling Specialist Inc. 12/2009

56 Criterion One: Mission and Integrity

 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.”

57 Criterion One: Mission and Integrity

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).75 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)76 (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 8.77 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, 2003.78

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.

75
Public Law 67-85, The Snyder Act 25U.S.C13 11/02/1921 Section 13.Expenditure of Appropriations by Bureau
76
Bureau of Indian Affairs Manual 3.1E.3a
77
130 DM 8 from BIE Director, Keith Moore
78
IEF Handbook, Article 3 Union Rights, Representation and Official Time, Section 1 pg. 2, Authority

58 Criterion One: Mission and Integrity

SIPI President: Dr. Sherry Allison79. 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. 80 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. 81 Under the direction of the
President, the VP-College Operations has the primary responsibility of overseeing budget
79
Position description and resume Dr. Sherry Allison, SIPI President
80
Position description and resume Valerie Montoya, VP Academic Programs.
81
Position description and resume Monte Monteith, Acting VP College Operations.

59 Criterion One: Mission and Integrity

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. 82 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. 83 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. 84 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
82
Position description and resume Ray Gachupin, Housing/Recreation Supervisor.
83
Position description and resume Joseph Carpio, Director of Admissions.
84
Position description and resume Karlisa Shomour, Facilities Supervisor.

60 Criterion One: Mission and Integrity

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 Mexico85 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.86 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,87 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.

85
SIPI and University of New Mexico Contract for adjunct instructor services 05/08/08
86
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 minutes
87
Academic Affairs Handbook 09/19/08

61 Criterion One: Mission and Integrity

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, 2010.88

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.89

Important information about SIPI is posted on its website (http://www.sipi.edu) as an effective

way of communication90 91 92 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.

88
Community Meeting Agendas, Minutes, Sign In Sheets
89
Grant Reports from Joan Goodman, BOR Program Coordinator
90
Assistant Secretary, BIA Larry Echo Hawk News Release, 09/02/10.
91
HLC Website change in SIPI accreditation status.
92
Dear Tribal Leader” a letter from Larry Echo Hawk, Assistant Secretary – Change in SIPI accreditation status.

62 Criterion One: Mission and Integrity

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 200693 and 2009.94 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.95 Each department at SIPI
established an operational plan that delineates goals, objectives and means of attainment
for the next three years.

93
Noel-Levitz Institutional Profiles Survey and Student Satisfaction Inventory 2006
94
Noel-Levitz Institutional Profiles Survey and Student Satisfaction Inventory 2009
95
Curriculum Committee By-Laws, 10/01/10

63 Criterion One: Mission and Integrity

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,96 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 SIPI97 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.98 The following advisory committees have met fall 2010:
Culinary Arts, Geospatial Information Technology, Natural Resources, Vision Care Technology,

96
Criterion 1 Linked Evidence\1e.58 USDA Website_SIPI a 1994 land grant institution.pdf
97
Voorhees Group, LLC (2009). SIPI Strategic Plan Draft Framework pg. 2
98
Montoya, Valerie (2009). Curriculum Committee Handbook, Fall 2010.

64 Criterion One: Mission and Integrity

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.99 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).100 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).101 To ensure fiscal integrity the Board of Regents under goes an
annual audit by an independent accounting firm.102

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 Handbooks103. 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

99
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#25:1.0.1.2.6.1.1.4
100
U.S. Department of Interior. (1979). 62-4 Bureau of Indian Affairs Manual BIAM Reissue February 1984.
101
Internal Revenue Service (1995). Mail Code 4940 DAL
102
2008 Board of Regents Audit
103
Indian Affairs Manual – IAM Federal Employee Handbook 04/06/90

65 Criterion One: Mission and Integrity

informing potential students, parents and funding agencies on SIPI’s change in accreditation.104
105 106 107 108
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;109 the US Department of
Education’s Fiscal Operations Report and Application to Participate (FISAP) report;110 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.111 112 113 114 SIPI’s Federal status supersedes State and local regulations.
104
Allison, Sherry, Ed. D. (07/19/10). Tribal Higher Education Notification Letter
105
Public Disclosure Notice from HLC dated July 24, 2010.
106
Assistant Secretary – BIA Larry Echo Hawk News Release – September 2, 2010.
107
HLC Website change in SIPI accreditation status.
108
“Dear Tribal Leader” a letter from Larry Echo Hawk, Asst. Sec. – Change in SIPI accreditation status.
109
U.S. Department of Education, National Center for Education Statistics (2008). The Integrated Postsecondary
Education Data System (IPEDS).
110
U.S. Department of Education (2010). Fiscal Operations Report and Application to Participate (FISAP).
111
Earp, Danny, Director NMICC (2010). New Mexico Independent Community Colleges Transfer Acceptance
Letter.
112
Page, Cedric. (2010). New Mexico Association of Community Colleges, College Transfer Agreement Letter.
113
Lepre, David A. Director (2010). Council of University President Course Transfer and Articulation Agreement.
114
New Mexico Higher Education Department, Transfer Articulation Matrix including SIPI.

66 Criterion One: Mission and Integrity

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:115 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?
115
Criterion 1 Linked Evidence\1e.77 US Government Accountibility Website.pdf

67 Criterion One: Mission and Integrity

 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.116

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”, 117 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’.118 119

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

116
U.S. Certified Federal Register (1005. Vol. 70 No. 81 Part 42 Student Rights
117
Criterion 1 Linked Evidence\1e.79 Indian Ed Policies Website.pdf
118
ADA Compliance SOW’s and backlog from facilities.
119
Health and Safety SOW’s from facilities.

68 Criterion One: Mission and Integrity

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.120

SIPI is required to follow Federal guidelines utilizing 16 Bureau of Indian Affairs Manual
(BIAM) – (Release 3) 5400 Series School Operations dated July 10, 2006.121 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.122 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.123

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.124

120
Bureau of Indian Affairs Records Schedule. 16 BIAM (Release 3) 5400 Series. School Operations. July 10,
2006.
121
The Privacy Act of 1974, 5 U.S.C. § 552a—As Amended.
122
SIPI Transcript Request Form. Office of SIPI Admissions and Records.
123
SIPI Admissions Document Request Form. Office of SIPI Admissions and Records.
124
SIPI FERPA Brochure

69 Criterion One: Mission and Integrity

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.125 126 127 128 The timeframe to approve the MOU’s vary, for example, the MOU
with First Nations Health Source required nearly a year of negotiation.129 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.130

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.131

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
125
MOU IHS & SIPI for Vision care/clinical practice site
126
Partnership agreement between SIPI and NAU transfer of credits in Forestry agreement.
127
MOU’s for Distance Education at Jicarilla, Mescalero and Santo Domingo Pueblos
128
NM Higher Ed Dept. Transfer Articulation Matrix
129
MOU SIPI and First Nations for behavioral health partnership
130
MOU SIPI and First Nations for behavioral health partnership and AIHS MOU
131
Facilities use form, List of events

70 Criterion One: Mission and Integrity

tribal membership from a Tribal enrollment/census office or Bureau of Indian Affairs (BIA)
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.

71 Criterion One: Mission and Integrity

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.132

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.133 The policy will then go to the
President for approval and to the Board of Regents for concurrence/approval.

132
Presentations to Navajo Nation, NM Legislative Commission on Indian Affairs, NM Indian Higher Education
Consortium.
133
DRAFT SIPI “Student Complaints & Grievances Policy” 1-2011

72 Criterion One: Mission and Integrity

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.

73 Criterion One: Mission and Integrity

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.134 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, 2010.135
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,
134
SIPI and University of New Mexico Contract for Adjunct Instructor Services.
135
Public Disclosure Notice from HLC, July 3, 2010.

74 Criterion One: Mission and Integrity

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 chart136 and SIPI’s
organizational chart137 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 SIPI138 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 status139 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.140 A SIPI Assessment Steering Committee141 and a
SIPI General Education Committee142 were also appointed.

136
BIE Organizational Chart.
137
SIPI Organizational Chart.
138
Resolution from SIPI Board of Regents supporting SIPI President’s authority and decision-making dated
November 19, 2010 (pending new evidence).
139
IRS proof on Non-Profit 501 (c) 3 Status for the Board of Regents. December 1995.
140
Memo for appointment of President’s Cabinet Members from SIPI President.
141
Memo for appointment of SIPI’s Steering Committee from SIPI President.
142
Appointment of SIPI’s General Education Committee from VP Academic Programs.

75 Criterion One: Mission and Integrity

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 BIE
o 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,
2010143 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.144 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:

143
Resolution passed by SIPI BOR on November 19, 2010 in support of Dr. Allison as SIPI’s President.
144
SIPI and University of New Mexico Contract for adjunct instructor services.

76 Criterion One: Mission and Integrity

 o Dorothy Wester: Department Chairperson for Advanced Technology;145
o Christopher Harrington: Chairperson of Liberal Arts/Business Technology146
; and
o Kathryn Akipa: Chairperson for Academic Support and Developmental
Education.147

The College has developed a Hiring Plan148 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: 64
o Vacant positions (may not be filled): 25
145
Position description and resume Dorothy Wester, Dept. Chairperson, Advanced Technical Education.
146
Position description and resume for Christopher Harrington, Department Chairperson Liberal Arts and Business
Education.
147
Position description and resume for Kathryn Akipa, Chairperson, Department of Academic Support and
Developmental Education.
148
SIPI Draft Hiring Plan

77 Criterion One: Mission and Integrity

  Position Descriptions needing approval:73
o Occupied/encumbered: 21
o 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

78 Criterion One: Mission and Integrity

Chapter 2: Criterion Two: Preparing for the Future
THE 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, 2010149, 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:150 department and program operational work plans151 and program based budgets152. 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, 2010153. 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.

149
President’s Cabinet-(Reference President’s Cabinet Binder 04/04/2010)
150
Draft SIPI Strategic Plan, 2009-2013, tentative date of approval February 2011
151
Departmental Operational Plan (sample form ATE Dept.)
152
Program Based Budgets (sample ATE Dept.)
153
President’s Cabinet-(reference President Cabinet’s Binder 11/ 17 – 22/2010)

79 Criterion Two: Preparing for the Future

 Figure 2.1

80 Criterion Two: Preparing for the Future

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

81 Criterion Two: Preparing for the Future

Budget
Since the College’s inception in 1971 as a Federal entity SIPI has relied on Congressional
appropriations for operational funding154. 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
154
GovTrack, H.R. 2996: Department of the Interior, Environment, and Related Agencies Appropriations Act, 2010

82 Criterion Two: Preparing for the Future

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 review155
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
representation156 and an involvement in the federal funding cycle. As an example, SIPI made a
presentation157 at Tribal/Interior Budget Council (TIBC)158, 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 Committee159, Curriculum Committee160, General Education
Committee161, Assessment Committee162, Safety Committee163, Accreditation Steering

155
Narrative SIPI’s Budget Allocation Process, Tables and Charts
156
Policy Evaluation &Post Secondary Letter from Stephanie Birdwell with supporting Funds Distribution
Documents
157
Tribal Budget Advisory Council (TBAC) Briefing PowerPoint 03/15/2010
158
Tribal Interior Budget Council (TIBA) information
159
Academic Affairs Committee documents, minutes, agenda, 09/10
160
Curriculum Committee documents, minutes, agenda 09/10
161
General Education Committee appointment letter, documents, statements, assessments 08,09/2010
162
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.
163
Safety Committee agendas, minutes and sign in sheets 2010

83 Criterion Two: Preparing for the Future

Committee164 and Criterion Committees as well as the President’s Cabinet. Other Ad Hoc
Committees include Graduation Committee165, Policy Review, Records, Awards, Student
Senate166, 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)167

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 drafted168 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;

164
Accreditation Steering Committee documents, memos, agendas, minutes and sign in sheets 2010
165
Graduation Committee minutes, memos, Graduation agenda and Graduation program 2010
166
Student Senate agendas, minutes, sign in sheets, emails and examples of delegation
167
Performance Improvement Accountability Plan (PIAP), 01/10/2010
168
Information Technology Plan Draft 2009-2014

84 Criterion Two: Preparing for the Future

 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.

85 Criterion Two: Preparing for the Future

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 system169. 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.

169
Enterprise Resource Plan(ERP) Student Information System-CAMS Contract 2008

86 Criterion Two: Preparing for the Future

  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.

Programs

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 programs170 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 program171 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 education172 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
170
SIPI Certificate and Degree Programs, Programs of Study
171
SIPI Course Catalog 2009-2011, Adult Basic Education Program, pg. 28
172
SIPI Course Schedule Spring 2011, Distance Education

87 Criterion Two: Preparing for the Future

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
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 2.2
Spring Summer Fall Trimester Totals
Trimester Trimester
2009 441 414 657 1512
2010 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 Conference173 as a part of the
Intertribal Nursery Council, the Tribal Restoration Workshop174 hosted by SIPI’s Natural
Resource Program and USDA Forest Service Tribal Relations Program, and the 2010 National
Tribal Geographic Information System (GIS) Conference175.

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.

173
NM Organic Farming Conference 02/19/10
174
Tribal Restoration Workshop, sign in sheet, agenda, 09/08/10
175
National Tribal GIS Conference, attendees, presenters, program, 10/08/10

88 Criterion Two: Preparing for the Future

The work force study American Indian Educational Gap Analysis for the Southwestern Indian
Polytechnic Institute176 prepared by Economic Modeling Specialists, Inc. (EMSI), December
2009, is another example of how the College plans for the future recognizing the diverse
multicultural 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 Arts177,
Engineering and Engineering Technology178, Geospatial Information Technology179, Natural
Resources180, and Vision Care Technology181, Programs Advisory Committees.
An advisory committee handbook182 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 concern183. 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

176
American Indian Educational Gap Analysis for the Southwestern Indian Polytechnic Institute, December 2009
177
Culinary Arts Advisory Committee, agenda, members, 10/18/10
178
Engineering Advisory Committee, agenda, members, 12/14/10
179
Geospatial Technology Advisory Committee documents, 11/17/10
180
Natural Resources Advisory Committee agenda, minutes and sign in sheet, 11/19/10
181
Vision Care Technology Advisory Committee agenda, minutes and email, 12/01/10
182
SIPI’s Advisory Committee Handbook
183
Physical Security Assessment for Southwestern Indian Polytechnic Institute, November 16, 2007

89 Criterion Two: Preparing for the Future

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
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)184 185 186.

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.

184
Records File Move Request, Form 2006
185
Records Transmitted and Receipt, Form 135
186
Inventory List Sample, 09/14

90 Criterion Two: Preparing for the Future

SIPI is administratively structured to ensure planning and decision making resulting in higher
levels of student learning187. 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
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 Specialist188. 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 2010189 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

187
Organizational Charts
188
Institutional Effectiveness Specialist Position Description, classified and graded 10/25/10
189
Promotional Opportunities Bulletin, Human Resources office Announcement, 12/08/10

91 Criterion Two: Preparing for the Future

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
of $1,850,287. Currently SIPI receives $997,354 for Facilities Operations and $981,711 for
Facilities Maintenance190.

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 listing191 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.

190
FMIS Budget Distribution Printout O&M Total Distribution Table
191
Project Priority Listing and Estimate Funding Cost, Sample FI&R Funding Document and email Acquisition Plan

92 Criterion Two: Preparing for the Future

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
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.” 192 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
192
Web Budget BP Intranet Budget Projection System Printout FY 2010 and 2011

93 Criterion Two: Preparing for the Future

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
on campus will participate through their program and its operational
work plans in the budget development process193.

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

193
Narrative on the SIPI Budget Formulation Process

94 Criterion Two: Preparing for the Future

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

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.

95 Criterion Two: Preparing for the Future

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.

96 Criterion Two: Preparing for the Future

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 Protocol194 technology to better serve the campus.

The Facilities Management Department is in the process of revising the Continuity of Operations
Plan (COOP)195 196 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 Program197
 USDA Tribal Colleges Endowment Program198
 National Science Foundation (NSF)-Tribal Colleges and Universities Program
(TCUP)199
 US Department of Education; Talent Search, Title III, Upward Bound200
 State of New Mexico, NM Adult Basic Education201
 American Indian College Fund-“Woksape Oyate” Program202

194
VOIP Statement of Work New Data/Voice LAN
195
Continuity of Operation Draft Plan, 09/10/10
196
Continuity of Operations Plan 2006
197
United States Department of Agriculture (USDA) Tribal Colleges Education Equity Grant Program
198
USDA Tribal Colleges Endowment Program
199
National Science Foundation (NSF)-Tribal Colleges and Universities Program (TCUP)
200
US Department of Education; Talent Search, Title III, Upward Bound
201
State of New Mexico, NM Adult Basic Education
202
Woksape Oyate Grant Proposal and Award Letter dated 03/11/2010

97 Criterion Two: Preparing for the Future

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
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
meetings203 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)204. 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-line205. 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.

203
Grant Meeting Agenda, Sign In sheets
204
IDP Template and Instructions for Completion
205
DOI University Online Courses/Training, Mandated DOI and Special DOIU Training Printouts

98 Criterion Two: Preparing for the Future

As a Federal government education institution, SIPI personnel receive training through
conference calls with administration and attend different training conferences throughout the
year206 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 Management207, the Interior Department Electronics Acquisition
System (IDEAS)208, and GovTrip training209 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)210 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)211 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 instructors212 and contracting out the Food Services213 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).

206
BIE Administrative Training Agendas and Administrative Conference Call Agendas
207
Records Management Training and Agenda
208
IDEAS Training, June 2010
209
Govtrip User Training Announcement 10/12/2010
210
Program Support Assistants Meeting Minutes and Agendas
211
CAMS Enterprise Training, Agendas and Sign In Sheets, October 2010
212
UNM Adjunct Contract 2008 and Cost for Academic Year 2009
213
Food Service Contract 2008

99 Criterion Two: Preparing for the Future

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
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

100 Criterion Two: Preparing for the Future

are each faculty driven. SIPI developed a Program Review Model214, identified three programs
for 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
Programs215. 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 plan216. 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
214
Program Review Model
215
Non-Academic Assessment Template
216
General Education Assessment Plan 2010-2011

101 Criterion Two: Preparing for the Future

through various fiscal reviews, data calls, and random sampling of
operational, fiscal and procurement documentation. This monitoring is a
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 Force217 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.

217
Student Life Taskforce Agendas and Minutes 2010

102 Criterion Two: Preparing for the Future

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

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 office218. 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

218
Title III IR Proposal and Grant Award Notification 2009

103 Criterion Two: Preparing for the Future

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 Matrix219 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)220 allow
for a continuous review and improvement cycle for all employee activities.
219
General Education Courses SIPI Course Catalog Page 22-24, New Mexico Statewide Matrix
220
Employee Performance Appraisal Plan (EPAP) Template and Sample

104 Criterion Two: Preparing for the Future

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
term221. MOU’s and transfer articulations222 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.

221
Course Evaluation Sample
222
Transfer Articulation Letters August 2010

105 Criterion Two: Preparing for the Future

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:

106 Criterion Two: Preparing for the Future

  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 program223 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.

223
IDEAL Program Information

107 Criterion Two: Preparing for the Future

  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 dorms224to
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 Plan225 and $65,000 has been approved for a comprehensive campus
boundary survey226 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.
 

224
Proposal to Use Bequest Funds, 9/17/10 and Email: Decision on use of Bequest Funds 10/04/2010
225
Facilities Master Plan Funds Email 11/08/2010
226
Boundary Survey Funds email 12/16/2010

108 Criterion Two: Preparing for the Future

 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 Regents227.

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.
227
President’s Weekly Reports-Sample dated October 2010

109 Criterion Two: Preparing for the Future

  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 Optics228
 SIPI lost it Business Degree Program Accreditation from The Association of Collegiate
Business Schools and Programs (ACBSP)229.  Upon SIPI’s re-accreditation the Business
Department can re-apply.
 SIPI lost its partnership with the Federal Aviation Administration (FAA)230 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.

228
Commission on Opticianary Accreditation Letter 11/11/2010
229
ACBSP Letter 08/18/2010
230
FAA Letter 08/19/2010

110 Criterion Two: Preparing for the Future

Chapter 3: Criterion Three: Student Learning and Effective Teaching
THE 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 Committee231 (consists of all full-
time faculty) to create policy and guidelines for the assessment of academic programs at SIPI.
The Curriculum Committee232 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 outcomes233.
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 Model234
b) Annual Program Report235
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 2011.236

231
Minutes from SIPI Faculty Retreat and sign in sheet (8/16/10-8/20/10)
232
Curriculum Committee By-Laws, Approved by the President on 10/1/2010
233
Presentation: Program Goals, Objectives, and Assessment-Why do we need them? Presented by Samuel
Henderson, 08/17/2010 at the SIPI Faculty Retreat
234
Program Assessment Model and Implementation Process 2010-2011
235
Annual Program Report Format, May 2010
236
Assessment Tool Comparison

111 Criterion Three: Student Learning and Effective Teaching

The Program Assessment Model is depicted below:

Figure 3.1

Program Assessment Model

Student Learning
And
Assessment

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.

112 Criterion Three: Student Learning and Effective Teaching

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 room237. 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 format238 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 Form239 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
237
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.
238
Curriculum Format, containing Syllabi, Revised by Program Assessment Committee, 10/12/2005
239
Sample Annual Program Report: Academic Program Review Cycle, Vision Care Technology Assessment Format
May 2010

113 Criterion Three: Student Learning and Effective Teaching

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 Review240 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
Program241 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.

240
Southwestern Indian Polytechnic Institute, DRAFT Five-Year Program Review Process May 2010 and SAMPLE
Annual Report, Vision Care Technology, Summer 2008-Spring 2009
241
SIPI Faculty Retreat: “Rising to the Challenge” Curriculum Committee Meeting Minutes Monday, 08/16/2010
and sign in Sheet, subject: General Education Program Requirements

114 Criterion Three: Student Learning and Effective Teaching

Assessment of student learning includes multiple direct and indirect measures of student
learning.

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:

115 Criterion Three: Student Learning and Effective Teaching

 a. Retain the program as presented
b. Deny retention of the program as presented
c. Make modifications in order to retain the program

The Division of Academic Programs has currently published a program review calendar242
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 Plan243 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.

242
SIPI Five year Program Review Process, 2010-2011 Program Review Calendar pg. 21
243
Draft SIPI Strategic Plan, 2009-2013, tentative date of approval February 2011

116 Criterion Three: Student Learning and Effective Teaching

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
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.

117 Criterion Three: Student Learning and 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 Plan244 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 faculty245 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)”246.

There are currently (January 2011) 15 fulltime teaching faculty members247. 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
244
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)
245
Qualified Faculty List, including Qualified Faculty Pie Chart
246
Generic Instructor Position Description.
247
Regular Fulltime SIPI Employees, including Regular Fulltime SIPI Employees Pie Charts (Fall Trimester 2010)

118 Criterion Three: Student Learning and Effective Teaching

files are maintained in the SIPI academic departments in which the adjunct teaches248. See Full
Time Faculty Chart below:
Figure 3.2

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 Adjunct Faculty Qualifications

.
Doctoral Degrees
26%

Masters Mutiple Masters

Content 6%
Appropriate
68%

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

248
Adjuncts that instruct for SIPI, Including Adjuncts Pie Chart and Adjunct Instructor Office Hours

119 Criterion Three: Student Learning and Effective Teaching

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

120 Criterion Three: Student Learning and Effective Teaching

  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 instruction249

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 survey250 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 vitae251 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 results252 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:

249
Professional Development: Narrative on Curriculum Mapping and PowerPoint Presentation: Curriculum
Mapping, What is it? A Practical Explanation from Least Term.
250
Sample Professional Development Survey-November 2010
251
Faculty Curriculum Vitae, Department Chairperson’s office
252
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.

121 Criterion Three: Student Learning and Effective Teaching

  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
 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 Mitchell253, 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 2009254. 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.”

253
American Indian College Fund,2010 Faculty Member of the Year, Joseph Mitchell 04/29/2010
254
Press Release From Secretary of Interior Professor of the Year News Release-November 20, 2009

122 Criterion Three: Student Learning and Effective Teaching

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 grant255 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,

255
Title III: Comprehensive Development Plan

123 Criterion Three: Student Learning and Effective Teaching

 “Improving the Skills and Credentials of Migrant, Seasonal and American Indian/Alaska Native
Head Start Teachers: Building From Within”256. The College delivers early childhood education
courses to teachers from remote communities through two-way video conferencing, as well as
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 fields257. 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 technology258.

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 Mexico259.

SIPI operates a Distance Education program incorporating various technologies to reach students
in different tribal localities260. 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

256
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.
257
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.
258
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.
259
K. Manavi, (Spring 2009) “SIPI Goes to SPACE.” Rose Stems Newsletter, Vol. 2, Issue 2.
260
SAMPLE: Letters of support, Memorandum of Agreements for the Distance Education Programs and Sites

124 Criterion Three: Student Learning and Effective Teaching

 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
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

125 Criterion Three: Student Learning and Effective Teaching

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.

126 Criterion Three: Student Learning and Effective Teaching

  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.

127 Criterion Three: Student Learning and Effective Teaching

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.261 The General Education Assessment
process will be implemented across all certificate and degree programs.

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.” 262 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).

261
General Education Program Assessment Plan
262
SIPI’s Draft Strategic Plan 2009 – 2013, Value Statement pg.4

128 Criterion Three: Student Learning and Effective Teaching

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

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 process263 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.

263
Advisory Committee Handbook Guidelines

129 Criterion Three: Student Learning and Effective Teaching

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
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 COMPASS264 to place students in appropriate course levels. Additionally, SIPI
utilizes the Test of Adult Basic Education (TABE)265 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
courses266, 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.

264
SIPI Catalog, 2009-2011, ACT COMPASS Placement, pg. 14
265
TABE Detail Report 09/02/10
266
Sample: Program Assessment Model Vision Care Technology AAS Degree, section 10

130 Criterion Three: Student Learning and Effective Teaching

Department of Defense funding purchased research instrumentation for STEM student
projects267: 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.

SIPI partners with the University of New Mexico and its NASA, Advanced Composition
Explorer (ACE) and NASA PURSUE programs268. 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 program269 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)270. 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 migrate271 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
267
Rose STEM Newsletters, Various Dates
268
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!
269
Brochure, Geospatial Information Technologies Program
270
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
271
Comprehensive Development Plan Title III Library Construction/Renovation Project

131 Criterion Three: Student Learning and Effective Teaching

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
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 Specialist272. 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 flowchart273 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.

272
Institutional Effectiveness Specialist Position Description classified 10/25/10
273
SIPI’s Institutional Effectiveness Flowchart

132 Criterion Three: Student Learning and Effective Teaching

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 materials274. 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
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)275.

SIPI’s cafeteria provides meals for residential and commuter students while serving as a clinical
practice site for the College’s Culinary Arts student276. This notion of campus-based physical
274
SIPI Library Holdings List 10/19/10
275
Email from President Allison: Decision on use of Bequest 10/04/10
276
Culinary Arts Brochure, Culinary Arts Program Internship Guidelines and Evaluation Handbook revised 09/2010

133 Criterion Three: Student Learning and Effective Teaching

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 Program277 to complete the
required practicum. The Vision Care Technologies program maintains fabrication labs and an
‘eyewear center’ allowing students to develop necessary skills to work well with “patients in the
fitting and adapting of eyewear.” 278

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 packages279 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.280

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

277
Sample of Student Early Childhood Education Practicum Site Form, Early Childhood flyer, Distance Education
Action Log
278
Southwestern Indian Polytechnic Institute Vision Care Technology Program Narrative
279
Sample PLATO Mastery and Exemption Graph English98 s1-mastery of class modules
280
Southwestern Indian Polytechnic Institute FY2010 Event Schedule and sample Activity Request Form

134 Criterion Three: Student Learning and Effective Teaching

historical building trends, current space restraints, emerging needs, political realities, and rapidly
changing economic conditions.281

SIPI evaluates the use of learning resources to enhance student learning and 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. 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
Difference Difference
SIPI & SIPI &
Small Small National
CCSSE Benchmark: Support for Learners SIPI Colleges National Colleges Profile
All Students 57 52 50 6 7
Part-Time 56 49 48 7 7
Full-Time 58 55 54 3 4
0-29 Credits 58 51 50 7 8
30+ 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.282

The Academic Support Center routinely evaluates the effectiveness of the PLATO Computer
Aided Instruction program by tracking student use283. 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
281
2009 – 2013 SIPI Draft Strategic Plan, pg 56
282
Community College Survey of Student Engagement (CCSSE) 2009
283
PLATO usage detailed report printed 12/20/10 for Fall 2010

135 Criterion Three: Student Learning and Effective Teaching

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.284

SIPI regularly assesses the effectiveness of its learning resources to support learning and
teaching.

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

TutorTrac SIPI Tutoring Center Standard Report Fall 2009/Spring 2010/Summer 2010, Tutor Payroll for
284

05/12/08-12/02/09, email online eMaster tutor training announcement

136 Criterion Three: Student Learning and Effective Teaching

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.285

285
Sample Position Description for Supervisory Instructional Systems Specialist 01/26/10

137 Criterion Three: Student Learning and Effective Teaching

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
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. 286

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 counseling287.

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.

Letters and emails from various partners

286

Memorandum of Understanding between First Nations Community Health Source and Southwestern Indian
287

Polytechnic Institute

138 Criterion Three: Student Learning and Effective Teaching

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.
 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.

139 Criterion Three: Student Learning and Effective Teaching

  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.

140 Criterion Three: Student Learning and Effective Teaching

Chapter 4: Criterion Four: Acquisition, Discovery, and Application of
Knowledge
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.
______________________________________________________________________________
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 Rights288. Additionally, the SIPI Student
Handbook 2009-2010289 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 drafted290 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.

288
Student Rights, 25 CFR 42-November 10, 2010
289
SIPI Handbook, reference to Student Rights, page 29
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 fees291 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 attendance292. In addition SIPI
utilizes grant money to provide paid student internships.

Table 4.1
FINANCIAL AID SOURCES 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
Sources: SIPI State Program Allocations sent by Heather Romero of NM HE Dept.
U.S. Department of Education eCampus-Based Statement of Account
U.S. Department of Education EDExpress Database 2009-2010
U.S. Department of Education EDExpress Database 2010-2011
U.S. Department of Education EDExpress Database 2008-2009
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.

291
SIPI Website, SIPI Student Fee Schedule, Fall 2010
292
SIPI Scholarship Activities, December 2010

142 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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 Pueblo293 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.294 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.

293
Distance Education Site MOU’s (dates vary between sites) and Sample DE Letter
294
Trends in Financial Aid (various documents) 2004-2010

143 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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 09/30/2010295. 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)296, 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 certificate297 is issued. The SIPI Human Resource Specialist has recently begun to keep
a checklist298 of employees who have completed required federal courses.

295
Training Cost for Professional Development-2009/2010
296
Criterion 4 Linked Evidence\4a.9 DOILearn Portal Information 12-15-10.PDF
297
Sample Certificate of Completion for training
298
List of Completed Training for SIPI Employees FIS Training 04/22/2010

144 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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)299 and an Annual Performance Plan300. 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 survey301 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 List302 (GPA- 4.0) and Vice President’s List303 (GPA 3.5 – 3.99). At the
299
Individual Development Plan Template and Instructions
300
Employee Performance Appraisal Plan Sample, September 2010
301
Sample Professional Development Survey, November 2010
302
President’s List Fall 2010 and Sample Certificate
303
Vice President’s List Fall 2010 and Sample Certificate

145 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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”304 and “Student of the Year”305 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 Challenge306 and Professor of the Year, Dr. Nader Vadiee307.

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”308.

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)309 and
to the local community via Sandia National Laboratories Dream Catcher Science Program
2010310 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

304
Faculty of the Year Award-2009
305
Student of the Year Award-2009
306
Press Release: Secretary of Interior, Renewable Energy Challenge 04/08/2010
307
Press Release: Secretary of Interior, Professor of the Year News Release 11/20/2009
308
Team A3: “Green” building. Rose STEMS Advance Technical Education Department Newsletter
309
Information on Tribal Renewable Energy Research Workshop 05/17/2010
310
Information on Dream Catcher Science Program 12/14/2010

146 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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”311. 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 Institute312 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 systems313.
Building from the success of the Robotics Summer Institute to promote the advancement of
Native American students in STEM314 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 College315. Other faculty doctoral research projects
have focused on issues related to Native American Education.

311
Team A2: Robotics/Space Payload Kit. Rose STEMS Advance Technical Education Department Newsletter,
Vol.2, Issue 1
312
Flyer on Robotics Summer Program, 2009
313
Various Articles on Advance Technologies Education Department (Various Dates)
314
STEM Report on Renewable Energy, 2007 and 2008
315
Kachedoorian, A. (2010). Abstract, Inside an Eagle’s Head: An American College.

147 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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 students316. 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
Study317 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.

316
SIPI “Student Life Task Force” Integrated Research Survey Report-Conducted July 2010
317
SIPI Catalog Excerpts for all Programs of Study for all Certificate and Degree Programs, pgs 24-58.

148 Criterion Four: Acquisition, Discovery, and Application of Knowledge

Community Outreach

The Family Extension & Education Program’s (FEEP)318 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
318
FEEPS Information and Brochures, (dates vary)

149 Criterion Four: Acquisition, Discovery, and Application of Knowledge

program-related general education courses. This is illustrated by a matrix that maps each
program listed in the catalogue to the statewide general education courses319. 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.

319
General Education Core Transfer Module 12/15/2010, pg 22

150 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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.

151 Criterion Four: Acquisition, Discovery, and Application of Knowledge

General Education Requirements

Certificate 6 credits
Associate of Applied Science 15 credits
Associate of Arts/Associate of Science 24 credits

General Education Program Goal Statements and Core Competencies Link:

Table 4.2
Core Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
Competencies
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.

152 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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.

153 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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 4.3
Goal Academic Extracurricular General
Programs Education
1: Make learner success the core work of X X X
Southwestern Indian Polytechnic
Institute.

2: Develop new programs, strengthen X X N/A

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 X X X

vitality of Indian tribes and
communities through dynamic
partnerships, coalitions, and
collaborations.

4: Expand the use of instructional X X X

technology to enhance student
learning.

5: Make better use of existing data and X X X

information; create new actionable
information and customers for this
information to support SIPI's
operational and strategic planning
efforts.

6: Provide new and expanded X - -

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

154 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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.

155 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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) Model320 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)321. 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
320
Criterion 4 Linked Evidence\4b.33 Patton M (February 2010) SIPI Integrates Achieving the Dream with STEM
Initiatives retrieved 1-19-10.pdf
321
Associate of Science in Engineering and Engineering Technology (ASEET), SIPI Catalog excerpt, pg. 52-53.

156 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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 timeline322 will
be an annual review of courses and programs. Currently, all of SIPI’s courses are being put into a
standardized curriculum format323, which will include curriculum mapping. Such mapping will
be used as a tool for demonstrating effective linking of learning outcomes to program goals.

322
Curriculum Committee Timeline, September 2010-April 2011
323
Standardized Curriculum Format

157 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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.
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 Committee324 made up of
faculty and support staff325. 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 Report326

2) 5-Year Program Review327
3) Program Assessment Plan Implementation Process328

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
324
SIPI Curriculum Committee Bylaws, September 2010
325
SIPI Curriculum Committee Minutes and Agendas, September-December 2010
326
SIPI Annual Report Format, May 2010
327
SIPI Five Year Program Review Plan-September
328
SIPI’s Program Assessment and Implementation Process

158 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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
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.

159 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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 Handbook329 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

329
SIPI Advisory Committee Handbook.

160 Criterion Four: Acquisition, Discovery, and Application of Knowledge

of the assessment reviews. In addition, the following information is a required reporting module
of the report:

1. Mission, Goals, and Objectives

2. Curriculum Changes
3. Resources Changes
4. Faculty
5. Budgeting Support
6. Facilities/Services (includes classroom, laboratories, library, administrative offices,
secretarial support, etc.)
7. Major Gains, Replacements, or Losses in Regards to Instructional Material,
Equipment/Supplies
8. Development/Changes in the Program’s Safety and Environmental Management
Program
9. Changes in the Role and Functions of the Advisory Committee
10. Initiatives or Plans for Professional Growth
11. Informational Changes in Regards to Students Enrolled in the Program
12. Program Highlights, Strengths
13. Program Challenges and Issues
14. Recommendations for Consideration
15. 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.

161 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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 Internet330. 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
dishonesty331. 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

330
Information on SIPI Library, December 2010. Retrieved from: www.sipi.edu.
331
SIPI Student Handbook 2009-2010, Academic Misconduct, pg. 23-24

162 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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 retention332.

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 students333.
The following is a breakdown of services for the Department of Academic Support and
Developmental Education:
Table 4.4
Tutoring Center For November 2010
Number of visits 32
Number of 13
Students seen
Total Student 50.65
Tutoring Hours
Tutoring hours worked by Peer 91.5
Tutors
Plato Tutoring Lab
Number of students 107
on system
Total Student 293.2
Hours Online

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

332
Criterion 4 Linked Evidence\4d.45 Information on SIPI Counseling Ctr Dec 2010.pdf
333
SIPI Catalog, Information on SIPI Academic Support, December 2010

163 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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 & Optics334 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 Committee335 and the Academic Affairs Committee336 (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 responsibility337. 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

334
Optics Lab Safety Manual, Date Unknown
335
SIPI Curriculum Committee Bylaws, September 2010
336
Academic Affairs agenda and minutes
337
Example of Introduction to Business syllabus

164 Criterion Four: Acquisition, Discovery, and Application of Knowledge

Business Ethics338 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 Handbook339 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 4340 on Information Quality and Scientific Conduct: Federal Policy on Research
Misconduct, 65 FR 76260 (December 6, 2000)341. 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 Future

338
Business Ethics certificate from University of New Mexico to Christopher Herrington 04/12/2010 on file in
Resource Room
339
SIPI Student Handbook 2009-2010
340
Indian Affairs Manual Part 10, Chapter 4-Date unknown
341
Federal Policy on Research Misconduct, 65 FR 76260 (December 6, 2000)

165 Criterion Four: Acquisition, Discovery, and Application of Knowledge

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.

166 Criterion Four: Acquisition, Discovery, and Application of Knowledge

Chapter 5: Criterion Five: Engagement and Service
AS 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.”342

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.343

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.

342
SIPI Catalog 2009-2011, Introduction pg. 6 (catalog located in the accreditation resource room)
343
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 Department344: 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 Services345: 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 Foundation346. 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) 347: 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
344
Criterion 5 Linked Evidence\5a.3 Adult Basic NM Higher Ed Dept Website infor & award letter 6-18-08.pdf
345
Head Start Bureau, U.S. Department of Health and Human Services, Funds Distribution Document 04/21/09,
ACF Performance Progress Report
346
Peppercorn Foundation, Informative email on Peppercorn award 06/21/10, Grant update report 03/2010
347
Family Education Extension Program project summary/abstract, award face sheet 09/07-09/10

168 Criterion Five: Engagement and Service

 communities through distance learning formats is aligned with SIPI's mission and
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) 348: 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)349:
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) 350:
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 Mexico351 and New Mexico
State University352: 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)353: 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

348
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
349
Advanced Technical Education Program-National Science Foundation (ATE-NSF), email dated 01/23/09,
Reimbursement Authorization 05/29/08, ATE information from SIPI website
350
Tribal College and University Program-National Science Foundation, Reimbursement Authorization 03/07/08
Distribution of Funds obligated from 2007-2009, various Rose STEM Letters
351
SIPI Engineering Programs Affiliates with University of New Mexico, Outreach Education and Research Report
09/10/07, various website articles
352
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
353
Educational Talent Search-United States Department of Education (ED), Award letter approving Talent Search
program grant 08/04/06, Talent Search program profiles

169 Criterion Five: Engagement and Service

 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
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 Education354: 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 Education355: 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 Education356: 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)357: 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)358: 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
354
Upward Bound- United States Department of Education (ED), Grant award notification 11/25/09, regular Upward
Bound program profile
355
Distance Education comprehensive development plan, various MOU’s with tribal distance learning sites
356
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
357
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
358
Achieving the Dream (ATD) annual narrative and financial report 04/2010, Lumina Foundation for Education
Inc. terms of grant agreement, data profile Fall 2010

170 Criterion Five: Engagement and Service

 national effort to help more community college students succeed, with a special focus on
students of color and low-income students”359 (achievingthedream.org). The grant was
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)360: 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 Equity361:  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 Endowment362:  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 Grant363: 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 5.1364
Agreements Scope of Agreement Time Period Signatures Obtained
Indian Health Service Vision Students participate with IHS November 13, 2010 to Dr. Allison, S. Birdwell-BIE
Care & SIPI Optical, Dental, Behavioral, November13, 2014 & Leonard Thomas-IHS
359
Criterion 5 Linked Evidence\5a.18 www.achieving the Dream.org_website info.pdf
360
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
361
USDA Tribal Equity contract grant agreement #2006-38421-66900 proposal #2009-02860
362
USDA Endowment, tribal colleges endowment program funds for fiscal year (FY2010) 1994 institution
endowment fund-interest distribution
363
Renewable Energy Grant information, grant award notification for Renewable Energy Challenge
364
MOU Matrix, mentioned MOU’s on File

171 Criterion Five: Engagement and Service

 Healthcare & SIPI
First Nations Behavioral Health, To provide behavioral health August 2009 – March 2010: First Nations-Dr. Linda Son-
HIV-AIDS & SIPI counseling and HIV-AIDS in revision Stone &
awareness and prevention SIPI-Dr. Sherry Allison
Central New Mexico College & To promote successful August 2008 to current Dr. Hamley-SIPI & Beth
SIPI education experiences for Pirongs-CNM
both institutions
Alamo Schools & SIPI Upward Upward Bound provides December 2007 to Dr. Hamley-SIPI & Michael
Bound Program fundamental support to November 2011 Hawkes
participants in their
preparation for college
entrance
Bernalillo Public Schools & A collaborative and September 4, 2007 to Dr. Hamley & Valerie
SIPI community education current Montoya-SIPI & Nancy H.
program while providing Walker-Bernalillo School
training in family and child Board President & Barbara
development, resource Lowden-BPSD
management, personal Superintendent
financial management,
nutrition, diet and health
partnership to prepare
Bernalillo Public Schools
students to transition into
SIPI or other post-secondary
schools and careers.
Northern Arizona University & To be active educational July 1, 2008 and to be Dr. Hamley-SIPI & Liz
SIPI partners in providing BS renewed automatically every Grobsmith, Provost-Northern
degrees from NAU & to five years Arizona University
document the approval of an
Articulation Plan for courses
between NAU & SIPI
SIPI & SIPI Board of SIPI-Board of Regents December 2, 2009 and will Dr. Sherry Allison-SIPI &
Regents in reference to Youth assumes responsibility for continue in effect until Francis Tafoya-SIPI Board
Development Incorporated overseeing operation of the terminated by either party of Regents Chair
Early Child Care Center on
SIPI campus
The SIPI-Board of Regents December 2, 2009 to as long Francis Tafoya-SIPI Board
Youth Development oversees operations of the as YDI is licensed by SIPI of Regents Chair &
Incorporated & SIPI-BOR Early Child Care Center on to operate the Center on the Augustine Baca-YDI Chief
the SIPI campus SIPI campus Executive Officer
Youth Development YDI Child Care Center November 20, 2009 and Dr. Sherry Allison-SIPI &
Incorporated & SIPI- license pursuant to the renewable for successive Augustine Baca-YDI Chief
authority of and subject to three-year terms Executive Officer
the conditions in 40 USC 590
and agreed to by special
conditions.
Workforce Recruitment To provide employment August 2010 to August 2011 Agreement between WRP
Program & SIPI opportunities in the federal and SIPI
and private sectors for
qualified college students
with disabilities.
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

172 Criterion Five: Engagement and Service

identify individual and College needs. The Voorhees Group, LLC conducted a comprehensive
environmental scan for the 2009-2013 strategic planning with the following results365:

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.

365
The following data was cited from Vorhees, Draft framework for the 2009-2013 SIPI Strategic Plan pgs. 16-19

173 Criterion Five: Engagement and Service

  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%.

174 Criterion Five: Engagement and Service

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 development
o $500 million for green jobs programs through the Workforce Investment Act
o $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.

175 Criterion Five: Engagement and Service

 Economic Modeling Specialist Incorporated (EMSI)366. 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 % Median EPW Annual Gap Rating
Growth Openings
52.1299 Computer 5,874 298,347 14% $31.37 14,805 8,931 Very Good
Science
Information
Systems
52.0101AS Business 23,173 659,459 12% $29.36 31,284 8,111 Very Good
Administratio
n
45.0702 Geo-Spatial 57 12,060 12% $20.65 535 478 Very Good
Information
Technologies

366
Economic Modeling Specialist Incorporated (EMSI), EMSI Booklet

176 Criterion Five: Engagement and Service

Table 5.3: Current SIPI Programs Ranked as Good
CIP Title 2008 Grads 2009 Jobs ‘09-’14 % Median Annual Gap Rating
Growth EPW Openings
52.0201AAS Business 23,173 773,478 16% $16.59 38,049 14,876 Good
Administratio
n
15.0613 Computer 576 138,599 4% $17.25 4,713 4,137 Good
Integrated
Manufacturin
g Technology
13.1210 Early 974 316,547 10% $10.34 14,126 13,152 Good
Childhood
Education
and Teaching
52.0408 Office 4,164 1,041,658 10% $15.55 41,853 37,689 Good
Information
Applications
52.0302 Accounting 4,458 293,137 11% $15.06 11,271 6,813 Good
Technology/T
echnician and
Bookkeeping
12.0505 Culinary 3,261 338,589 11% $12.82 14,445 11,184 Good
Arts/Chef
Training

Table 5.4: Current SIPI Programs Ranked as Average

CIP Title 2008 Grads 2009 Jobs ‘09-’14 % Median EPW Annual Gap Rating
Growth Openings
11.1002 Network 1,711 64,727 20% $29.21 3,978 2,267 Average
Management
14.0101 Pre- 2,058 102,965 8% $36.54 4,269 2,211 Average
Engineering
03.9999 Natural 89 79,712 1% $17.62 847 758 Average
Resources
Management-
Agribusiness
03.9999 Natural 31 11,837 12% $17.96 642 611 Average
Resources
Management-
Crop and Soil
Science
51.1802 Opticianry/Op 20 10,675 12% $14.10 555 535 Average
hthalmic
Dispensing
Optician
15.1302 Computer 1,098 31,858 7% $22.23 1,357 259 Average
Aided
Drafting &
Design

Table 5.5: Current SIPI Programs Ranked as Poor

CIP Title 2008 Grads 2009 Jobs ‘09-’14 % Median EPW Annual Gap Rating
Growth Openings
15.0404 Instrumentati 2,024 40,185 5% $23.58 1,386 (638) Poor
on & Control
Technology

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.

177 Criterion Five: Engagement and Service

Tiller Research367. 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)368 – 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.”369 “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
367
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 08/02/06
368
American Indian Higher Education Consortium (AIHEC) - American Indian Measures for Success Reports
(AIMS), AIMS Key indicator system 09/2009
369
Criterion 5 Linked Evidence\5a.28 www.aihec.org Msg from the President_AIHEC mission.pdf mission

178 Criterion Five: Engagement and Service

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 Book370: 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) 2009371: 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)372: 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) 2006-2008373. 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 Consortium374. SIPI was one of
seven colleges and universities involved in the New Mexico SPF State Incentive Grant. This

370
SIPI Fact Book, unpublished document 2003-2008
371
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 documents
372
Noel-Levitz, see referenced external binder
373
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 survey
374
College Alcohol, Tobacco, and other Drug use in New Mexico a Report on the New Mexico Higher Education
Prevention Consortium 2009

179 Criterion Five: Engagement and Service

report was 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) 375. 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

375
Email from Dr. Allison creating Ad Hoc for Student Life Task Force

180 Criterion Five: Engagement and Service

 Mission and/or Vision Statement: 29% disagree that SIPI is fulfilling its Mission; 40%
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 policy376 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.

376
SIPI Student Handbook 2009-2010, Zero Tolerance Policy pg. 31-32

181 Criterion Five: Engagement and Service

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 Search377 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 Program378 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)379. 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 Health380. SIPI and First Nations
Community Health Source collaborate to meet the needs of SIPI's diverse constituencies it serves
377
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.
378
SIPI Upward Bound Program, Brochure 2010, Informational Flyers, Upward Bound Program Application, SIPI
Upward Bound Summer Student Handbook 06/21/09-7/21/09.
379
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

182 Criterion Five: Engagement and Service

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 Health381. 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 Disabilities 382. 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 Interior383:

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

380
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 SIPI
381
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 10/20/09
382
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 45
383
Federal Employment Workshop-Accessing Employment with the Department of the Interior, Informative Flyer,
Agenda, List of Government Informational Booth Participants

183 Criterion Five: Engagement and Service

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.384 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 Center385: 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)386: 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.
384
SIPI Financial Aid email: Invitation to College Night and STEM article on College Night Participation
385
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
Division
386
Rural Geospatial Innovative Systems (RGIS) Project Narrative: RGIS-SIPI FY2010

184 Criterion Five: Engagement and Service

 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 Office387: 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 Presentations388: 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 Regents389, 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 which390 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
387
SIPI Financial Aid Office, Various supporting Veteran Affairs Documentation, Award year 2009-2011
Reimbursement Documentation, Financial Aid Narrative
388
SIPI Behavioral Health Presentations/Evaluation and Flyers, Questionnaire for New and Returning Students and
Results, MADD-Victim Services Presentation Evaluation Report
389
SIPI Constitution to the Board of Regents
390
Various Examples of Program Advisory Committee Agendas and Minutes, dates vary

185 Criterion Five: Engagement and Service

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 391 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 Senate392: 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:393 Is focused on community outreach projects geared to educate
society about the importance of healthy sight for life.
 SIPI AISES Club394: To increase substantially the representation of Native American and
Alaskan Natives in engineering, science, and other related technology disciplines.
 SIPI Ambassadors395: The Ambassadors groups are returning students who volunteer to
help guide new students through the registration process during student orientation week.
 SIPI Rodeo Club396: 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.

391
Memorandum of Agreement with the New Mexico Higher Education Department
392
Student Senate Constitution and Bylaws, enacted 01/16/07, updated 04/16/09 (note: currently in process of being
updated)
393
New Optical Image
394
SIPI AISES Club, Sponsorship/Advisor Agreement with Student Organizations
395
SIPI Ambassadors Club, Letter of Request from Jim Snyder; SIPI Ambassador Group Sponsor, supporting
documentation including invitation and meeting flyers
396
SIPI Rodeo Club, Sponsorship/Advisor Agreement with Student Organizations

186 Criterion Five: Engagement and Service

The SIPI Distance Education Program397 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 University398: 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.

397
Distance Education Program Geospatial Information Program maps, documentation, emails and GIT agenda and
meeting sign in sheet
398
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

187 Criterion Five: Engagement and Service

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 Program399: 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 available400 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 applications401 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 challenge402, a nationally

399
Grim-Thomas, K. (December 2006), Head Start and Teacher Qualifications. PHSA Issues Series No. 1.
Reference: Federal Mandate for Early Childhood Program
400
Facility Activity Request Form, FY2010 Events Schedules
401
SIPI Childcare Application
402
Rose STEM Newsletter:2010 Indian Education Renewable Energy Challenge – SIPI Wind Turbine

188 Criterion Five: Engagement and Service

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 Program403. 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.

403
First Nations Community Health Source Program Brochures

189 Criterion Five: Engagement and Service

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 Accreditation404. 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 Search405 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 serves406.

SIPI’s transfer policies and practices create an environment supportive of the mobility of
learners.

404
SIPI’s Vision Care Technology Accreditation letter dated November 2009, and Onsite Visit Evaluation Report
03/23/09-03/24/09
405
SIPI Educational Talent Search Information Grant Notification 08/04/06
406
Narrative on Duel Credit Enrollment Legislature of the State of New Mexico 1978

190 Criterion Five: Engagement and Service

Transfer Credits407: 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
catalog408. 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 education409.

407
SIPI Catalog 2009-2011,Transfer Credits pg.11
408
SIPI Catalog 2009-2011, Core Transfer Courses pgs.22-24
409
Chapter 224 of the Laws of New Mexico 1995

191 Criterion Five: Engagement and Service

 GENERAL EDUCATION 35 HOUR TRANSFERABLE CORE
Area 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
6-9
Area IV: Social/Behavior Select Science 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
6-9
Area V: Humanities and Select Fine Arts 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)
35
COMMON CORE REQUIRED TOTAL credits

192 Criterion Five: Engagement and Service

Other transfer agreements in addition to General Education, such as Business, Early Childhood
and Engineering are published by the New Mexico Higher Education Department.410

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 Program411: 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

NMHED Achieving the Dream State Policy Accomplishments 2006-07 (Rounds I-II)
410

SIPI’s Vocational Rehabilitation Program, brochure and SIPI Transitioning Student Handbook for Students with
411

Special Needs

193 Criterion Five: Engagement and Service

 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)412: 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 skills413. 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 worker414: 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 Institution415 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 13270416. 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

412
Family Extension and Education Program Power Point Presentation
413
Visions brochure and letter to Vision Care Professionals including practicum sites dated 09/10/10
414
Examples of SIPI Financial Aid Information on FASFA concerning displaced homemakers
415
Land-Grant Institution Status for Certain Indian Colleges Report 103-194 and
416
White House Initiative on Executive Order Tribal Colleges and Universities 13270

194 Criterion Five: Engagement and Service

effective communication and problem resolution, shared accountability, and develops strategies
and 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
 
195 Criterion Five: Engagement and Service
Renewable Energy Grant417: 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 campus418. 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.

417
Renewable Energy Grant Abstract
418
Criterion 5 Linked Evidence\5d.77 Natural Resources, Rio Grande Bosque_Ref www.sipi.edu.pdf

196 Criterion Five: Engagement and Service

Financially Fit419: "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
Program420 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.
419
Project Abstract for “Financially Fit”
420
Early Childhood program Curriculum and Assessment

197 Criterion Five: Engagement and Service

  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 Evaluations421: 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) 422: 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.

421
Sample Classroom Evaluations
422
Student Life Taskforce (SLTF) Research Report 09/17/10

198 Criterion Five: Engagement and Service

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

199 Criterion Five: Engagement and Service

200 Criterion Five: Engagement and Service
 APPENDIX A: ACCREDITATION STEERING COMMITTEE MEMBERS

Valerie Montoya, Steering Committee Co-Chair, Vice President, Academic Programs

Ray Gachupin, Steering Committee Co-Chair, Director, Housing and Recreation
Ruth Allery, Early Childhood Education Coordinator/Faculty
Barbara James, Administrative Assistant Academic Programs

Criterion 1: Mission and Integrity

Joan Goodman, Subcommittee Co-Chair, Program Manager, SIPI Board of Regents
Joe Carpio, Subcommittee Co-Chair, Director, Admissions & Financial Aid
Kirby Gchachu, NSF TCUP Program Coordinator
William Dyea, Maintenance Mechanic
Angelica Dominguez, Administrative Assistant, SIPI Board of Regents
Verbie James, Grounds Specialist
Kimberly Whitney, Information Technology Specialist
Vina Hiyi, Faculty (Business Education)
Joe Abeita, College Residence Assistant
Michael Daney, Faculty (Health/PE)
Joseph Mitchell, Faculty (English)
Leia Madalena, Program Support Assistant, SIPI President's Office
John Gachupin, Maintenance Mechanic
James Jojola, Maintenance Mechanic

Criterion 2: Planning for the Future

Dorothy Wester, Subcommittee Co-Chair, Chairperson, Dept. of Advanced Technical Education
Monte Monteith, Subcommittee Co-Chair, VP College Operations
Albert Artiaga, Guidance Counselor
Bert Curley, Lead College Residence Assistant
Karlisa Shomour, Supervisory Facility Operations Specialist
Irene Marrs, faculty (Business Education)
Jeffrey Walters, Biological Science Technician
Gloria Mariano, Education Project Specialist
Juana Ray, Secretary
Ronnie Paquin, Budget Analyst
Jameson Castillo, Audio Visual Specialist
Gloria Wilson, Secretary
Randy Lalio, Laborer

201 Accreditation Steering Committee Members

Criterion 3: Learning & Effective Teaching
Bill Adams, Subcommittee Co-Chair, Faculty (Chemistry)
Kathryn Akipa, Subcommittee Co-Chair, Chairperson Department of Academic Support &
Developmental Education
Angeline Sells, Faculty (Natural Resources)
David Benalli, Mail Clerk
Bryon Pershall, Faculty (Electronics)
Mary McCormick, Faculty (Reading)
Regina Jaramillo, Library Technician
Terry Martin, College Residence Assistant
Paul Frank, Faculty (Communications)
Barbara Chino, Educational Technician
Gary Trujillo, Painter
Alice Platero, Admission Clerk

Criterion 4: Acquisition of Knowledge

Chris Harrington, Subcommittee Co-Chair, Chairperson Department of Liberal Arts & Business
Education
Sam Henderson, Subcommittee Co-Chair, Faculty (Vision Care)
Alta Tsosie, Contract Specialist
Arthur Tsyitee, Security Guard
Mary Yepa, Secretary, Facilities
Doug Dunning, Faculty (Culinary Arts)
Matt Harriman, Supervisory Security Guard
Roxy Hunt, College Residence Assistant
Audrey Benalli, Information Technology Specialist
Melynda Mitchell, Financial Aid Specialist
James Dunn, Program Manager, Renewable Energy, SIPI Board of Regents
Joseph Jiron, Gardener
Dorothy Treadwell, Budget Analyst
Nader Vadiee, Faculty (Electronics)
Neva Lucero, Educational Project Specialist, Educational Talent Search
Evangeline Bahe, Secretary, Distance Learning
Kevin Chee, Security Guard
Maria Pino, College Residence Assistant

202 Accreditation Steering Committee Members

Criterion 5: Service and Engagement
Sheri Redshirt, Subcommittee Co-Chair, Faculty (Vision Care)
Nancy Garcia, Subcommittee Co-Chair, Program Manager, Family Extension and Education
Program
Cecelia Cometsevah, Subcommittee Co-Chair, Vocational Rehabilitation Specialist
William Fragua, Supply Technician
Elliott Gachupin, Gardener
Jim Snyder, Coordinator, Tutoring Lab
Marilyn Pargas, Financial Aid Specialist
Bernadine Fisherman, Human Resource Specialist
Nelson Martinez, Accountant, SIPI Board of Regents
Leo Livingston, College Residence Assistant
Luann Manwell, Information Technology Specialist
Leslie Baumgardner, Administrative Support Assistant
Cecelia Crespin, Office Automation Clerk
Tanya Lee, Secretary
Yvonne Paquin, College Residence Assistant

203 Accreditation Steering Committee Members

 APPENDIX B: INSTITUTIONAL SNAPSHOT

Southwestern Indian Polytechnic Institute

Institutional Snapshot

1. Student Demography Headcounts

A. Undergraduate Enrollments by Class Levels (Freshmen-Senior)

CLASS LEVELS
Enrollme Freshma Sophomo
nt n re
Fall
2007 574 371 203
Fall
2008 470 299 171
Fall
2009 635 402 233
Fall
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/ Degree Seeking Non-Degree Seeking

Alaska Native M F M F
Fall 2007 574 260 314 1 7
Fall 2008 470 203 262 1 4
Fall 2009 635 294 332 1 8
Fall 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 RANGE
Enrollmen
t <=24 >=25
Fall
2007 574 342 232
Fall
2008 470 266 204
Fall
2009 635 353 282

204 Institutional Snapshot

 Fall
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
*In-State
Enrollment In-State Qualification Out-of-State
Fall 2007 574 362 77 135
Fall 2008 470 310 53 107
Fall 2009 635 399 115 121
Fall 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 purposes
Out-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.
APPLICATIONS
Received Accepted
Fall 2007 281 233
Fall 2008 260 181
Fall 2009 325 103
Fall 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?

RECEIVE
UNDERGRADUATES APPLIED % D %
Fall 2007 382 67 282 49
Fall 2008 246 52 163 35
Fall 2009 440 67 323 50
Fall 2010 401 59 344 50
205 Institutional Snapshot
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)

SCHOLAR- MERIT
UNDERGRADUATE WORK- SHIPS/ SCHOLAR-
STUDENTS LOANS % STUDY % GRANTS % SHIPS %
Fall 2007 0 0 28 5 260 45 86 15
Fall 2008 0 0 30 6 176 37 60 13
Fall 2009 0 0 27 4 295 45 58 9
Fall 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 NATIVE

NE 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
American Indian / Alaska Native
AY 2006-2007 67
AY 2007-2008 77
AY 2008-2009 74
AY 2009-2010 82

206 Institutional Snapshot

 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
AY AY AY AY
CATEGORIES 06-07 07-08 08-09 09-10
Agriculture/Natural Resources (1, 3) 5 2 7 3
Architecture/Engineering/Engineering Technology (4, 14, 15) 3 2 3 4
Biological & Physical Science (26, 40, 41) NA NA NA NA
Business (52) 17 19 15 25
Communications/Communication Technology/Fine Arts (9, 10, 50) NA NA NA NA
Education/Library Science (13, 21, 25) 7 6 10 8
Humanities/Interdisciplincary (5, 16, 23, 24, 30, 38, 39, 54) 13 24 17 22
Health (51) 5 9 10 4
Law (22) NA NA NA NA
Mathematics/Computer Science (11, 27) 7 5 1 5
Military Technology/Protective Services (29, 43) NA NA NA NA
Personal Services/ Consumer Services/Fitness (12, 19, 31) 7 8 10 9
Psychology/Social Sciences & Services (42, 44, 45) 3 1 1 2
Trades/Production/Transportation (46, 47, 48, 49) 0 1 0 0
TOTALS 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 Level
2007 2008 2009 2010
Doctorate 4 3 2 2
Masters 9 8 8 8
Bachelors 3 4 5 5

 Race/Ethnicity
IPEDS Category 2007 2008 2009 2010
Hispanic 2 1 2 2
Black 1 1 1 1
Anglo 7 5 5 5
American Indian 5 7 6 6
Other 1 1 1 1

207 Institutional Snapshot

  Gender
2007 2008 2009 2010
Male 10 9 9 9
Female 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 2010

Agriculture / Natural Resources 2 1 1 1
Architecture / Engineering 2 1 2 2
Business 5 4 2 2
Communication / Fine Arts 3 3 3 3
Education 0 1 2 2
Health 0 1 1 1
Humanities / Interdisciplinary 2 1 0 0
Math 0 1 2 2
Trades 2 2 2 2

Current Faculty Profile

Academic Year Fall 2009-Summer 2010 Full-Time Adjunct
Ethnicity (number) 15 42
White 5 9
African American 1 0
American Indian/Alaska Native 6 2
Asian 0 1
Other 3 3
Unknown/Not Reported 0 27
Average Age 57 *
Gender (Number) 9M / 6F 25M / 17F
Highest 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.

208 Institutional Snapshot

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

209 Institutional Snapshot

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.

210 Institutional Snapshot

7. Financial Data

Please provide the following information for the past two completed fiscal years.

Southwestern
Indian Polytechnic
Institute
Comparative
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      
25 Contractual Services $426,696.00 $844,067.14 $876,332.97
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

211 Institutional Snapshot

   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
25 Contractual Services $290,400.00 $300,256.90 $247,093.31
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.

212 Institutional Snapshot

 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

214 Federal Compliance

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.423

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.

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US Certified Federal Register (2005). Vol. 70 No. 81 Part 42 Student Rights

215 Federal Compliance

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

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 United States Department of the Interior
BUREAU OF INDIAN EDUCATION
Southwestern Indian Polytechnic Institute
P.O. Box 10146 • Albuquerque, NM 87184
9169 Coors Blvd., NW • Albuquerque, NM 87120

Date: January 21, 2011

Contact: 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 Institute

The Higher Learning Commission
30 North LaSalle Street, Suite 2400
Chicago, 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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