i

 

 

2013-2014 CATALOG

This catalog is for information only and does not constitute a contract. Southwestern 

Indian Polytechnic Institute reserves the right to change, modify, or alter without 

notice academic and or other requirements, including course offerings, course content, 

programs, procedures, policies, rules and regulations as published in this catalog.

Southwestern Indian Polytechnic Institute

"A National Indian Community College"

9169 Coors Blvd. NW

Albuquerque, NM 87120

(Mailing Address: P.O. Box 10146, Albuquerque, NM 87184)

www.sipi.edu
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 A MESSAGE FROM SIPI’S PRESIDENT 

Welcome to Southwestern Indian Polytechnic Institute (SIPI)! I am very pleased that you have selected SIPI, a national 

Indian community college, as your partner in pursuit of higher education. This catalog provides important information 

to help you succeed in your chosen field of study. 

SIPI is a great place! I am deeply impressed by our strong and dedicated college faculty and staff, who are all 

committed to our mission, to “prepare 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.” SIPI plans on being a vital partner in the growth, prosperity and good health of our Indian Nations; we 

count on you to join us.

We spent the past year engaged in the development and implementation of our Strategic Plan. To help us move 

forward, I worked with our college leadership to identify institutional priorities for the next three years, which we must 

now implement. These priorities are aligned with our strategic goals:

Goal One: Make learner success the core work of Southwestern Indian Polytechnic Institute.

Goal Two: 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.

Goal Three: Promote the health and economic vitality of Indian tribes and communities through dynamic partnerships, 

coalitions, and collaborations.

Goal Four: Expand the use of instructional technology to enhance student learning.

Goal Five: 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.

Goal Six: Provide new and expanded opportunities for faculty and staff development that supports an atmosphere of 

excellence in academics and student support services.

Another important issue for the coming year will be our candidacy and accreditation efforts through the Higher 

Learning Commission. A key part of this process is demonstrating that we monitor the quality of our academic 

programs and our students' learning. We are an institution of higher education, first and foremost, dedicated to student 

success. Toward that end, we aspire to continually improve. 

Best wishes for a successful academic year. Ahe’hee doo Nizhonigo Naninaa’ doo’ (Thank you and May you walk in 

beauty).

Dr. Sherry Allison (Dine’)

President
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SOUTHWESTERN INDIAN POLYTECHNIC INSTITUTE

ACADEMIC CALENDAR 2013-2014
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SOUTHWESTERN INDIAN POLYTECHNIC INSTITUTE

ACADEMIC CALENDAR 2014-2015
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Table of Contents

ACADEMIC CALENDAR 2013-2014 ................III

ACADEMIC CALENDAR 2014-2015 ................IV

IMPORTANT NUMBERS .................................VII

INTRODUCTION ...................................................1

MISSION STATEMENT .............................................1

VISION STATEMENT................................................1

STRATEGIC GOALS .................................................1

SHARED GOVERNANCE...........................................1

ACCREDITATIONS...................................................1

AFFILIATIONS.........................................................2

STATEMENT OF INSTITUTIONAL ASSESSMENT AND 

PROGRAM REVIEW .................................................2

BOARD OF REGENTS ..........................................2

ADMINISTRATION...............................................3

LOCATION AND HISTORY ................................3

LOCATION ..............................................................3

HISTORY OF THE INSTITUTION................................3

ADMISSION AND REGISTRATION...................4

ADMISSION.............................................................4

GENERAL ADMISSION REQUIREMENTS...................4

DOCUMENTS NEEDED FOR ADMISSION...................4

APPLICANTS ON CRIMINAL PROBATION OR PAROLE

...............................................................................4

READMISSION.........................................................5

ORIENTATION.........................................................5

CLASSIFICATION OF STUDENT ................................5

TRANSFER CREDITS................................................5

STUDENTS WITH DISABILITIES................................6

POLICY STATEMENTS REGARDING 

APPLICATION FOR ADMISSIONS....................6

ANTI-HARASSMENT ...............................................6

EQUAL EDUCATION ................................................6

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT 

(FERPA)................................................................6

FINANCIAL AID ....................................................7

TYPES OF FINANCIAL PROGRAMS AVAILABLE .......8

REGISTRATION FEES AND PAYMENTS ........9

STUDENT FEE SCHEDULE .......................................9

STUDENT SERVICES .........................................10

ACADEMIC SUPPORT .......................................10

COUNSELING AND ADVISEMENT SERVICES

.................................................................................10

PLACEMENT TESTING AND STATUS...........10

HOUSING AND RECREATION.........................11

STUDENT RIGHTS AND RESPONSIBILITIES ............11

RESIDENCE LIFE ...................................................11

CAMPUS RECREATION ..........................................11

MAIL SERVICE....................................................11

FOOD SERVICE...................................................11

STUDENT ORGANIZATIONS AND CAMPUS 

ACTIVITIES..........................................................11

STUDENT GOVERNMENT ASSOCIATION ...12

ALCOHOL AND DRUG FREE CAMPUS.........12

STUDENT COMPLAINTS ..................................12

SIPI/YDI EARLY CHILDHOOD LEARNING 

CENTER ................................................................12

LIBRARY SERVICES..........................................12

GENERAL ACADEMIC POLICIES ..................13

SYSTEM OF COURSE DESCRIPTIONS AND 

NUMBERING .........................................................13

COURSE LOAD......................................................13

ENROLLMENT STATUS..........................................13

ADDING/DROPPING COURSES...............................13

WITHDRAWING COURSES .....................................13

AUDITING A CLASS...............................................14

COURSE CHALLENGE............................................14

CLASS ATTENDANCE............................................14

GRADING..............................................................15

ACADEMIC STANDING ..........................................15

ACADEMIC PROBATION AND ACADEMIC 

SUSPENSION .........................................................16

DOUBLE DEGREES................................................16

CHANGE OF MAJOR ..............................................16

MAXIMUM TIME FRAME.......................................17

GRADE REPLACEMENT .........................................17

FINAL EXAMINATIONS..........................................19

GRADUATION REQUIREMENTS .............................19

WITHDRAWING FROM SIPI...................................20

ACADEMIC RECOGNITION.............................20

PRESIDENT’S HONOR LIST....................................20

VICE PRESIDENT’S HONOR LIST...........................20

STATEMENT ON GENERAL EDUCATION ...20

GENERAL EDUCATION CORE COMPETENCIES.......21

GENERAL EDUCATION COURSE TRANSFER 

CURRICULIUM ...................................................21

CORE TRANSFER COURSES...................................21

NEW MEXICO BUSINESS TRANSFER COURSES......22

NEW MEXICO COMMON COURSE NUMBERS FOR 

EARLY CHILDHOOD EDUCATION..........................24

EXTENDED COLLEGE ......................................24

MISSION STATEMENT ...........................................24

GOALS..................................................................24

COMMUNITY PROGRAMS...............................24
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FAMILY EXTENSION AND EDUCATION PROGRAM 

(FEEP).................................................................24

FINANCIALLY FIT: A FINANCIAL EDUCATION 

PROGRAM IN INDIAN COUNTRY............................25

OFFICE OF VICE PRESIDENT OF 

ACADEMIC PROGRAMS...................................25

INFORMATION.......................................................25

MISSION STATEMENT ...........................................25

CIP CODES ...........................................................26

DEVELOPMENTAL EDUCATION ...................27

GENERAL EDUCATION DEVELOPMENT 

(GED®)...................................................................28

LIBERAL ARTS AND BUSINESS EDUCATION

.................................................................................29

LIBERAL ARTS PROGRAM ASSOCIATE OF ARTS 

DEGREE................................................................29

EARLY CHILDHOOD EDUCATION................32

BUSINESS EDUCATION.....................................34

BUSINESS ADMINISTRATION CERTIFICATE...........35

BUSINESS ADMINISTRATION ASSOCIATE OF 

APPLIED SCIENCE.................................................36

BUSINESS ADMINISTRATION ASSOCIATE OF 

SCIENCE DEGREE .................................................37

ACCOUNTING .....................................................38

ACCOUNTING CERTIFICATE..................................38

ACCOUNTING ASSOCIATE OF APPLIED SCIENCE 

DEGREE................................................................39

ADVANCED TECHNICAL EDUCATION........41

VISION CARE TECHNOLOGY PROGRAM ................41

CULINARY ARTS PROGRAM..................................44

ELECTRONICS TECHNOLOGY PROGRAM ...............47

GEOSPATIAL INFORMATION TECHNOLOGY...........48

NETWORK MANAGEMENT ....................................52

PRE-ENGINEERING ...............................................53

NATURAL RESOURCES MANAGEMENT.....55

COURSE DESCRIPTIONS..................................57

PERSONNEL DIRECTORY ...............................82
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IMPORTANT NUMBERS

Main Line (Switchboard)

800-586-SIPI OR 

800-586-7474

SIPI President’s Office 346-2347

Vice President of Academic Programs 346-2351

Vice President of College Operations 346-2340

Director Student Service 346-7728

Director of Admissions and Financial Aid 346-2324

Financial Aid Office 346-2344/2361

Student Accounting Office 346-2374

Information & Technology Office; Student Network Accounts 922-4080

Director of Housing and Recreation 346-2327 

Four Winds Lodge (Women’s Dorm) 346-2357 or 56

Golden Eagle Lodge (Men’s Dorm) 346-2354 or 55

Recreation Office (Gymnasium) 922-4084

Distance Education 922-6506

Special Needs Counselor 346-2319

Security

Office 346-2323

Security Guard on-duty 263-7531
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INTRODUCTION

Mission Statement

Southwestern Indian Polytechnic Institute (SIPI) is a National Indian Community College that prepares Native 

American students to be productive life-long learners, as tribal members, in an ever-changing global environment. 

As a land grant institution, SIPI partners with tribes, employers, and other organizations with a stake in Indian 

education. An enduring commitment to student success is the hallmark of SIPI’s operations.

Vision Statement

By the year 2020, Southwestern Indian Polytechnic Institute (SIPI) will solidify its position as a preeminent higher 

learning institution, providing a range of career and transfer opportunities for Native learners throughout the United 

States including Science, Technology, Engineering, and Mathematics (STEM). Recognized for its unwavering 

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.

Strategic Goals

• Make learner success the core work of SIPI.

• 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.

• 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.

Shared Governance

SIPI recognizes its Board of Regents; the Office of the Director, Bureau of Indian Education; the President, 

administrators, faculty, staff and students as important voices who share in the responsibility of planning and 

decision making. The College acknowledges the difference in the weight of these voices as determined by the 

particular matter under consideration at any point in time. The College acknowledges the importance of ongoing 

communication among these voices and as such has established the President’s Cabinet whose membership reflects 

representation among the campus voices with actions reported to the Office of the Director, Bureau of Indian 

Education. 

Accreditations

Current Accreditation Status: Candidate

The Higher Learning Commission (HLC)

North Central Association of Colleges and Schools (NCA)

230 South LaSalle, Suite 7-500

Chicago, Illinois 60604

Candidacy Dates: 1972, 2010

Pre-accreditation status: Correspondent (1972); Candidate for Accreditation under new policy (1973)

Accreditation Date(s): 1975-2010

Accreditation notes: Candidacy first granted in 1972; Accredited 1975-2010; status changed to Candidacy 

in 2010.

The Commission of Opticianry Accreditation (COA) has historically accredited both the Vision Care Technology 

(AAS degree) and Optics Technology (Certificate) Programs at SIPI. COA requires that institutions have regional 

accreditation. After the Higher Learning Commission withdrew SIPI’s regional accreditation in 2010, COA also 

withdrew accreditation. However, COA indicated that any students already enrolled in SIPI who successfully 

complete the program would be considered graduates of a COA-accredited program. The Commission will work 

with SIPI to reinstate COA accreditation, once the College is fully accredited by HLC.
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Association of Collegiate Business Schools and Programs (ACBSP) has historically accredited SIPI’s A.A.S. 

Accounting degree, the A.A.S. and A.S. Business Administration degrees, the A.A.S. degree in Office Information 

Applications, and the A.S. in Computer Science Information Systems. ACBSP requires that institutions have 

regional accreditation. After the Higher Learning Commission withdrew SIPI’s regional accreditation in 2010, 

ACBSP also withdrew accreditation. ACBSP has indicated willingness to work with SIPI to regain ACBSP 

accreditation once the college is fully accredited by the Higher Learning Commission.

Affiliations

The college is an associate member of:

• American Indian Higher Education Consortium (AIHEC)

Membership affiliations include:

• American Association of Community Colleges

• Council of North Central Two-Year Colleges

• National Association of College and University Business Officers

• Association of American Colleges and Universities

Statement of Institutional Assessment and Program Review

SIPI is committed to a process of assessment that offers assurance to the Indian communities of the college’s 

effectiveness and appropriateness of its mission as a higher education institution. The purpose of the assessment is 

to improve all aspects of the operation and function of the college.

The Board of Regents affirms its position that assessment is an important element in the college’s overall evaluation 

of its academic and non-academic units. An assessment program will assist the college in making useful decisions 

about improving the college and in developing effectiveness.

SIPI’s Systematic Program Review process is designed to encourage program improvement, demonstrate 

accountability and provide information to guide decisions about programs and resources. Programs are evaluated 

according to the quality of curriculum, faculty, learning environment, infrastructure and outcomes, demand for 

courses and efficiency in the use of resources. SIPI’s Systematic Program Review aim is to maintain academic 

quality, accountability and wise use of resources. All stages of the review process – department self-studies, site 

visits and reports by reviewers, responses by the departments involved, final assessment by the Vice President of 

Academic Programs and appropriate committees, and action plans for the programs – are aimed at improving 

instructional programs, encouraging program innovation, demonstrating institutional accountability, and helping the 

institution plan program revisions, program deletions and resource allocation. Action plans specify detailed 

strategies, timelines and responsibilities to address the issues raised by reviewers.

BOARD OF REGENTS

SIPI is federally-operated by the Bureau of Indian Education (BIE) as a public postsecondary institution offering 

certificate and associate degrees (Snyder Act of 1921 Public Law 67-85, 25 U.S.C. 13). The Bureau’s policies 

require governing boards to be established at Bureau-operated postsecondary schools (25 C.F.R. 32.4(g). The SIPI 

Board of Regents, appointed by their respective tribal entities, serves as the governing board participating in 

defining the college’s mission, vision, values and goals; recommending academic program offerings and services; 

engaging in the policy development process; and providing communication to and from the national Indian 

community, tribal governments, and tribal organizations on educational program and student issues.

In 1974 the BOR incorporated in the State of New Mexico and the following year received an IRS determination as 

a Non-Profit Organization under Section501(c)(3). 

The Board of Regents has an office in the Occupational Technologies Building at SIPI.

Darva Randolph, Chairwoman, Ten Southern Pueblos 

Hershel Muniz,Vice-Chairman, Jicarilla Apache Nation

Larry Schurz, Secretary-Treasurer, Inter-Tribal Council of Arizona
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Francis Tafoya, Member, Eight Northern Pueblos

Vernon Scott, Member, Mescalero-Apache Tribe

Esther Peterson, Member, Navajo Nation-Arizona

Dr. Kathryn Manuelito, Member, Navajo Nation-New Mexico

A. Gay Kingman, Member, Great Plains Tribal Chairman’s Association

Vacant, Southern Ute Tribe

Mr. Walter Howe, Alternate Member, Southern Ute Indian Tribe

Dr. Angelita Felix, Alternate Member, Great Plains Tribal Chairman’s Association

Vacant, Oklahoma Representative

President-SIPI Student Senate 

Dr. Sherry Allison, Ex-officio member, President-SIPI

ADMINISTRATION

Dr. Sherry Allison, President

Ed.D., Educational Administration/Leadership, Northern Arizona University

M.A., Education, Northern Arizona University

B.S.W., Social Work, New Mexico State University

Valerie Montoya, Vice President Academic Programs

M.A., Sociology, Stanford University

B.S., Sociology, Brigham Young University

Monte Monteith, Acting Vice-President College Operations

M.A., Economics, New Mexico State University

B.A., Economics, New Mexico State University

LOCATION AND HISTORY

Location

SIPI is located in the heart of Indian Country, in the center of New Mexico’s high-tech corridor, near Los Alamos 

and Sandia National Laboratories. SIPI is also close to the University of New Mexico, Albuquerque campus. SIPI is 

located at:

9169 Coors Boulevard N.W., Albuquerque, NM 87120

Southeast of the intersection of Coors Boulevard and Paseo del Norte N.W.

History of the Institution

The All-Indian Pueblo Council (a consortium of 19 New Mexico tribes), the Navajo Nation, the Jicarilla Apache 

Nation, the Mescalero Apache Tribe, the Southern Ute Indian Tribe and other southwestern tribes began planning 

for a school to serve American Indian communities during the mid-1960s. The United States Congress appropriated 

construction funds to build the school in the late 1960s at a cost of $14.1 million. Ten years later, the dream became 

a reality. Dedication ceremonies were held on August 20, 1971. On September 16, 1971, SIPI officially opened its 

doors for classes. In September 2003, SIPI opened the 72,540 square foot Science and Technology building.

The SIPI School Board was officially formed in May of 1970 and operated under an informal set of by-laws and 

operating procedures. The Board had eleven members representing Indian Tribes from New Mexico, Arizona, 

Colorado, and the Student Government President. In 1973, the SIPI School Board officially changed its name to 

Board of Regents and established an incorporated non-profit organization.

Operating initially on an open-entry, open-exit system of individualized training, SIPI was awarded a citation for 

Excellence of Service by the Department of Interior in 1974. Throughout the 1980s and early 1990s, SIPI continued 

to evolve and grow in a way that served its student population, tribal communities, industry, and public agencies. 

SIPI was later threatened with closure because of the federal government’s efforts to decrease spending. SIPI 

responded by creating a more cost effective program and a traditional semester system was established. The students 

and the National Indian Community responded with a major movement of public support, which resulted in the 

continuing operation of SIPI. In May of 1983, SIPI held its first commencement exercises with 124 students 

graduating. 
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In June 1991, the SIPI Board of Regents developed an expanded 20-year mission and direction for the institution. 

The "Transition 2000 Plan" required SIPI to achieve community college accreditation and to develop advanced 

technical education and university transfer degrees. In September of 1991, SIPI celebrated its 20th anniversary. In 

August 1993, the institution achieved community college status and received continued accreditation by the Higher 

Learning Commission, a member of the North Central Association of Colleges and Schools.

SIPI presently offers the following degrees as well as certificate programs:

Associate of Applied Science

Associate of Arts

Associate of Science

ADMISSION AND REGISTRATION

Admission

Perspective students interested in seeking admission into Southwestern Indian Polytechnic Institute (SIPI) may

obtain an application packet from the Admissions office by calling (505) 346-2338, or 1-800-586-7474. The 

application packet is also available at the SIPI website, http://www.sipi.edu/admiss/. Admission is the process of 

applying and being accepted to SIPI. Registration is the process of selecting courses, receiving a class schedule and 

completing enrollment at SIPI. SIPI’s academic year is divided into three trimesters, which usually begin in 

September, January and May. Students are urged to apply for admission at least two months before registration.

General Admission Requirements

SIPI accepts American Indian and 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) one-quarter percent, or more, blood quantum of a federally recognized tribe(s), verified by either a BIA 

agency or tribal census office.

Minimum age for acceptance to SIPI is 17 years. The GED® program requires students to be 18 years of age.

Accepted students who are 17 years of age may not reside in the lodges until their 18th birthday. A parent or legal 

guardian must sign the release statement on the school application. 

Documents Needed for Admission

• Admission Application

• Verification of Tribal Affiliation

• Official High School Transcript (Showing a graduation date)

• Transfer students must provide all official College transcripts

• 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)

Reporting any false information on an application for admission may be grounds for denying admission or 

suspension from the institution. The Admissions office will not copy, transfer, or return documents submitted for 

admission to SIPI. All accepted new 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 on Criminal Probation or Parole

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, on criminal 

probation or parole or is pending for criminal probation or parole, must have their application reviewed by the 

Director, Admissions and Financial Aid before eligibility for acceptance can be determined. The Director may 

request additional documents to determine the applicant’s eligibility for acceptance.

 
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SIPI will not grant acceptance to SIPI 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 or parole is successfully completed. The student must provide the Admissions office official 

documentation of the successful completion of probation or parole.

If this institution finds that the SIPI application for admission has been falsified and that the student is on probation 

or parole, the student will be immediately suspended 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 the successful completion of 

probation or parole.

Readmission

Any student who has withdrawn from SIPI must apply for readmission to enroll. All applicants requesting 

readmission must submit an updated admissions application form by the application deadline indicated on the 

academic calendar. The Admissions Office will review the student’s previous academic and lodge documents to 

determine whether admission will be granted. All past financial debts owed to SIPI by the student must be paid in 

full before a readmission request will be considered. The applicant may be granted conditional acceptance and may 

be required to retest with the ACT Compass based upon a department chairperson’s evaluation of the student’s 

academic record. If a retest is needed, the acceptance letter instructions will note a retest requirement. If the student 

attended SIPI prior to 1989, an application form and all required documents as stated in the admissions requirements 

must be submitted. Applicants who have been denied admission may contact the Admissions Office to file an 

appeal.

Orientation

Orientation is designed to assist new students in making a successful transition into SIPI and to enhance the 

student’s positive feelings about the institution. Attendance is required of all new students. Readmitted students are 

also welcome to attend. 

Classification of Student

Students registered for twelve (12) or more credit hours during a regular trimester are considered full-time students. 

Part-time students are registered for one to eleven (1-11) credit hours. Students enrolled in 098, 099 and 100 level 

classes are classified as Adult Basic Education/Adult Developmental. Students enrolled in 101 level classes or 

higher, are considered college level.

Transfer Credits

Grades earned in courses taken at other institutions are not included in the calculation of SIPI grade point average. 

Official high school and college transcripts submitted to the Admissions Office become the property of the 

institution and will not be copied, transferred, or returned to the student. 

Evaluation of Credit

Before previous coursework can be considered for transfer, admissions must receive official transcripts from all 

schools where the coursework was completed. A student must first contact the academic advisor, who will review 

the course(s) for which transfer credit has been requested. If the advisor determines that the course(s) meet the 

requirements of the student’s program of study, the advisor will complete a SIPI College Course Credit Transfer 

form. The signed form will be routed to the department chairperson and Vice President of Academic Programs and 

for final approval by the Admissions Office.

Transfer Credits

Before a course from another institution will be accepted toward a SIPI certificate or degree the following 

requirements must be satisfied:

• Admissions must receive official transcripts from all schools where coursework was completed.

• The academic advisor will evaluate the transfer credits will determine which transfer credits are acceptable 

toward the student’s program of studies.

• 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.

• 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 and Records become the property of the institution and 

will not be transferred or returned to the student.

• Only credits from regionally accredited institutions are transferrable. 
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• To receive transfer credit for career and technical courses, the student must request a copy of the 

transcript(s) from the SIPI's Admissions Office and submit them to the appropriate academic division for 

review. An interview and/or demonstration of competence may be required before the decision regarding 

credit is made. Demonstration of competence is required for all transfer credit more than ten(10) years old. 

• Remedial courses and upper-division courses, 300 & 400 levels, are not generally transferable.

Quarter System Evaluation

SIPI operates on a Trimester college year. Transfer courses from a post-secondary institution that uses a quarter 

system will be recalculated to trimester hours (one quarter hour equals 2/3 (.66) trimester hour) to determine 

acceptability.

Military Credits

Credit for military service is granted to those students who have served in the armed forces. Credit for Physical 

Education (1 credit) and Health (2 credits) may be granted, provided the course(s) is/are part of the student’s 

program of study. The prospective student must provide a Department of Defense Form 214 (DD Form 214), to the 

Director, Admissions and Financial Aid during the application process.

Students with Disabilities

SIPI ensures access to facilities and reasonable accommodations in the instructional process within SIPI’s academic 

programs for students identified by Americans with Disabilities Act of 1990 (ADA), and it can be found at 42 USC 

Chapter 126 The SIPI Academic Support Program assists students in arranging academic and residential 

accommodations. To assist students to receive additional support services needed for accomplishing their 

educational and career goals, services may be coordinated with external tribal, state, and federal agencies. For 

services, please contact the SIPI Academic Support Program at (505) 922-4093. 

POLICY STATEMENTS REGARDING APPLICATION FOR ADMISSIONS

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. SIPI is committed to 

creating and maintaining an atmosphere free from all forms of harassment.

Equal Education

SIPI is committed to providing equal educational opportunity and forbids unlawful discrimination on the basis of 

color, religion, physical or mental disability, age, gender, sexual orientation, ancestry, or medical condition. Equal 

educational opportunity includes: admission, recruitment, extracurricular programs and activities, and housing. 

Family Educational Rights and Privacy Act (FERPA)

It is the policy of SIPI to comply fully with the terms, provisions and intent of the Family Educational Rights and 

Privacy Act of 1974, as amended (FERPA). A complete statement of SIPI’s policy and procedures relative to this 

act may be obtained from the Admissions office. Following the guidelines established by FERPA, the college strives 

to protect personal privacy and the confidentiality of official student records. This section describes in general 

SIPI’s policy of confidentiality and privacy.

Most of the information in your student record is considered confidential, with the following exceptions:

• Your local address

• Your e-mail address

• Your telephone number

• Your major field of study

• The dates you attended SIPI

• Your student classification

• Your enrollment status (full-time or part-time)

• The type of any degree you have earned from SIPI and the date on which you received it

The information listed above is considered public information. SIPI does not sell lists of students or name-andaddress labels to businesses or agencies outside the college. If you wish to limit access to this information, you 
7

should notify the Admissions office that you want the information treated as confidential. You can do so by 

completing a privacy request form, available at the Admissions office.

In discharging their official duties, SIPI employees may read, review, photocopy, and distribute to appropriate 

persons within SIPI any information contained in your student record. However, before distributing confidential 

information outside SIPI, even to members of your family, SIPI faculty and staff must first secure your written 

permission to do so.

FINANCIAL AID

SIPI offers a number of financial aid programs in the form of grants, work-study, and scholarships. The College 

does not participate in student loan programs. The first step toward receiving financial aid is to submit a Free 

Application for Federal Student Aid (FAFSA). The FAFSA application is provided by the Federal Student Aid 

office of the U.S. Department of Education, and is used by the Financial Aid Office to determine students’ 

eligibility for financial aid.

The FAFSA can be accessed at www.fafsa.ed.gov or by phone at 1-800-4-FED-AID. Students must submit a new 

FAFSA each year – as early as January 1st.

The SIPI Title IV Federal School Code is 011185.

For more information on student financial aid, visit the U.S. Department of Education’s website at 

www.studentaid.ed.gov or www.students.gov, or contact the SIPI Financial Aid Office at (505) 346-2344. 

Students are also welcome to visit the Financial Aid Office, which is located in the SIPI Administration Building.

In order to receive federal financial aid, students must satisfy the following eligibility requirements:

• Students must be enrolled as regular students in an eligible program.

• Students must be enrolled in a minimum of three credit hours, in eligible coursework

• Students must not exceed their Pell Grant Lifetime Eligibility Used. Federal law limits lifetime 

eligibility to 600%, the equivalent of six years of funding.

• Male students who are 18 years or older must have registered with Selective Service

• Students must be U.S. citizens or eligible non-citizens.

• Students must not owe a refund on Title IV grants and must NOT be in default on any federal

student loans at any school previously attended.

• Transfer Students must provide a financial aid transcript (FAT) from all post-secondary school(s) 

they have attended.

• Students are required to sign a statement of educational purpose stating that funds received 

will be used for educational purposes only.

• Continuing and Transfer students must meet federal aid standards for Satisfactory Academic 

Progress:

a) Maintain a 2.0 cumulative and trimester GPA.]

b) Completed at least 67% of classes attempted

c) Credit hours cannot exceed 150% of published program length.

Students who fail to meet these standards may be on warning status for financial aid. Students on 

warning who continue to fail to meet the standards for Satisfactory Academic Progress will have their 

financial aid suspended until requirements are met. No financial aid will be awarded or paid during 

suspension.

After submitting the FAFSA, students must submit the following to the Financial Aid Office:

• Class schedule for the current term

• Unofficial transcripts or grades from the previous trimester, or transcripts from all previously 

attended colleges or universities

• Financial Aid Transcripts (FATs) from all previously attended colleges or universities. FATS 

are required, even if no financial aid was received from previous schools.

The FAFSAs for a small number of students will be selected by the federal government for the SIPI Financial Aid 

Office for Verification, a process used to verify certain information on the FAFSA to ensure its accuracy. Students 

whose FAFSAs are selected for verification will be required to submit certain documents, such as tax records or W2 forms for the student and parent(s). The Financial Aid Office will be unable to complete the financial aid process 
8

or make any award to the student until all required documents have been submitted and the Verification process is 

complete. 

Types of Financial Programs Available

SIPI offers a range of student financial aid services to students. Below is a summary of financial aid provided:

PELL Grant – Federal Pell Grants are available to undergraduate students only. Pell grants do not have to be 

repaid. The grant is renewable each award year, up to the federal lifetime eligibility limit of 600%, the equivalent

of six years of funding.

Federal and New Mexico Work Study – This program is designed to provide financial assistance to students 

through part-time employment on campus. Checks are issued on a bi-weekly basis.

Federal Supplemental Educational Opportunity Grant (FSEOG) – available to students with documented 

financial need. FSEOG awards are paid once per trimester

New Mexico Legislative Endowment Fund (NMLEF) -

Available to New Mexico resident students. Funds are awarded once per trimester.

New Mexico College Affordability Grant - Grants available to students who: graduate from a New Mexico High 

School; are residents of New Mexico; are enrolled at least half time in a New Mexico college; are not receiving any 

other NM state grants or scholarships.

New Mexico State Incentive Grant (NMSSIG) –available for New Mexico residents who are determined to have 

exceptional need. NMSSIG awards are paid once per trimester .

BIA/Tribal Scholarship Grant – Students are encouraged to apply to their Tribal Higher Education Office for tribal 

scholarships and grants. Each tribal office has its own policies and procedures. Tribal Higher Education Offices 

will request a financial needs analysis (FNA) from the SIPI Financial Aid Office. Students must submit FAFSA 

before the Financial Aid office can prepare an FNA. Students may also be eligible to participate in BIA or Tribal 

Higher Education or Adult Vocational Training Programs. Applications must be submitted to agencies well in 

advance of enrollment to SIPI. 

Veterans Education Benefits – Students who are eligible to participate under various Veterans Administration 

Education Acts must have their enrollment certified by a SIPI certifying official. Veteran students must provide a 

copy of DD Form 214, transcripts of previous education or training and a current class schedule. More information 

is available from the VA website at: http://www.gibill.va.gov/ or by phone at 1-800-827-1000.

SIPI Scholarships – SIPI offers scholarships for the American Indian College Scholarship Fund (AICF) at the 

beginning of each fall and spring trimester. The Financial Aid Office will post notices of scholarship criteria and 

disbursement dates.

Other Scholarships: Students are encouraged to initiate independent research for other scholarships. Visit 

scholarship websites at: www.fastweb.com, www.collegefund.org, www.scholaraid.com.

Student Loans

SIPI does not participate in student loan programs. Students who have attended other colleges or universities and 

who have student loans must not be in default status.

Disbursements

SIPI is a Federal Government entity under the auspices of the Bureau of Indian Education (BIE) and the 

Department of the Interior. As a Federal entity, SIPI is mandated to utilize the Financial Business Management 

System (FBMS) to process all student payments. Processing time can take two to four weeks from the initial 

request after the financial aid file is verified and completed. Checks are sent to SIPI through the U.S. Postal 

Service, where they are verified and accounted for. Disbursements are made by the Designated Agent from the

Office of College Operations.

Students who are receiving a disbursement are required to have their Financial Aid Award Letter and SIPI Student 

ID.
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Return of Title IV Funds (R2T4) – Students who receive Pell or other Title IV aid may be required to pay back a 

portion of grants or be eligible for a post-withdrawal payment, if they withdraw from classes, and are eligible for 

funding, before the end of the term. An R2T4 calculation will be performed to determine the amount of aid 

“earned” based on the number of days attended. 

REGISTRATION FEES AND PAYMENTS

Student Fee Schedule

Admitted students are required to register for each trimester they attend. The Bureau of Indian Education (BIE) 

provides tuition, room and board, and some books to students at minimal charge. Students must pay required fees 

prior to registration for classes. All fees will be paid in the Student Accounting Office. 

LODGE FULL-TIME STUDENT: $280.00

COMMUTER FULL-TIME STUDENT: $ 225.00

COMMUTER PART-TIME STUDENT: $ 150.00 

Payment Methods

SIPI accepts money orders and federal and/or tribal government checks. No cash, personal checks, or credit cards 

are accepted. Fees are refundable during the registration period until the published drop/add period at the beginning 

of each trimester. The $20 minimum required registration fee is non-refundable.

Deferred Payment Agreement

A deferred payment agreement option is available to students who are unable to pay their fees in full during the 

registration period. . The Deferred Payment Agreement allows students to make a partial payment, and submit either 

the remaining balance or proof of financial aid or scholarship award no later than the third week of instruction. In 

order to register for classes, a minimum $20.00 payment is required of commuter students, and a minimum $75.00 

payment is required of lodge.

The Admissions Office will not issue transcripts, grade reports, or other documents to the student or educational 

agencies until all financial obligations are met. 

Withdrawals Due to Non-Payment

Students who do not pay outstanding fees, or provide proof of financial aid or scholarship funds awarded, by the due 

date will be withdrawn from SIPI for non-payment. Any student dropped for non-fulfillment of financial obligation 

will be required to pay any outstanding balance before registering for future classes. Students who withdraw from 

SIPI after the fee due date are still responsible for payment of outstanding fees. Any unpaid fees will be posted to 

the student’s account as a debt, and the Admissions Office will not issue transcripts, grade reports, or other 

documents to the student or educational agencies until all financial obligations are met.

Status Change

Students must report any change of status (e.g., resident to commuter, full-time to part-time) to the Student 

Accounting Office. Resident students must exit properly when moving out of the lodges to avoid additional costs

for improper check-out. See refunds policy.

Refunds

All fee payments will be verified by the Student Accounting Office. Any overpayments will be refunded to the 

student. Students who withdraw during the registration and drop/add periods may be eligible to receive a refund. 

The$20 minimum registration fee will be deducted from any refund. All allowable refunds will be processed through 

the Financial Business Management System (FBMS) according to established federal and SIPI policies. The 

processing time for refunds is approximately six (6) weeks.

Veterans Administration Refunds

In the event the veteran or other eligible person fails to enter the course, or withdraws, or is discontinued there from 

at any time prior to completion of the approved program length for VA students, the amount charged to the student 

for tuition, fees, and other charges for the completed portion of the course shall not exceed $10.00 (only if a 

registration fee is charged) plus the approximate pro rata portion of the total charges for tuition, fees, and other 

charges that the length of the completed portion of the course bears to its total length. The completed portion is the 

total number of days the student was scheduled to attend (from first to last date of attendance) multiplied by the 
10

scheduled hours of attendance per day. Refunds will be totally consummated within the forty (40) days after 

termination.

School Debts

For students in debt to SIPI for any reason, the Admissions Office will withhold midterm and final grades, 

attendance confirmations, official and unofficial transcripts, and diplomas and certificates until the debt is paid in 

full. In addition, SIPI reserves the right to prohibit readmission, pre-registration, or registration until all debts are 

paid in full.

STUDENT SERVICES

Information

Allen Raymond Gachupin, Director Student Services Shawn Frank, Program Assistant

Phone: 505-346-7715 Phone: 505-346-7715

Fax: 505-922-4081 Fax: 505-922-4081

Email: Allen.Gachupin@bie.edu Email: shawn.frank@bie.edu

Mission Statement

The Student Services Department ensures quality support services to enhance student success. By coordinating and 

communicating key programs, activities and services, the Department promotes student engagement to assist 

students in achieving their educational goals.

.

ACADEMIC SUPPORT 

SIPI’s faculty and staff hope students will spend many productive hours in the Academic Support Center while 

attending SIPI. The Center is the students' place, a place where they can study in a quiet area, engage in the 

dynamics of a study group, write papers or develop spreadsheets, work with a tutor, or take advantage of computer 

assisted instructional software and other study resources. If students are uncomfortable with computers, we will 

periodically conduct basic introductions to the computer through a workshop series. Information on these 

workshops will be posted on our bulletin boards and the SIPI web page.

We strive to make the Academic Support Center a place of comfort where students can reach their academic goals. 

Any suggestions for improvement of services are encouraged.

COUNSELING AND ADVISEMENT SERVICES

Academic Counselors work with students to solve personal, social, career and academic problems. The counselors 

keep in close contact with academic programs and residential lodges, so that students who are encountering 

difficulties may receive professional guidance and counseling. At the beginning and end of each trimester the 

Academic Support Center staff administers the ACT Compass placement assessment to new students to ensure 

placement in appropriate courses. In addition, a career assessment is available to assist students in exploring career 

interests.

Counselors and instructors provide academic advisement to students. Each student admitted to SIPI is assigned an 

advisor. The advisor provides academic advisement to students about class schedules and programs of study. 

PLACEMENT TESTING AND STATUS

Entering students who do not meet at least one of the criteria below will be required to take the ACT Compass 

placement test.

All new SIPI students are required to take ACT Compass, unless they possess:

• ACT Assessment report that shows a composite score of 18 or higher 

• Transfer credit, with a grade of C or higher, for courses that are equivalent to ENGL 101 and MATH 121. 

Credit must have been earned within the past five years. 
11

Placement testing provides assessment of students’ skill levels in reading, writing, and mathematics, so that students 

may be assigned to those foundational courses that will be most appropriate for them.

Students who score below the SIPI-determined cut score on the ACT Compass will be placed in Adult Basic 

Education (ABE) developmental courses, where they will take the Test of Adult Basic Education (TABE). ABE 

faculty will meet with students to review TABE scores and discuss the course options available to them.

HOUSING AND RECREATION

Student Rights and Responsibilities

All SIPI students have specific legal rights and responsibilities as written in the Student Handbook. Copies may be 

obtained from the Office of Student Services and Rights Specialists or the website: www.sipi.edu.

Residence Life

The Department of Housing provides two (2) traditional style residential facilities, which provides accommodations 

for approximately 380 students. Golden Eagle Lodge (GEL) provides accommodations for male students and Four 

Winds Lodge (FWL) accommodates female students.

Full-time students in good standing are eligible for on-campus residency. Full-time students are defined as those 

carrying a minimum of twelve (12) credit hours per trimester. Students who drop or dis-enroll from a class and fall 

below 12 credit hours are considered part-time and are no longer eligible for on-campus residency. Non-degree 

seeking students are not eligible for on-campus residency.

Because employees who work at the lodge are not certified to care for individuals who are pregnant, particularly in 

emergency situations, pregnant students are not permitted to live in the dorms after the second trimester 

Campus Recreation

The Residence Life Program offers a wide variety of recreation activities for residential students and the larger 

college community. Activities include fitness training, intramural and extramural sports, club sports, public 

entertainment events, outdoor recreation activities, leadership training, team building, and special events. Schedules 

of various activities are posted in the lodges, the Academic Support Center, and other academic buildings. Students 

are required to present a valid SIPI ID in order to participate in any activity that involves a cost to sponsor (e.g.., 

movies, Balloon Fiesta, etc.), or to check out recreation equipment.

MAIL SERVICE

Student mailboxes, located in the Academic Support Center, are available to all on-campus students.. Mail is 

distributed twice daily, Monday through Friday.

FOOD SERVICE

SIPI provides food services through the on-campus dining hall. Hot meals and a fresh salad bar are featured daily; 

visitors are welcome. Meals are served during the following hours:

Monday-Friday: Breakfast 6:45 am to 8:00 am

Lunch 11:30 am to 1:00 pm

Dinner 4:30 pm to 6:00 pm

Holidays & Weekends: Brunch 10:00 am to 12:00 pm

Dinner 4:00 pm to 6:00 pm

STUDENT ORGANIZATIONS AND CAMPUS ACTIVITIES

There are a number of student clubs on campus. Clubs are active on a term by term basis, as determined by student 

interest.. Recent student include: American Indian Science and Engineering Society (AISES), Basketball Club, 

Dance Club, Music and Art Club, SIPI Intertribal Indian Club, New Optical Image, Phi Theta Kappa (must have a 

GPA 3.5 or higher), Four Winds Lodge Dorm Council, Golden Eagle Lodge Dorm Council, American Indian 

Political Alliance Council, Rodeo, Walking in Beauty Gay Straight Alliance and Natural Resources Club. The 

Student Senate information board, located in the Academic Support Center, has more information about which clubs
12

are active in any given term, and what their mission and activities are. Information about currently active clubs, with 

their missions and activities, is posted on the Student Senate information board in the Academic Support Center.

Students have the opportunity to form their own club. Interested students must complete a Plan of Operations, which 

is available at the Student Senate Office, and have the application approved by administration.

STUDENT GOVERNMENT ASSOCIATION

The Student Government Association is comprised of four elected officers: President, Vice-President, Secretary, and 

Treasurer. Student Government Association elections are held each fall trimester. This body acts as the voice for the 

students on matters that concern the students as a whole. The Student Government Association is composed of 

members of the student recognized clubs and organizations of SIPI. 

ALCOHOL AND DRUG FREE CAMPUS

SIPI recognizes illegal non-prescription drug and alcohol abuse as a potential health, safety, and security problem to 

the students and to the SIPI community. On June 3, 1991, the SIPI Board of Regents passed Resolution 148 entitled 

Zero Tolerance, Alcohol and Illegal Drug Policy. SIPI’s Board of Regents amended this Resolution on April 22, 

2004. The amendment increased the penalties for violations, and applied the policy to commuter. The full policy is 

provided in the Student Handbook and on the SIPI web site at http://www.sipi.edu/students/Student-Handbook2011-2013.pdf

STUDENT COMPLAINTS

SIPI will ensure that student complaints are heard and properly tracked through a uniform process outlined by the 

Student Complaints Policy. This process will be used by SIPI faculty, staff, and students to accept and process 

student-initiated complaints. The purpose of this policy is to provide a method for prompt and equitable settlement 

of student-initiated complaints in which no other forum is available. This tracking process will be used to monitor 

and improve customer service for students. The Student Complaints Policy and Student Complaint Form are 

available at the College Operations office in the Administration Building or on the SIPI website at

http://www.sipi.edu/students/Student-Complaint-Form.pdf

SIPI/YDI EARLY CHILDHOOD LEARNING CENTER

The Southwestern Indian Polytechnic Institute (SIPI), SIPI Board of Regents, and Youth Development, Inc. (YDI) 

Head Start/Early Head Start have partnered to provide an Early Childhood Development Laboratory School on the 

SIPI campus. The Laboratory School is designed to:

• Provide quality early childhood education for income-eligible students who are enrolled in raining or 

college-credit classes at SIPI. 

• Enhance the Early Childhood Education classes currently being offered at the college through a hands-on 

learning environment and laboratory school.

• Serve as a clearinghouse for age-appropriate and culturally-appropriate materials and practices that support 

the social, emotional, physical, and cognitive growth of Native American children and the well-being of 

their families.

The Laboratory School will address the demand for high quality, credentialed early childhood educators and 

childcare providers at the local, state, and national level. Students in the Early Childhood program at SIPI are able 

to complete practicum experiences at the Early Childhood Learning Center. 

Space is limited, so students should apply as soon as possible. YDI cannot guarantee placement for everyone 

who applies. 

For more information call 505-922-6524 or visit www.ydinm.org.

LIBRARY SERVICES

Location: Library Building

Phone: (505) 792-4498
13

Hours: 8:00 am – 5:30 pm Monday – Thursday

8:00 am – 4:00 pm Friday

SIPI Library will advance quality student learning by providing access to resources, collaborate on information 

literacy instruction, and administer related academic information services to support the curricula.

Library Services includes:

• Provide physical and digital academic resources that advance research and education. 

• Build collaborations to support faculty, staff and student scholarship. 

• Teach the SIPI community to be effective users and producers of information to meet their academic 

needs and in preparation of a lifetime of learning.

• Computer Lab with 15 computers & 2 scanners for student use.

• The library is a Wi-Fi zone.

• Study space

• Academic journals, periodicals, newspapers

GENERAL ACADEMIC POLICIES

System of Course Descriptions and Numbering

Course descriptions are arranged alphabetically according by subject and course numbers.. The course value in credit 

hours is indicated in parenthesis after the course title.

Courses numbered 091-100 are preparatory or developmental courses and not eligible for college credit.

Courses numbered 101-199 are college level courses usually taken at the freshmen level, during year one.

Courses numbered 200-299 are college level courses usually taken at the sophomore level, during year two.

Course Load

The normal course load for each trimester is 12 to 18 credit hours. Twelve credit hours constitute a full load for 

residence lodge accommodations and for cafeteria meals. Students requesting to register for more than 18 hours 

must seek permission from the Vice-President Academic and must meet certain criteria.

• Full-time enrollment is 12 or more credits per trimester.

• Three-quarter-time enrollment is 9 to 11 credits per trimester.

• Half-time student is 6 to 8 credits per trimester.

Enrollment Status

Certificate and Degree

Students who have been accepted into a program of study and intend to earn a certificate or degree.

Non-Degree

Students who have been accepted but do not wish to earn a degree or have not chosen a degree program of study. 

These are students who usually plan to enroll in college level courses only.

Non-Certificate

Students who have been accepted but do not wish to earn a certificate or have not chosen a degree program of study. 

Adult Basic Education and Developmental Education

Students who have been accepted and recommended for placement in ABE or Developmental Education to develop 

career and/or postsecondary skills. These are students who are in developmental studies and have not been accepted 

into a certificate or degree program.

Adding/Dropping Courses

Students may add or drop courses by the end of the first week of classes during a trimester. An exception will be 

made after the first week of classes if a course is cancelled due to low enrollment. (See academic calendars for 

dates.)

Withdrawing Courses
14

Students may voluntarily withdraw from one or more courses no later than the week after mid-term exams with 

penalty. A final course grade of “W” will be recorded on the student’s transcript for each course from which the 

student withdraws. (See academic calendars for dates.)

Auditing a Class

Students may audit any class by obtaining instructor approval and registering for the course. Only courses numbered 

101 or above may be audited. All audit course approvals or changes must be completed by the trimester calendar 

drop/add deadline. Students who audit courses have the same responsibilities as other students and are responsible 

for checking with the instructor regarding homework assignments, examinations, and attendance policies that will be 

required while enrolled.

No credit is awarded for audited courses; will not be included in the total course load for purposes of enrollment 

certification used to determine full time status, residence lodge privileges, and financial aid eligibility. Courses taken 

for audit may be repeated for credit. Audit courses appear on the academic record. 

Course Challenge

Students may, with written approval of the instructor and department chairperson, take a special examination to 

establish credit in courses listed in the catalog. Students must satisfy the following criteria:

1. Must not have been previously enrolled in the course at SIPI or elsewhere;

2. Must be enrolled in 12 or more credit hours (not including the challenge course);

3. Proposed course to be challenged must be numbered 101 or higher; and

4. A maximum of two core program courses may be challenged.

Students may satisfy a maximum of 20% of total course requirements through course challenge. Only one 

challenge per course is permitted. Course prerequisites must be fulfilled when challenge is unsuccessful and prior to 

challenging a course. Students must enroll in challenged courses that are required in the program of study.

Success course challenges satisfy course requirements in the program study. Challenge credit earned will not be 

used to calculate the grade point average (GPA), satisfy lodge residency requirements, compute full-time status, or 

satisfy financial aid criteria.

Class Attendance

It is SIPI policy that students registered for credit courses are expected to attend all class sessions. Attendance shall 

be taken and recorded each day of class by each instructor. If a student is not in class, the instructor will record an 

absence. A student arriving more than five (5) minutes late or leaving without permission will also be recorded as 

absent. A student who is absent from any class on three (3) or more consecutive hours without notification will be 

dis-enrolled from the class. The student is entirely responsible for: (1) keeping track of all absences, tardiness and 

missed class work for each course; (2) the consequences of the absences, tardiness, and missed class work; and (3) 

notifying appropriate instructors of any necessary absence from class.

Absences may be allowed by an instructor within a specific percent of contact hours, which is stated in the course 

syllabi. It is the responsibility of the student to track their absences. If a student is absent beyond the allowable 

absences, he/she will be dis-enrolled from the class. A student may appeal a disenrollment providing there is 

justifiable documentation. In addition, instructors may dis-enroll a student from a course for lack of progress when 

the student fails to prepare sufficiently for the subject content, persistently neglects class preparation and/or 

assignments, or demonstrates inability to make satisfactory academic progress.

Note for Veterans Funded by the Veterans Administration:

Absences may be allowable by an instructor within a specific percent of contact hours required per credit hour 

courses. Limitations for absences will be as follows:

• Ten percent (10%) of contact hours for all one (1) hour (including science labs), two (2) hour, and three (3) 

hour credit courses

• Five percent (5%) of contact hours for all two (2) hour and three (3) hour block classes.

Grade penalties may be applied for all class absences that exceed the five percent and ten percent limitations. In 

addition, instructors may dis-enroll a student from a course for lack of progress when the student fails to prepare 

sufficiently for the subject content, persistently neglects class preparation and/or assignments, or demonstrates 

inability to make satisfactory academic progress.

Tardies
15

A tardy occurs when a student is late to class up to five (5) minutes. A student who is tardy over five (5) minutes 

will be recorded as being absent; every third (3rd) tardy will be converted to an absence and recorded as such.

No Shows

If a student has registered for a class, but fails to attend class two (2) consecutive class hours at the beginning of a 

trimester, he/she will be dis-enrolled as a “no show”. This may include any student who was pre-registered for a 

class but failed to notify the department chairperson, counselor, and/or advisor of their intent to withdraw.

Class Abandonment

Students absent from any class for three (3) consecutive class hours or more without notification will be disenrolled 

from class with no appeal rights.

Grading

Grades

Grades are issued and recorded at the midterm and the end of the trimester. The grade earned in each course is 

indicative of the quality of work completed. The grading scale, except for GED®, is as follows:

A Excellent 4 Quality Points

B Good 3 Quality Points

C Satisfactory 2 Quality Points

D Minimally Passed 1 Quality Point

F Failed 0 Quality Points

I Incomplete

The grade of “I” is given only when circumstances beyond the student’s control 

have prevented the completion of coursework within the official dates of the 

session.

W Withdrawal

Withdrawal; grade from the beginning of the trimester through the published 

“last day to withdraw with a ‘W’” date, if a student withdraws or is disenrolled 

from a course. Previous course disenrollment’s that were processed and that 

resulted in a "W" will remain the same.

All withdrawals or disenrollment’s occurring after the published “last day to 

withdraw with a ‘W’” date and all improper withdrawals regardless of when they 

occur will be recorded as a letter grade of "F". Exception(s) being students who 

withdraw for medical reasons with verifiable documentation; or students who 

withdrawal due to military obligations with verifiable documentation (military 

orders or evidence of enlistment).

AU/S Audit Satisfactory

To indicate a student has satisfactorily completed all course requirements for an 

Audit course.

AU/W Audit Withdrawal

To indicate that the student did not complete the course requirements and/or 

withdrew from an Audit course.

Note: GED® courses are graded using PS/FL/W and are not included in any GPA calculations.

Grade Point Average System

A grade point average (GPA) is computed by dividing the total quality points by the total hours attempted in the 

following way:

Grade points are computed by multiplying the number of credit hours earned per individual course by the 

quality point value assigned to the grade. For example, a three credit hour course with a grade of “B” = 9 

quality points (3 credit hours multiplied by 3 quality points value). Courses attempted that earned an “F” are 

included in the calculation.

The total number of quality points earned in all courses is divided by the total number of hours attempted. The 

result is the GPA. GPAs (including cumulative GPAs) will be rounded to two (2) decimal places (e.g2.8921 = 

2.89).

Academic Standing

Students are expected to maintain a minimum 2.00 Cumulative GPA throughout their program of study. When a 

student receives a final grade of A, B, C, D, or F, they are considered credit hours attempted and earned. “W” and 
16

“I” grades earn no credits and are not considered hours completed. Transfer credit hours accepted by SIPI are not 

calculated in cumulative grade point averages for determining satisfactory progress.

Academic Probation and Academic Suspension

Academic Probation

All SIPI students are expected to maintain an overall GPA of 2.00, or “C,” GPA to remain in good academic 

standing. Students who earn a trimester GPA below 2.00 will be placed on academic probation for the next 

trimester enrolled. Students on academic probation must raise the trimester GPA to 2.00 or higher during that 

trimester to return to good academic standing. A student on academic probation is not eligible to hold office in the 

Student Senate, and cannot pre-register for the following trimester.

Academic Suspension

Students on academic probation who fails to earn a trimester GPA of 2.00 or higher will placed on academic 

suspension, as shown below:

• The first (1st) suspension is for one (1) trimester. 

• The second (2nd) suspension is for one (1) calendar year.

• The third (3rd) suspension is permanent. After one year following the third suspension, if unusual 

circumstances warrant it, the student may petition the Vice President Academic Programs for readmission, 

through the Director of Admissions and Financial Aid.

Eligible students applying for readmission to SIPI must go through readmission procedures. All Students readmitted 

from academic suspension are automatically placed on academic probation for the readmitted trimester. If a 

readmitted student is placed on academic probation for a readmitted trimester, and the student earns a 2.00 or higher 

GPA, the student will return to good academic standing at the beginning of the next admitted term. If the readmitted 

student fails to achieve a 2.00 GPA, the student will be academically suspended as specified by academic standards 

policy.

NOTE: ACADEMIC SUSPENSION IS FINAL AND CANNOT BE APPEALED.

Students placed on Academic Probation or Academic Suspension is subject to additional regulations regarding 

Financial Aid Satisfactory Academic Progress (SAP). Students should contact the Financial Aid Office for pertinent 

regulations.

Double Degrees

Students who wish to pursue a double major must request approval from the appropriate department chairperson(s) 

and the Vice President Academic Programs through a Petition to Major in Two Disciplines. Double major requests 

must be submitted with the first two trimesters of enrollment at SIPI. Double majors must be equivalent in purpose 

or compatible with student goals. No student may declare more than two (2) programs of study.

Change of Major

Students may request a change of major by completing a team action form with the academic advisor, and 

department chair(s). The following criteria will apply:

• In order to transfer from a certificate program into a degree program, students must have acceptable math 

and/ or reading test scores; 2.0 or better cumulative GPA in all course work and recommendation from the 

student’s advisor. 

• Major change requests must be approved by the department chairperson(s) for each affected major

• Students may not change majors more than two times, with these exceptions:

o The Adult Basic Education (ABE), General Equivalency Diploma (GED®) and are considered 

preparatory studies rather than majors, and are not subject to the limit on change of majors.

o Students who transfer from a certificate program to a degree program are not subject to the limit on 

change of majors

Students are allowed to change an occupational or academic discipline only twice. No student may enroll in more 

than two programs at SIPI. The Adult Basic Education (ABE), General Equivalency Diploma (GED®) and the 

technical preparation studies do not constitute a discipline, and are considered preparatory.

Students petitioning to transfer from a certificate program to a degree program will not be affected by the criteria 

cited above. Criteria for transferring from a certificate to a degree program will remain the same, i.e., acceptable 
17

math/reading test scores, 2.0 or better cumulative GPA in all course work and/or recommendation from the student’s 

advisor. All petitions to change an occupational or academic discipline must be approved by the Department Chair.

Maximum Time Frame

Students in Adult Basic Education (ABE), developmental, or non-degree status have a maximum of three (3) 

trimesters of study to enter a certificate or degree program. Students enrolled in the GED® program have a 

maximum of two (2) trimesters to obtain their High School Diploma. Students will not be granted extensions

beyond those limits. Students receiving financial aid cannot exceed 150% of the published length of the program 

measured in academic terms or credit hours. For example, if the length of an associate’s degree program is 64 credit 

hours, the maximum period must not exceed 96 attempted credit hours. Students should contact the Financial Aid 

Office for additional information.

Grade Replacement

Grade Replacement and Course Repetition

College-credit courses may be repeated only once, such as to replace a “W” or “F” or to improve a grade of “D.”

Students who wish to repeat a course more than once must seek approval from the Vice President Academic 

Programs. Developmental courses may be repeated until mastery (i.e., a passing grade of “C” or better) is achieved.

All grades earned will be recorded in the students’ transcripts, but only those grades approved for grade replacement 

will be used to calculate the cumulative GPA. Only course work being applied toward an Associate’s Degree and/or 

Certificate may be considered for grade replacement. Grade replacements may be applied to no more than 12 hours 

of course work. Grade replacements must be requested and approved prior to graduation from SIPI .

Students must initiate the Grade Replacement Petition through their advisor by the end of the drop/add period of the 

trimester in which a course is repeated. The course numbers must be identical, except where equivalencies or a 

change has been noted in academic policies. The process is as follows: 

• Fill out a Grade Replacement Petition provided by the Department Chair; 

• The student and the advisor must sign the petition; 

• The Department Chair must sign the petition and forward it to the Admissions and Records Office. 

Grade Change Appeal

An appeal made by a student to change a grade may be considered when the possibility of an error exists in the 

calculation of the grade. No grade will be changed simply as a result of submitting an appeal. An appeal for a grade 

change made to the Department Chairperson will be considered before it is posted to the transcript.

Removal of Incompletes

The grade of “I” is assigned only during the final grade report period for 101 level courses and above, and only in 

those instances when the student is doing passing work, but is unable to complete the required work due to 

circumstances beyond his/her control, (e.g., automobile accident on the way to class, a verifiable and documented 

family emergency, medical emergency, etc.).

It is the student’s responsibility to notify his/her instructor of the circumstances that will prevent completion of the 

course on time. The instructor and the student must then prepare an Incomplete Grade Form (IGF) and submit copies 

to the student’s advisor, Director of Admissions, and Department Chair.

The IGF shall list the reason for the course incompletion, the academic conditions that must be completed by the 

student to successfully convert the “I” grade to a final grade, and the date that it must be completed within one 

calendar year. In no instance shall a grade earned from retaking the course replace the “I” grade. Converted “I” 

grades will be reflected on the student’s permanent academic record as a letter grade, complete with grade points, 

and an adjusted cumulative GPA. It is the student’s responsibility to make arrangements with the instructor to 

convert incomplete grades.

The following is the process for converting an Incomplete:

• When notified by the student, the instructor prepares and files the student’s IGF with the student’s advisor, 

the Department Chair, and the Director of Admissions.

• Incomplete grades must be converted by the published ending date of the following trimester in which the 

student enrolls. An “I” that is not changed within one calendar year from the time the grade is submitted 

will automatically become a failing ”F” grade.
18

• When the “I” is converted, the student’s permanent record will reflect the grade, its grade points, and an 

adjusted cumulative grade point average (GPA).

Academic Standards

Academic Misconduct 

Students are expected to observe and maintain the highest academic, ethical, and professional standards of 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 the following:

• Cheating — Use of material, information, or study aids not permitted by the instructor during tests, 

quizzes, or other graded in-class activities. The prohibition, restriction, or permission regarding the

use of such aids might be specifically stated in the test instructions (e.g., calculator use), but it need not be 

if their prohibition is a reasonable academic expectation for any such graded activity (e.g., use of a 

textbook, class notes, or a “cheat sheet” during a test). The cheating might be either premeditated (e.g., 

preparation and use of “cheat sheets,” securing a copy of the test beforehand) or opportunistic (e.g., 

looking at another student’s test paper).

• Plagiarism — Use of another person or of a group’s words or ideas without clearly acknowledging the 

source of that information, resulting in the false representation of another’s work as one’s own work. To 

avoid plagiarizing, a student or other writer must give credit when he/she uses:

o another person’s idea, opinion, or theory

o any facts, statistics, graphs, drawing—any pieces of information—that are not common knowledge

o quotations of another person’s actual spoken or written words

o paraphrases of another person’s spoken or written words

o another person’s data, solutions, or calculations without permission and/or recognition of the 

source, including the act of accessing another person’s computerized files without authorization

o Plagiarism may be either deliberate or unwitting; that is, it is the responsibility of a college 

student to know what constitutes plagiarism.

• Falsification/Fabrication — Unauthorized changing of grades on an examination, in an instructor’s grade 

book, grade transcripts, or on a grade report, or access to academic computer records;

o It also includes misrepresenting or falsifying information in filing an application or other college 

records in, or for, academic departments.

• Unauthorized Collaboration — Intentional sharing of information or working together in an academic 

exercise when such collaboration is not approved by the instructor, and

• Facilitating Academic Dishonesty — Intentionally or knowingly helping or attempting to help another to 

violate any provision of this policy.

Procedures

Cases involving academic misconduct and/or dishonesty are handled within the academic department responsible

for that course. Faculty and/or the department chairperson have the authority to issue a sanction up to a grade of 

zero for any assignment in which academic misconduct has occurred. In serious or repetitive incidents, the

department chairperson may impose sanctions such as issuing a failing grade for the course, academic probation, 

suspension or expulsion. If a student does not feel that a just sanction was imposed, the student has the option of 

appealing an instructor’s decision to the department chairperson within five working days of receiving a decision 

by an instructor. If a student does not agree with the department chairperson’s decision, a student may choose to 

appeal the department chairperson’s decision to the Vice President, Academic programs or his/her designee. This 

is the last level of appeal.

Initial Steps Taken by an Instructor

If an instructor suspects a student has engaged in academic misconduct and/or dishonesty, the instructor should 

document what has occurred (e.g., what was observed or discovered that led to this belief) and must meet with 

the student. The goal of the meeting is twofold: (1) to inform the student of the allegation and review the 

evidence with the student; and (2) to provide the student with the opportunity to respond to the allegation by 

presenting his/her own evidence or by commenting on the allegation(s) and the evidence for it. The meeting 

with the student should occur as soon after the incident as possible (preferably, immediately after the class 

session in which the alleged incident occurred).
19

Academic Sanctions

Once the student had an opportunity to respond to the allegations, the instructor must determine

whether academic misconduct and/or dishonesty have occurred (based on a preponderance of the evidence). If the 

instructor determines that academic misconduct and/or dishonesty has occurred the instructor may either: 1) 

impose an academic sanction up to and including a “0” on the assignment or test; or 2) contact the respective 

department chairperson to coordinate a more severe penalty for the offense (e.g., an “F” for the course, or removal 

from a program). In either case, the student must be notified by the instructor (either in person at the initial or 

subsequent meeting, over the phone, or by email) regarding the instructor’s decision and the sanction that will be 

imposed.

Centralized Reporting

Once the decision is complete, the department chairperson will generate an official SIPI letter to the student 

summarizing what occurred in the academic misconduct incident and what sanction will be imposed. In 

addition, the letter will provide information about the student’s right to appeal. The department chairperson’s 

letter will be maintained in his/her office and will not be added to the student’s official record.

Appeal Process for Academic Misconduct

The student may appeal any academic misconduct and/or dishonesty determination or sanction decided on by the

relevant department chairperson, by submitting an appeal request in writing to the Vice President, Academic 

Programs within five business days after receipt of the department chairperson’s notification letter. The appeal 

must include the following:

1. The name of the individual requesting the appeal.

2. The name of the instructor who imposed the academic sanction and the information regarding

3. The course (course name, course number, section number).

4. Description of the sanction that was imposed.

5. The grounds for appeal. These grounds may include, but are not limited to, the procedure that was 

followed, the factual basis for the determination, and/or the severity to the sanction.

Final Examinations

Final examinations are given at the end of each trimester. Students must take their final examinations during the 

scheduled time period. Students who fail to take final examinations may receive a failing grade and jeopardize their 

academic status.

Graduation Requirements 

Associates Degree:

1. Must have been formally admitted to SIPI;

2. Must submit a Petition to Graduate by the seventh (7th) week of instruction through the student’s academic 

advisor;

3. Must have completed ALL general education and degree requirements in the program of study;

4. Must have “C” grades or better in all courses required by the program of study, and 

5. Have a cumulative grade point average of 2.0 or better.

Upon graduation from SIPI with a degree in a given discipline, students will not be allowed to immediately re-enroll 

at SIPI to pursue another certificate or degree until after one full calendar year has elapsed from the initial 

completion date. After one year, a SIPI graduate may apply for readmission to upgrade current skills in a non-degree 

status. Petitioning to enroll in a new program will be considered by the Director of Admissions. Decisions will be 

based on each applicant’s needs and the merit of each request. An exception will be made for a student who 

graduated with a certificate of completion.

Certificate:

1. Must have been formally admitted to SIPI;

2. Must submit a Petition to Graduate by the seventh (7th) week of instruction through the student’s academic 

advisor;

3. Must have completed ALL general education and degree requirements in the program of study;

4. Must have “C” grades or better in all course work used on program of study; and, 

5. Have a cumulative grade point average of 2.0 or better.
20

Withdrawing from SIPI 

Students who depart from SIPI for any reason must submit a Student Action Form. Failure to do so may result in 

failing grade(s). It is the student’s responsibility to ensure that all necessary signatures are collected. Student Action 

Forms are available in the Admissions and Records office.

The procedures are as follows:

1. Student initiates withdrawal process from the Admissions and Records office and receives a Student 

Withdrawal Form, SWF.

2. Student completes form with identifying information and current class schedule.

3. Student takes form through the Student Schedule clearance process for book returns and signatures.

4. Student takes form through clearance process for additional department signatures.

5. After completion of form the SWF is returned to Admissions and Records for final processing.

6. Student is officially withdrawn

Graduates withdrawing from SIPI are also required to complete the Student Action Form and to:

• Meet with the Counselor to discuss and identify plans after graduation.

• All residential students must receive clearance from the residential staff that linens, room keys, and 

damages, if any, have been accounted for.

• Students receiving financial aid must clear with SIPI Financial Aid Office.

• When the form is completed, the student is to take it to the Admissions office for processing.

Military Withdrawals

Students who formally withdraw from SIPI before the end of the 12th week of the trimester due to military 

obligations are entitled to a grade of W in each course in which they are enrolled. Military orders or evidence of 

enlistment must be made available to the Vice President Academic Affairs. Students who withdraw due to military 

obligations after completing 12 weeks of instruction will receive full credit for each course in which they are 

enrolled provided the instructor certifies a grade of “C” or better for the course at the date of formal withdrawal. 

They will receive a grade of W if the instructor certifies a grade of less than C. Students in their final trimester who 

have satisfactorily completed at least half of the work in all current courses, and are otherwise eligible for 

graduation, may be certified for graduation.

ACADEMIC RECOGNITION

President’s Honor List

The President’s list honors those students enrolled in 12 college-level credit hours or more who achieve a trimester 

GPA of 4.00 at the end of a trimester.

Vice President’s Honor List

The Vice President’s list honors those students who are enrolled in 12 or more college-level credit hours who 

achieve a trimester GPA between 3.50 and 3.99 at the end of a trimester.

The President invites those students who meet the membership requirements to join the Beta Beta Iota Chapter of 

the Phi Theta Kappa International Honor Society. To be eligible for membership, students must:

• be enrolled in 12 credit hours or more;

• be accepted into a degree program;

• be at least a second trimester student; and

• have a cumulative GPA of 3.50 or above at the time of membership enrollment

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 
21

support of this philosophy, SIPI is committed to providing student learning experiences meant to develop and 

enhance such abilities as critical thinking, communication (written and oral), interpersonal skills, and an 

appreciation of their cultural legacy. In addition, the college provides coursework that allows students to explore the 

modes of inquiry of the major disciplines and have learning experiences that allow them to broaden their education 

base. 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 those students who complete the general education 

requirement will possess the knowledge and mental skills essential to their development as an individual, as a tribal 

member, and as a global citizen.

General Education Core Competencies

SIPI has identified four general education core competencies in which all students are expected to acquire 

knowledge and skill during their SIPI educational experience. 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. The general education requirements are six credit hours for certificate programs, 15 

credit hours for Associate of Applied Science programs, and 32-38 credit hours for the Associate of Science and 

Associate of Arts programs.

The SIPI general education core competencies are:

• Communication: Students will be able to effectively communicate ideas to others in correct ways.

• Interpersonal Skills/Teamwork: 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, cultures and 

traditions while recognizing the cultures and traditions of others on a national and global level.

• Critical Thinking: Students will be able to analyze, synthesize, and interpret verbal information and 

quantitative data by using critical thinking skills.

GENERAL EDUCATION COURSE TRANSFER CURRICULIUM 

Core Transfer Courses

The following General Education Course Transfer Curriculum was developed by the State of New Mexico Higher 

Education Department (HED) to facilitate the transfer of students between New Mexico’s institutions of higher 

education Chapter 21, Article 1B NMSA 1978. In accordance with policies established by the New Mexico HED, 

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 who wish to prepare for transfer into a baccalaureate degree program at a fouryear institution are advised to take these courses during their freshmen and/or sophomore years. 

The approved courses guaranteed to transfer and meet general education requirements at any New Mexico public 

college or university can be found on the New Mexico Higher Education Department web site at 

http://www.hed.state.nm.us/Transfer.aspx.

GENERAL EDUCATION COURSE TRANSFER CURRICULUM

Area I: Communication 9 hours

(a) Freshman Composition (ENGL101) 3-4 hours

(b) Advanced Composition (ENGL102, ENGL219) 3 credits

(c) Oral Communications (SPCH130) 3 credits

Area II: Mathematics (appropriate to transfer major) (Students may choose 1 course from list) 3 credits

(a) College Algebra (MATH121) 3 credits

(b) Calculus I (MATH162) 3 credits

(c) Other College Level Mathematics (MATH120, 123, 145, 150, 180) 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
22

(e) Astronomy with Laboratory (ASTR101) 4 credits

(f) Environmental Science (N/A)

(g) Other Sciences (NATR200/L) 4 credits

(h) Introduction to Plant Science (AGTC104/L) 4 credits

Area IV: Social/Behavioral Select Science 6-9 credits

Minimum of 6 credits; must have 15 credits total between this area and Humanities and Fine Arts

(a) Economics (Macro or Micro) ) (ECON 200 or 201) 3 credits

(b) Introductory Political Science (POLS 110 or 200) 3 credits

(c) Introductory Psychology (PSYC105) 3 credits

(d) Introductory Sociology (SOCI 101 or SOCI 210) 3 credits

(e) Introductory Anthropology (ANTH 101 or 130) 3 credits

Area V: Humanities and Select Fine Arts 6-9 credits

Minimum of 6 credits; must have 15 credits total between this area and Social/Behavioral Sciences

(a) History Survey Western Civilization (HIST101) 3 credits

• U.S. History before 1877 (HIST161), U.S. History since 1877 (HIST162) 3 credits

• History of Pre-Columbian America (HIST218)

• History of Indian Education (HIST260)

(b) Introduction Course in History, Theory or Aesthetics of the Arts or Literature 3 credits

• Introduction to Art (ARTH101), Art foundations (ARTH102)

• Literature: Topics in Literature (Native American, LITR 211)

• American Literature (LITR 296)

COMMON CORE REQUIRED TOTAL 35 credits

New Mexico Business Transfer Courses

The New Mexico Business Articulation and Transfer Matrix, shown below, was developed by the New Mexico 

Collegiate Business Articulation Consortium (NMCBAC) , whose purpose is to facilitate business classes 

transferring between New Mexico’s two and four year public institutions. In conjunction with the General Education 

Course Transfer Curriculum, select business classes will provide students with two-year degrees in Business that 

will transfer to other New Mexico public colleges and universities. The core matrix of approved courses guaranteed 

to transfer and meet business requirements at any New Mexico public college or university can be found on the New 

Mexico Higher Education Department web site at http://hed.state.nm.us/ . Crosswalk 

NO.

BUSA

1113

BCIS

1113

ECON

2113

ECON

2123

MKTG

2113

MGMT

2113

ACCT

2113

ACCT

2123

BLAW

2113

MATH

2113

INSTITUTIONS

INTRO TO 

BUSINESS

INTRO TO 

COMPUTERS 

&

BUSINESS 

APPS

MACRO

ECONOMICS 

PRINCIPLES

MICRO

ECONOMICS 

PRINCIPLES

PRINCIPLES 

OF 

MARKETING 

(h)

PRINCIPLES 

OF MANAGEMENT (h)

PRINCIPLES 

OF 

ACCOUNTING 

I (Financial)

PRINCIPLES 

OF 

ACCOUNTING 

II (Managerial)

BUSINESS 

LAW I (h) (c)

STATISTICS

SIPI BADM 

114 COSC 107 ECON 200

ECON 

201

BADM 

242

BADM 

130 ACCT 201 ACCT 202 BADM 240 Math 145

Eastern 

NMU BUS 151 CIS 151 ECON 

221

ECON 

222 MKT 301 See notes. ACCT 212 (d) ACCT 211 BUS 315 STAT 213

NMHU MIS 233 ECON 

216

ECON 

217

MKTG 

302 MGT 303 ACCT 287 ACCT 288 BLAW 360 BUS 210

NMSU BUSA 111 BCS 110G or

CS 110G ECON 251G ECON 252G MKTG 303 (j ) MGT 201G ACCT 252 ACCT 251

BLAW 316 

(a)

or BLAW 317

STAT 251 or

EST 251 or

EST 311G

NMMI BCS 209 ECON 251 ECON 252 MKT 335 ACCT 201 ACCT 202 BA 315 BCS 283 or

MATH 283

UNM MGT 113 CS 150 ECON 105 ECON 106 MGT 222/ 

322 (g)

Free Elective 

(i)

MGT 202 

(e)

MGT 309 

(b)

STAT 145 or 

STAT 245 or 

STAT 345 or 

MGT 290

WNMU BSAD 100 CMPS 111 or

CMPS 260 ECON 201 ECON 202 Free Elective (i) BSAD 350 BSAD 230 BSAD 231 BSAD 300 MATH 321

Clovis CC BAD 151 CIS 101 or CIS 

120 ECON 221 ECON 222 MKT 201 MGT 201 ACCT 201 (d)

ACCT 202 

(d) BAD 215 STAT 213

Diné 

College BUS 141 BUS 280 ECO 200 ECO 201 BUS 251 BUS 252 BUS 204 MATH 213

ENMURoswell BUS 151 CIS 185 ECON 221 ECON 222 MKT 201 MGT 201 ACCT 201 

(d)

ACCT 202 

(d) BUS 230 STAT 213

Luna CC BUS 105 CIS 100 ECON 208 ECON 209 MKT 201 MGMT 207 ACCT 200 

(d)

ACCT 201 

(d) LAW 242 MATH 130
23

Crosswalk 

NO.

BUSA

1113

BCIS

1113

ECON

2113

ECON

2123

MKTG

2113

MGMT

2113

ACCT

2113

ACCT

2123

BLAW

2113

MATH

2113

INSTITUTIONS

INTRO TO 

BUSINESS

INTRO TO 

COMPUTERS 

&

BUSINESS 

APPS

MACRO

ECONOMICS 

PRINCIPLES

MICRO

ECONOMICS 

PRINCIPLES

PRINCIPLES 

OF 

MARKETING 

(h)

PRINCIPLES 

OF MANAGEMENT (h)

PRINCIPLES 

OF 

ACCOUNTING 

I (Financial)

PRINCIPLES 

OF 

ACCOUNTING 

II (Managerial)

BUSINESS 

LAW I (h) (c)

STATISTICS

Mesa 

Lands CC BUS 101 ECON 252 ECON 251 MGT 113 ACCT 111 ACCT 210 BLAW 202

NMJC BU 113 CS 123A or

CS 123D EC 213 EC 223 BU 223A BU 213 AC 114 AC 124 BS 213 BU 233

NMMI BUS 111 CIS 117 ECN 211 ECN 212 BUS 201 BUS 213 BUS 214 BUS 202 MTH 251

NMSUAlamogor

do

OEBU 110 or 

BUSA 111 CS 110g ECON 251G ECON 252G MKTG 203 orOEBU 210 MGT 201G ACCT 252 ACCT 251 BLAW 230 STAT 251

NMSUCarlsbad BUSA 111 BCS 110G or

CS 110G ECON 251G ECON 252G MKTG 203 MGT 201G ACCT 252 ACCT 251 BLAW 230 STAT 251

NMSUDona Ana

BUSA 111 or

OEBU 110

CS 110G or

OECS 105 ECON 251G ECON 252G OEBU 210 MGT 201 orOEBU 140

BOT 120 &

BOT 121 ACCT 251 OEBU 231 STAT 251

NMSUGrants BA 104 CS 110G ECON 251G ECON 252G ACCT 201 ACCT 202 BA 230 STAT 251

NMCC 

College BA 120 BA 225 ECON 200 ECON 201 BA 251 BA 202 BA 130 (d) BA 131 (d) BA 266 (d) MATH 115

SJCC BADM 114 COSC 111 or

COSC 125 ECON 251 ECON 252 BADM 242 BADM 233 ACCT 201 (d)

ACCT 202 

(d)

BADM 230 

or

BADM 210 

MATH 251 

(d) or

BADM 212

SFCC BSA 111

CIS 111 and 

111L, 

BOIT 131L or

BOIT 132L

ECON 200 ECON 201 BSA 240 BSA 211 ACC 121 (d) ACC 122 (d) BSA 232 BSA 260L or

MATH 135L

CNM BA 113

BA 150(k) or

CSCI 101(k) or

CP 176(k)

ECON 200 ECON 201 BA 222 BA 133

ACCT 101A 

and

ACCT 101B

ACCT 102 BA 211

MATH 145 

or

MATH 245

UNMGallup BUSA 1010 BCIS 1010 ECON 2010 ECON 2020 MGMT 2010 ACCT 2010 BLAW 2010 STAT 2010

UNM-Los 

Alamos MGMT 2010 CS 150 ECON 200 ECON 201 MGT 202 BUST 218 MGT 245 or

MGT 290 

UNMValencia MGT 113 CS 150 ECON 200 ECON 201

MGT 202 or

MGT 101 &

MGT 102

BUST 218 MATH 245 or

MGT 290

Notes: (a) NMSU BLAW 317 is preferred for accounting majors but BLAW 316 is acceptable.

(b) UNM Credit toward BBA degree given for either MGMT 309 or MGMT 310. Accounting majors must 

take MGT 310.

(c) Business Law must be taught by an attorney.

(d) Courses carrying four credit hours may transfer as three credits.

(e) UNM Students not having completed six credit hours of accounting shall be required to demonstrate 

appropriate competency in the subject area.

(f) CNM ACCT 101 is 6 credits.

(g) UNM MGT 222 - Non-BBA majors only/MGT 322 must have ENGL 102, ECON 201 equivalents as 

prerequisites for conditional waiver.

(h) 200 level courses that may be accepted do not count toward upper division core hour requirements.

(i) Will accept as free elective credit only.

(j) Students entering with MKTG 303 (but lacking managerial accounting and operations 

management) will be exempted from BUSA 422.

(k) In fall 2005, BA 150, CSCI 101, and CP 176 will become IT 101 (same content and credit hours).

*All courses except CNM, UNM Gallup, Los Alamos, and Valencia transfer in as MATH 145.

For more information contact SIPI's Department of Liberal Arts and Business Technologies (505) 346-2353.
24

New Mexico Common Course Numbers for Early Childhood Education

A combination of the General Education Course Transfer Curriculum and the required Early Childhood classes will 

lead students to a two year degree in Early Childhood Education.

SIPI # CC # Course Name

ECED 126 ECED 1113 Childhood Growth and Development

ECED 124 ECED 1122 Health, Safety and Nutrition

ECED 202 ECED 1133 Family and Community Collaboration

ECED 218 ECED 1143 Assessment of Children & Evaluation of Programs

ECED 220 ECED 2152 Professionalism

ECED 130 ECED 2163 Curriculum Development & Implementation I

ECED 130P ECED 2162 Practicum I

ECED 230 ECED 2173 Curriculum Development and Implementation II

ECED 230P ECED 2172 Practicum II

ECED 214 ECED 2183 Guiding Young Children

ECED 204 READ 2113 Introduction to Reading and Literacy Development

Note: SIPI's Early Childhood Education Program has been approved by the New Mexico Early Childhood 

Education Task Force using the New Mexico Universal Catalogue of Courses for Early Care, Education, and Family 

Support courses to transfer to other two-year and four-year public institutions in New Mexico.

EXTENDED COLLEGE

Mission Statement

To meet this mission and in recognition of the diversity of student populations (traditional and adult/non-traditional 

learners) the SIPI Extended College is organized to provide outreach, responsive educational programming and 

multiple delivery systems including distance education formats.

Goals

• Provide support services for adult and nontraditional students

• Initiate opportunities for lifelong learning

• Administer off-campus outreach programs throughout the College’s service area

• Facilitate professional development, credit and non-credit programs in response to the needs of federally 

recognized tribes

To register for classes with academic credit under the SIPI Extended College please refer to the section on General 

Admissions Requirements. All documents must be submitted to the Admissions office.

For deadlines, please see the College’s academic calendar.

COMMUNITY PROGRAMS

Family Extension and Education Program (FEEP)

Tribal communities in New Mexico are often remote and do not have access to culturally relevant information in the 

areas of health, family dynamics, early childhood practices, and personal financial management. FEEP is a 

community-based program that designs and implements interactive distance education programs, site specific 

workshops, newsletters, a Train the Trainer and a Resource/lending library to disseminate accurate, culturally 

sensitive information in the areas of family welfare, financial management, child development and health. 

The overall objective of FEEP is to develop a model extension and community-based program while developing 

skills and helping tribal community members strengthen their competencies to become healthy, productive, and 

financially secure through training at SIPI and via a distance education format for Tribal communities at remote 

locations. 

• Objective 1: On-going assessment of family and community needs and identification of additional 

resources to strengthen family and community partnerships and volunteer network at New Mexico sites and 

through the American Indian Higher Education Consortium (AIHEC) satellite network. 
25

• Objective 2: Develop and disseminate culturally appropriate family extension information and resource 

materials based on tribal needs and requests 

• Objective 3: Develop age-appropriate instructional materials lending library based on developmental 

practices that support the social, emotional, physical, and cognitive growth of children. 

• Objective 4: Provide interactive broadcasts on identified topics via satellite and by video tapes, newsletters 

and CD-ROMS. 

• Objective 5: Collaborate with Tribal leaders on the development and maintenance of a community 

resource center for family extension and education for use by community members. 

• Objective 6: Develop an interactive and collaborative relationship with families and educational agencies 

at tribal communities. 

• Objective 7: Develop and implement assessment techniques, summative and formative program evaluation 

to monitor, adjust as needed, document and determine impact on individuals and tribal communities.

Financially Fit: A Financial Education Program in Indian Country 

"Financially Fit" is an expansion of financial education activities that have been conducted for the past seven years 

under the auspices of 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 three 

goals:

• Goal 1: To develop and implement a replicable mandatory 3 hour workshop curriculum for students 

receiving financial aid at SIPI.

• Goal 2: To 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. 

• Goal 3: To train a cadre of peer educators who will be able to present workshops on financial education 

and serve as community resources in this area. "Financially Fit" utilizes well-trained peer educators to 

implement workshops in all areas of 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 school. Community financial education will empower participants to make knowledgeable 

choices and not be victimized financially. 

OFFICE OF VICE PRESIDENT OF ACADEMIC PROGRAMS

Information

Valerie Montoya, Vice President Academic Programs Barbara James, Program Assistant

Phone: 505-346-2352 Phone: 505-346-2330

Fax: 505-346-2381 Fax: 505-346-2381

Email: Valerie.Montoya@bie.edu Email: barbara.james@bie.edu

Mission Statement

The Office of Vice President of Academic Programs promotes academic excellence in teaching and student learning 

for transfer, employment, and lifelong learning through the establishment of programs, policies, procedures, and 

standards; in the selection, evaluation, and development of faculty and staff; and the review of academic programs 

and assessment of student learning.

Performance Objectives

1. The Office of Vice President of Academic Programs ensures a portfolio of relevant certificate and degree 

programs and general education curriculum through assessment and program reviews.

2. The Office of Vice President of Academic Programs will recruit and hire highly qualified faculty, staff and 

administrators and ensure ongoing professional development.

3. The Office of Vice President of Academic Programs will provide quality services that meet client 

expectations. 
26

SOUTHWESTERN INDIAN POLYTECHNIC INSTITUTE

CIP CODES 

01-DEPARTMENT OF GENERAL EDUCATION

53.0201 General Education Development (GED®) ........................................GED® Preparation

24.0199 Non-degree.......................................................................................................................

02-DEPARTMENT OF DEVELOPMENTAL STUDIES

24.0101A Adult Basic Education................................................................................ College Prep

24.0101D Adult Developmental Education................................................................ College Prep

03-DEPARTMENT OF ADVANCED TECHNICAL EDUCATION

15.1302 Computer Aided Drafting & Design............................................................... Certificate

45.0702B Geo-Spatial Information Technologies........................................................... Certificate

45.0702 Geo-Spatial Information Technologies........................................................AAS Degree

03.9999V Natural Resources Environmental Science..... ............................................AAS Degree

03.9999R Natural Resources Management...................................................................AAS Degree

11.1002D Network Management..................................................................................AAS Degree

15.0404 Instrumentation & Control Technology.......................................................AAS Degree

14.0101D Pre- Engineering .............................................................................................AS Degree

04-DEPARTMENT OF APPLIED VOCATIONAL TECHNOLOGIES

12.0505B Culinary Arts................................................................................................... Certificate

12.0508D Culinary Arts................................................................................................AAS Degree

51.1802 Optical Laboratory Technology ...................................................................... Certificate

51.1801V Vision Care Technology ..............................................................................AAS Degree

05-DEPARTMENT OF LIBERAL ARTS & BUSINESS 

24.0101 Liberal Arts....................................................................................................AA Degree

52.0302D Accounting...................................................................................................AAS Degree

52.0302B Accounting ...................................................................................................... Certificate

52.0101D Business Administration .................................................................................AS Degree

52.0201D Business Administration ..............................................................................AAS Degree

52.0201B Business Administration.................................................................................. Certificate

06-DEPARTMENT OF EXTENDED COLLEGE

13.1210A Early Childhood Education...........................................................................AA Degree

13.1299A Early Childhood Education ........................................................................... Certificate

(04/13)
27

DEVELOPMENTAL EDUCATION

Information

Gloria Mariano, Department Chairperson Marcella R. Johnson, Secretary

Phone: 505-922-4094 Phone: 505-346-2336

Fax: 505-346-7726 Fax: 505-346-7726

Email: gloria.mariano@bie.edu Email: marcella.johnson@bie.edu

Mission Statement

To enable adult learners to be literate, productive, and successful in higher education, the workplace, home, and 

community by delivering responsive adult education programs and services.

Adult Basic Education and Developmental Education

Southwestern Indian Polytechnic Institute’s (SIPI’s) Adult Basic Education (ABE) and Developmental Education 

programs 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®), ABE and/or Developmental Education Programs, which will prepare the student 

to enter or retain employment and/or continue on to a degree or certificate program. The ability for students to 

better meet these goals is aligned with SIPI’s mission and its commitment to develop long-term goals to ensure 

support and assistance to Tribal communities.” SIPI’s affirmation of the belief that each person’s worth and dignity 

is of the utmost importance while attending the institution. Understanding that 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.

SIPI’s ABE and Developmental Education programs have competencies and learning objectives that are aligned 

with its institutional mission as well as the State of New Mexico’s Adult Basic Education program. Assurance that 

its ABE and Developmental Education curricula assist adults in becoming literate; obtaining knowledge and skills 

necessary for employment and self-sufficiency; obtaining knowledge and skills necessary for entering and being 

successful in postsecondary training or education; obtaining the educational skills necessary to become full partners 

in their children’s education; and completing their secondary school education are congruent with SIPI’s mission 

and is ensured through curriculum formatting, adopted and monitored by the College’s Curriculum Committee. 

Program Goals and Learning Outcomes

Adult Basic Education and Developmental Education Program Goals:

1. To see our students graduate from SIPI.

2. To see our students earn a four-degree or higher.

3. To see our students obtain employment. 

Adult Basic Education and/or Developmental Education Learning Outcomes:

1. Students will successfully complete 98 or 99level courses and move to a higher level

2. Students will succeed in 100 level courses
28

ADULT BASIC EDUCATION/DEVELOPMENTAL EDUCATION

Basic Skills Development Classes:

English 098 - Basic Writing

English 099 - Basic English Skills

English 100 - Writing Standard English

Math 098 - Basic Mathematics I

Math 099 - Basic Mathematics II

Math 100 - Mathematics III 

Reading 098 - Basic Reading Skills

Reading 099 - Reading Improvement 

Reading 100 - Reading and Critical Thinking 

Employment Skills and Bridge to Postsecondary Classes – Other College Level Classes may be considered as 

well based on prerequisites:

BADM 135 – Human Relations 

BUED 102 - Keyboarding 

COSC 107 - Computer Literacy 

PHYS 112, 114, 160, etc.- Health Promotion and Education 

HLTH 164 - First Aid and Safety

CACS 100 - College and Career Success 

GENERAL EDUCATION DEVELOPMENT (GED®)

General Education Development (GED®) (53.0201):

English 093 - GED® Writing

Social Science 093 - GED® Social Science

Science 093 - GED® Science

Literature 093 - GED® Literature

Math 093 - GED® Mathematics 
29

LIBERAL ARTS AND BUSINESS EDUCATION

Information

Christopher Harrington, Department Chairperson Tanya Lee, Secretary

Phone: 505-346-2364 Phone: 505-346-2353

Fax: 505-346-2321 Fax: 505-346-2321

Email: christopher.harringt@bie.edu Email: tanya.lee@bie.edu

Mission Statement

The Liberal Arts and Business Education Department provides a general education in the areas of Accounting, 

Business Administration, Liberal Arts, and Early Childhood Education, that will prepare students upon graduation 

with the abilities to enter the workforce and/or continue their studies of higher education. 

Students who pursue majors in their program of studies within the department acquire an in-depth knowledge of 

their discipline allowing students to continue life-long learning in an ever-changing local and global environment.

Liberal Arts Program Associate of Arts Degree

The Liberal Arts Associate of Arts Degree provides for the transfer purpose of baccalaureate study. Additionally, the 

Liberal Arts curriculum supports degree program requirements throughout other SIPI instructional departments. 

The Liberal Arts program provides education to students in a variety of disciplines; including Communications, 

Mathematics, Laboratory Science, Social Behavioral Science, Humanities and Fine Arts, Technology, Health, and 

Physical Education.

Mission Statement

The mission of the Liberal Arts degree program is to prepare students to live in and contribute to a complex and 

multicultural world as productive life-long learners in an ever-changing global environment. The Liberal Arts 

program is committed to providing student learning experiences meant to develop and enhance such abilities as 

critical thinking, communication (written and oral), interpersonal skills, cultural appreciation, and analysis of the 

world through mathematics and science. Those students who complete the Liberal Arts requirements will possess 

the knowledge and the mental acuity essential to their development as individuals, tribal members, and global 

citizens. 

Goals and Program Outcomes

• The Liberal Arts program will prepare students for transferability to a four-year college with two years of 

undergraduate credit. 

• Students will be able to use their education to find gainful employment.

Liberal Arts Outcomes:

Student Learning Outcome/Core Competency: 

1. Program graduates will be able to demonstrate effective communication skills.

2. Program graduates will be able to make effective use of information and technology.

3. Program graduates will be able to demonstrate critical thinking skills in the analysis of data.

4. Program graduates will be able to demonstrate an awareness of local and global issues.
30

Department of Liberal Arts & Business Education

Associate of Arts Degree in Liberal Arts (CIP: 24.0101

First Trimester

ENGL 101 Composition 3

MATH 121 College Algebra 3

COSC 107 Computer Literacy 3

XXXX XXX Social/Behavioral Science or Humanities Elective

CHOOSE FROM ANY OF THE COURSES BELOW:

AREA IV: SOCIAL/BEHAVIORAL SCIENCE REQUIREMENT:

ANTH 101, 130, SOSC 101, SOSC 210, SOSC 212, PSYC 105, POSC 

110, 200, ECON 200, ECON 201

AREA V: HUMANITIES AND FINE ARTS REQUIREMENT: 

ARTH 101, 102, 131, GEOG 101, HIST 101, 161, 162, 181, 260 

3

Total Credits 12

Second Trimester

ENGL 102 Critical Reading & Writing 3

MATH XXX College Level Math Elective ( Math 111, 123, 145, 150, 162, 180) 3

XXXX XXX Social/Behavioral Science or Humanities Elective 3

XXXX XXX Social/Behavioral Science or Humanities Elective

CHOOSE FROM ANY OF THE COURSES BELOW:

AREA IV: SOCIAL/BEHAVIORAL SCIENCE REQUIREMENT:

ANTH 101, 130, SOSC 101, SOSC 210, SOSC 212, PSYC 105, POSC 

110, 200, ECON 200, ECON 201

AREA V: HUMANITIES AND FINE ARTS REQUIREMENT: 

ARTH 101, 102, 131, GEOG 101, HIST 101, 161, 162, 181, 260

3

PHED XXX PE Elective

CHOOSE FROM ANY PHED COURSES

1

Total Credits 13

Third Trimester

LBSC XXX Laboratory Science Elective

CHOOSE FROM ANY OF THE COURSES BELOW:

AREA III: LABORATORY SCIENCE 

BIOL 121/L Introduction to General Biology & Lab 

BIOL 123/L Biology for Health Sciences & Lab

BIOL 220/L General Zoology & Lab 

CHEM 111/L Elements of General Chemistry & Lab

CHEM 121/L General Chemistry & Lab

ASTR 101/L Introduction to Astronomy & Lab 

GEOL 101/L Physical Geology & Lab 

PHYS 151/L General Physics & Lab

4

SPCH 130 Public Speaking 3

XXXX XXX Social/Behavioral Science or Humanities Elective

CHOOSE FROM ANY OF THE COURSES BELOW:

AREA IV: SOCIAL/BEHAVIORAL SCIENCE REQUIREMENT:

ANTH 101, 130, SOSC 101, SOSC 210, SOSC 212, PSYC 105, POSC 

110, 200, ECON 200, ECON 201

AREA V: HUMANITIES AND FINE ARTS REQUIREMENT: 

ARTH 101, 102, 131, GEOG 101, HIST 101, 161, 162, 181, 260

3

ELEC XXX Approved College-level Elective

CHOOSE FROM ANY COURSES 101 OR ABOVE:

3
31

PHED XXX PE Elective

CHOOSE FROM ANY PHED COURSES

1

Total Credits 14

Fourth Trimester

LBSC XXX Laboratory Science Elective

CHOOSE FROM ANY OF THE COURSES BELOW:

AREA III: LABORATORY SCIENCE 

BIOL 121/L Introduction to General Biology & Lab 

BIOL 123/L Biology for Health Sciences & Lab

BIOL 220/L General Zoology & Lab 

CHEM 111/L Elements of General Chemistry & Lab

CHEM 121/L General Chemistry & Lab

ASTR 101/L Introduction to Astronomy & Lab 

GEOL 101/L Physical Geology & Lab 

PHYS 151/L General Physics & Lab

4

XXXX XXX Social/Behavioral Science or Humanities Elective

CHOOSE FROM ANY OF THE COURSES BELOW:

AREA IV: SOCIAL/BEHAVIORAL SCIENCE REQUIREMENT:

ANTH 101, 130, SOSC 101, SOSC 210, SOSC 212, PSYC 105, POSC 

110, 200, ECON 200, ECON 201

AREA V: HUMANITIES AND FINE ARTS REQUIREMENT: 

ARTH 101, 102, 131, GEOG 101, HIST 101, 161, 162, 181, 260

3

HLTH 164 First Aid & Safety 2

ELEC XXX Approved College-level Elective

CHOOSE FROM ANY COURSES 101 OR ABOVE

3

Total Credits 12

Fifth Trimester

ENGL 219 Technical Writing 3

XXXX XXX Social/Behavioral Science or Humanities Elective

CHOOSE FROM ANY OF THE COURSES BELOW:

AREA IV: SOCIAL/BEHAVIORAL SCIENCE REQUIREMENT:

ANTH 101, 130, SOSC 101, SOSC 210, SOSC 212, PSYC 105, POSC 

110, 200, ECON 200, ECON 201

AREA V: HUMANITIES AND FINE ARTS REQUIREMENT: 

ARTH 101, 102, 131, GEOG 101, HIST 101, 161, 162, 181, 260

3

ELEC XXX Approved College-level Elective

CHOOSE FROM ANY COURSES 101 OR ABOVE

3

ELEC XXX Approved College-level Elective

CHOOSE FROM ANY COURSES 101 OR ABOVE

3

Total Credits 12

Total Credit Hours Required 63
32

EARLY CHILDHOOD EDUCATION

The Early Childhood Education Program provides students access to knowledge, skills and professionalism 

surrounding the field of early childhood education, and family and community development in order to assure the 

provision of quality services that address the complex needs of Native American families in the 21st century. 

Early Childhood Education Certificate

The Early Childhood Education Program offers courses for a certificate in Early Childhood Education. The 

certificate is designed for students interested in working in the field of early childhood education.

Early Childhood Education courses are delivered through both on-campus instruction and interactive video 

conferencing (distance education) to tribal communities in New Mexico with compatible satellite downlinks. 

Classes are offered in the late afternoons, evenings, and weekends to accommodate adult learners.

The Early Childhood Education Certificate prepares students for entry into early childhood settings to provide 

services to children from birth to age eight, and their families. Completion of required courses also entitles students 

to receive a New Mexico Child Development Certificate issued by the Office of Child Development, Children, 

Youth and Families Department of the State of New Mexico.

Mission Statement

The mission of the Early Childhood Education Certificate program prepares Native American students to meet entry 

level professional requirements for individuals who wish to work in a classroom setting with infants, toddlers and 

preschoolers. The certificate program immerses students into an intertribal community of learners in order to expose 

them to a beginning dialogue in early childhood education.

Goals and Program Outcomes

• Program graduates will be admitted to an Early Childhood Education Associates of Arts degree program.

• Graduates will be employed as an entry level early childhood teacher or assistant. 

• Graduates will possess the transferable foundation courses for the New Mexico Child Development 

Certificate.

• Graduates will be employed in tribal communities as early childhood teachers.

Certificate in Early Childhood Education Certificate Outcomes:

• Program graduates will be able to identify theories of growth and development, and learning and apply 

them to educational practices within early childhood settings.

• Program graduates will be able to demonstrate knowledge of developmentally appropriate practices.

• Program graduates will be able to describe how developmental variations and family, culture, language, 

and environment influence a child’s growth and development.

Important: Federal law requires a background check on all persons seeking employment in child care facilities.

EARLY CHILDHOOD EDUCATION

Certificate (CIP:13.1299A)

First Trimester

ECED 124 Health, Safety and Nutrition 2

ECED 126 Child Growth, Development and Learning 3

MATH 111 Mathematics for Elementary & Middle School Teachers 3

ENGL 101 Composition 3

Total Credits 11

Second Trimester

SPCH 130 Public Speaking 3

ECED 202 Family and Community Collaboration 3

ECED 214 Guiding Young Children 3

 Total Credits 9

Third Trimester
33

ECED 131 Curriculum Development Through Play- Birth through Age 4 (PreK) 3

ECED 131P Practicum for Curriculum Development Through Play- Birth through Age 4 

(PreK)

2

ECED 218 Assessment of Children and Evaluation of Programs 3

 Total Credits 8

Total Credit Hours Required 28

Early Childhood Education Associate of arts degree

The Early Childhood Education Program offers courses for an Associate of Arts (A.A) degree in Early Childhood 

Education. This program is designed for students interested in working in this field or those who may transfer to a 

four year institution to complete a Bachelor’s Degree in Early Childhood Education or a related field. Classes 

transfer to all New Mexico four year colleges and universities with similar programs. The courses address the seven 

general early childhood education competency areas required by New Mexico Department of Education licensure in 

Early Childhood Education (birth to third grade).

Early Childhood courses are delivered through both on-campus instruction and interactive video conferencing 

(distance education) to tribal nations in New Mexico with compatible satellite downlinks. Classes are offered in the 

late afternoons, evenings, and weekends to accommodate adult learners.

The Early Childhood Education Associate of Arts Degree (ECED) prepares students to work in early childhood 

settings and to provide services to children from birth to age eight, and their families. The A.A. degree in ECED 

satisfies the educational requirements for Head Start teachers and educational assistants in elementary school 

settings. Completion of the ECED courses also entitles students to receive a One Year Vocational certificate in Early 

Childhood Education issued by the Office of Child Development, Children, Youth and Families Department of the 

State of New Mexico.

Mission Statement

The mission of the Early Childhood Education Associates of Arts degree program is to prepare Native American 

students to transfer to an early childhood Bachelor’s degree program or seek employment in public and private early 

childhood settings. The Associates of Arts degree program immerses students into an intertribal community of 

learners through meaningful engagement and dialogue surrounding early childhood education.

Goals and Program Outcomes

• Program Graduates will be admitted to early childhood Bachelors or Graduate degree programs.

• Program graduates will be employed as early childhood education teachers in public and private early 

childhood settings.

• Graduates will be eligible to receive the Early Childhood Associates Certificate from the New Mexico 

Office of Child Development.

• Graduates will transform tribal communities through meaningful support of children and families.

Associate of Arts in Early Childhood Education Outcomes:

• Graduates will discuss the relationships between theories of growth, development, and learning in early 

childhood education practices spanning birth through third grade.

• Graduates will plan and implement lessons/activities that demonstrate knowledge of developmentally 

appropriate practices.

• Graduates will explain how developmental variations, family culture, language, and environment influence 

a child’s growth and development.

EARLY CHILDHOOD EDUCATION

Associate of Arts Degree (CIP: 13.1210B)

First Trimester

ECED 124 Health, Safety and Nutrition 2

ECED 126 Child Growth, Development and Learning 3

 MATH XXX College Level Math Requirement 3

 ENGL 101 Composition 3

 XXXX XXX Social /Behavioral Science Requirement 3

 Total Credits 14
34

Second Trimester

XXXX XXX Humanities and Fine Arts Requirement 3

ECED 202 Family and Community Collaboration 3

 ENGL 102 Critical Reading and Writing 3

 XXXX XXX Laboratory Science Requirement 4

Total Credits 13

Third Trimester

SPCH 130 Public Speaking 3

XXXX XXX Social/Behavioral Science Requirement 3

 ECED 204 Introduction to Language, Literacy and Reading 3

 XXXX XXX Laboratory Science Requirement 4

 Total Credits 13

Fourth Trimester

ECED 131 Curriculum Development Through Play- Birth through Age 4 (PreK) 3

ECED 131P Practicum for Curriculum Development Through Play- Birth through Age 4 

(PreK)

2

 ECED 214 Guiding Young Children 3

 XXXX XXX Humanities and Fine Arts Requirement 3

Total Credits 11

Fifth Trimester

 ECED 218 Assessment of Children and Evaluation of Programs 3

 ECED 220 Professionalism 2

ECED 231 Curriculum Development & Implementation- Age 3 (PreK) through Grade 

3

 3

ECED 231P Curriculum Development & Implementation Practicum- Age 3 (PreK) 

through Grade 3

2

 XXXX XXX Humanities and Fine Arts Requirement 3

 Total Credits 13

TOTAL CREDIT HOURS REQUIRED 64

BUSINESS EDUCATION

Mission Statement

Within a culturally sensitive learning environment, the Business Education mission is to educate and prepare 

professional Native American business students to become informed decision makers, manage complex business 

operations, and contribute to commerce and business in the global market.

Goals

• Improving the number of graduates enrolling in the certificate or degree in Accounting and Business 

Administration, to enter the business world.

• Empower students to pursue a higher education and assist with the transition into a four-year college or 

university.

• Capitalize on the services of a professional business advisory committee comprised of individuals from 

business and government agencies utilize their expertise on relevant business practices and leverage 

member resources to enhance and expand the Business Technologies Department to provide excellent 

service to students. 

• Build strong tribal, state and federal partnerships to strengthen tribal communities in areas such as 

economic development, leadership, and entrepreneurship.

• Expand articulation agreements with four-year institutions of higher education for course transfer 

opportunities for Business Technologies students.
35

Students may select from one of two Certificate programs or from one of three Associate Degree program offerings. 

If a student enters the Certificate Program but later wishes to continue his/her education after completing a 

certificate program in Business Technologies, the student will have completed 33 credit hours toward the Associate 

of Applied Science Degree in the related program area. Example: Completion of the Business Administration 

Certificate counts as 33 hours towards the Associate of Applied Science Degree Program. Based on certain criteria, 

a student may go directly into a degree program.

Most courses in the Associate of Science Degree programs are transferable to other two-and-four year institutions of 

higher education in New Mexico and are on the New Mexico Statewide Articulation Matrix. Students must work 

closely with their transfer institutions and their advisers to assure the best transition to four-year schools.

Note: Some courses may have prerequisites. Refer to this catalog and/or consult your advisor.

Business Administration Certificate 

The Certificate program in Business Administration is a program of study designed to prepare students for entrylevel skills in business. For students who wish to continue their education and pursue an AAS degree in Business 

Administration, all credit hours from the certificate program will be applied to the Business Administration AAS 

degree program of study.

Mission Statement

The Business Administration Certificate Program is a program of study designed to prepare students for selfemployment, for entry-level positions in business or to pursue an AAS degree in Accounting or Business 

Administration.

Goals and Program Outcomes

• Program graduates will be self-employed or manage their own business

• Program graduates will continue their higher education studies

Business Administration Certificate Outcomes:

• Program graduates will be able to understand fundamental business concepts and principles

• Program graduates will be able to use basic software to produce a report and distribute it electronically

• Program graduates will be able to recognize the value of good ethical standards in their application to 

business and the importance of corporate social responsibility

• Program graduates will be able to demonstrate interpersonal skills necessary to communicate with others in 

a professional environment

BUSINESS ADMINISTRATION

Certificate (CIP: 52.0201B)

First Trimester

ACCT 101 Fundamentals of Accounting 3

BADM 114 Introduction to Business 3

BUED 125 Business Math 3

ENGL 101 Composition 3

Total Credits 12

Second Trimester

BADM 130 Principles of Management 3

BADM 135 Human Relations 3

BADM 240 Business Law 3

COSC 107 Computer Literacy 3

Total Credits 12

Third Trimester

ACCT 235 Microcomputer Accounting for Small Business 3

BADM 118 Small Business Management 3

_____ ____ BADM 280 (Cooperative Education) OR Elective (Business Course) 3

Total Credits 9

TOTAL CREDIT HOURS REQUIRED 33
36

Business Administration Associate of Applied Science 

The Associate of Applied Science (AAS) degree program in Business Administration is designed to meet the 

educational needs of those who want to prepare for employment upon graduation. The program helps students attain 

skills, knowledge, and experience in general business, accounting, and technical training necessary to gain and 

maintain employment. 

Mission Statement

The Business Administration Associate of Applied Science Program will provide training and education to students 

to enable them to compete and qualify for employment in the business administration field; and to produce well 

trained and competent professionals to provide services to private and public entities. 

Goals and Program Outcomes

• Program graduates will obtain an entry level position in the business administration field

• Program graduates will continue their higher education studies

• Program graduates will take on leadership roles in their tribes

Business Administration Associate of Applied Science Degree Outcomes:

• Program graduates will be able to apply management principles and concepts necessary for effective, 

efficient business practices

• Program graduates will be able to apply principles of accounting, finance and economics to evaluate fiscal 

decision making

• Program graduates will be able to recognize the culturally diverse workplace and the need to respect 

varying points of view

• Program graduates will be able to demonstrate interpersonal skills necessary to communicate with others in 

a professional environment

• Program graduates will be able to recognize the value of good ethical standards in their application to 

business and the importance of corporate social responsibility

BUSINESS ADMINISTRATION

Associate of Applied Science Degree (CIP: 52.0201D)

First Trimester

ACCT 101 Fundamentals of Accounting 3

BADM 114 Introduction to Business 3

BUED 125 Business Math 3

ENGL 101 Composition 3

Total Credits 12

Second Trimester

ACCT 201 College Accounting I 3

BADM 130 Principles of Management 3

BADM 135 Human Relations 3

BADM 240 Business Law 3

COSC 107 Computer Literacy 3

Total Credits 15

Third Trimester

ACCT 202 College Accounting II 3

ACCT 235 Microcomputer Accounting for Small Business 3

BADM 118 Small Business Management 3

_____ ____ BUED 210 (Word Processing) OR COSC 123 (Excel) 3

Total Credits 12

Fourth Trimester

BADM 242 Principles of Marketing 3

BFIN 211 Principles of Finance 3

ECON 200 Macroeconomics 3

MATH 120 Intermediate Algebra 3

Total Credits 12

Fifth Trimester

ENGL 219 Technical Writing 3
37

ECON 201 Microeconomics 3

SPCH 130 Public Speaking 3

_____ ____ BADM 280 (Cooperative Education) OR Elective (Business Course) 3

Total Credits 12

TOTAL CREDIT HOURS REQUIRED 63

Business Administration Associate of Science Degree

The Associate of Science degree in Business Administration is a program of study designed to meet the educational 

needs of those students who wish to fulfill the lower division requirements for transfer to four-year colleges and 

universities. Courses in the A.S. degree program are transferable to other two and four-year institutions of higher 

education in New Mexico, and appear on the New Mexico Statewide Articulation Matrix. Students must work 

closely with their transfer institutions and their advisors to assure the best transitions to four-year schools.

Mission Statement

The Business Administration Program will provide training and education to students to enable them to continue 

working toward completion of a Bachelor’s Degree in Business Administration; and to produce well trained and 

competent professionals to provide services to private, public and tribal entities.

Goals and Program Outcomes

• Program graduates will transfer to a four-year higher education institution

• Program graduates will become effective and ethical managers in their professional careers

• Program graduates will take on leadership roles in their tribes

Business Administration Associate of Science Degree Outcomes:

• Program graduates will be able to apply management principles and concepts necessary for effective, 

efficient business practices

• Program graduates will be able to apply principles of accounting, finance and economics to evaluate fiscal 

decision making

• Program graduates will be able to recognize the culturally diverse workplace and the need to respect 

varying points of view

• Program graduates will be able to Demonstrate interpersonal skills necessary to communicate with others 

in a professional environment

• Program graduates will be able to recognize the value of good ethical standards in their application to 

business and the importance of corporate social responsibility

• Program graduates will be able to demonstrate that they are academically prepared to succeed in a fouryear program.

BUSINESS ADMNISTRATION

Associate of Science Degree (CIP: 52.0101D)

(Transfer degree program: Business Administration or Business Administration with Tribal Emphasis)

First Trimester

BADM 114 Introduction to Business 3

COSC 107 Computer Literacy 3

ECON 200 Macroeconomics 3

ENGL 101 Composition 3

Total Credits 12

Second Trimester

BADM 130 Principles of Management 3

BADM 240 Business Law 3

ENGL 219 Technical Writing 3

SPCH 130 Public Speaking 3

_____ ____ Humanities and Fine Arts 3

Total Credits 15

Third Trimester

ACCT 201 College Accounting I 3

MATH 121 College Algebra 3

PSYC 105 Introduction to Psychology 3

_____ ____ Humanities and Fine Arts 3
38

Total Credits 12

Fourth Trimester

ACCT 202 College Accounting II 3

BADM 242 Principles of Marketing 3

MATH 145 Statistics 3

_____ ____ Laboratory Sciences/with Lab 4

Total Credits 13

Fifth Trimester

ECON 201 Microeconomics 3

_____ ____ Laboratory Sciences/with Lab 4

_____ ____ Humanities and Fine Arts 3

_____ ____ Social Behavioral Science 3

Total Credits 13

TOTAL CREDIT HOURS REQUIRED 65

Tribal Emphasis

The Tribal Emphasis Program was created jointly by SIPI and New Mexico State University (NMSU). Its purpose 

is to prepare students to enter positions of managerial responsibility in tribal enterprises. Students would take the 

tribal courses listed below in place of BADM 130, BADM 240, BADM 242, and ECON 201.

Tribal Emphasis Courses

BADM 250 Tribal Leadership 3

BADM 251 Tribal Management 3

BADM 252 Tribal Law 3

BADM 253 Tribal Resources and Economic Development 3

Upon completing these courses students will be able to transfer credits earned to NMSU, where they may complete a 

Bachelor of Business Administration degree in General Business, with an option in tribal management.

ACCOUNTING

Accounting Certificate

Mission Statement

The Accounting Certificate program in Accounting is a program of study designed to prepare students for selfemployment, for entry-level positions in accounting or to pursue an AAS degree in Accounting or Business 

Administration.

Goals and Program Outcomes

• Program graduates will be self-employed or manage their own business

• Program graduates will continue their higher education studies

Accounting Certificate Outcomes:

• Program graduates will be able to complete the steps of the accounting cycle in a manual and computerized 

accounting system

• Program graduates will be able to analyze and record ordinary business transactions

• Program graduates will be able to prepare financial statements in accordance with Generally Accepted 

Accounting Principles

• Program graduates will be able to demonstrate an understanding of the importance of business ethics in the 

accounting profession

ACCOUNTING

Certificate (CIP: 52.0302B)

First Trimester

ACCT 101 Fundamentals of Accounting 3

BADM 114 Introduction to Business 3

BUED 125 Business Math 3
39

ENGL 101 Composition 3

Total Credits 12

Second Trimester

ACCT 201 College Accounting I 3

ACCT 220 Federal Income Tax 3

COSC 107 Computer Literacy 3

MATH 120 Intermediate Algebra 3

Total Credits 12

Third Trimester

ACCT 235 Microcomputer Accounting for Small Business 3

BADM 118 Small Business Management 3

_____ ____ COSC 123 (Excel) OR ACCT 280 (Cooperative Education) 3

Total Credits 9

TOTAL CREDIT HOURS REQUIRED 33

Accounting Associate of Applied Science Degree

The AAS Degree in Accounting is a program of study over five trimesters designed to prepare graduates with the 

general skills necessary to obtain an entry-level position in the field of accounting or work toward completion of a 

Bachelor’s Degree in Accounting. A formal double–entry accounting system is taught using manual and 

computerized systems. Generally accepted accounting principles and concepts are emphasized. The Tribal 

Accounting class will further prepare students to successfully obtain employment with the tribes.

According to the U.S. Bureau of Labor Statistics, employment among Accountants, Auditors and Management 

Analysts will add the 16% more jobs by 2020.

Mission Statement

The Accounting Associate of Applied Science Program will provide training and education to students to enable 

them to compete and qualify for employment in the accounting field; and to produce well trained and competent 

professionals to provide services to private, public, and tribal entities.

Goals and Program Outcomes

• Program graduates will obtain an entry level position in the accounting field

• Program graduates will continue their higher education studies

Associate of Applied Science Degree in Accounting Outcomes:

• Program graduates will be able to prepare financial statements and record business transactions in 

accordance with Generally Accepted Accounting Principles

• Program graduates will be able to analyze financial statements using ratio analysis and managerial 

accounting techniques 

• Program graduates will be able to apply various business and accounting software applications to 

accounting processes

• Program graduates will be able to demonstrate an understanding of income tax preparation processes for an 

individual tax return.

• Program graduates will be able to apply ethical principles in business decision making

ACCOUNTING

Associate of Applied Science Degree (CIP: 52.0302D)

First Trimester

ACCT 101 Fundamentals of Accounting 3

BADM 114 Introduction to Business 3

BUED 125 Business Math 3

ENGL 101 Composition 3

Total Credits 12
40

Second Trimester

ACCT 201 College Accounting I 3

ACCT 220 Federal Income Tax 3

BADM 130 Principles of Management 3

COSC 107 Computer Literacy 3

MATH 120 Intermediate Algebra 3

Total Credits 15

Third Trimester

ACCT 202 College Accounting II 3

ACCT 235 Microcomputer Accounting for Small Business 3

BADM 118 Small Business Management 3

COSC 123 Excel 3

Total Credits 12

Fourth Trimester

BFIN 211 Principles of Finance 3

ECON 200 Macroeconomics 3

ENGL 219 Technical Writing 3

SPCH 130 Public Speaking 3

Total Credits 12

Fifth Trimester

ACCT 250 Tribal Accounting 3

ECON 201 Microeconomics 3

BADM 240 Business Law 3

_____ ____ ACCT 280 (Cooperative Education) OR Elective (Business Course) 3

Total Credits 12

TOTAL CREDIT HOURS REQUIRED 63
41

ADVANCED TECHNICAL EDUCATION

Information

Dorothy Wester, Department Chairperson Juana Ray, Secretary

Phone: 505-346-7731 Phone: 505-346-7730

Email: dorothy.wester@bie.edu Email: juana.ray@bie.edu

Mission Statement

The mission of the Advanced Technical Education (ATE) Department is to provide students with a comprehensive 

and up-to-date technical and scientific education in their program areas. This education is based on a rigorous 

general education component that allows our graduates to transfer to four-year baccalaureate programs and/or enter 

the workforce. The ATE Program supports students through their crucial first two years of college, providing them 

with both the necessary academics and the student success skills they will need to complete a four-year degree. The 

department also supports efforts to enrich and increase academic partnerships with colleges, and the community.

Goals

The primary goal of the Advanced Technical Education Department is to promote excellence in teaching and 

learning, provide students with the necessary skills to transition from college to work and/or further educational 

enrichment pursuits. 

Outcomes

• Graduates will be able to work in the fields of Pre-engineering, Computer Aided Drafting & Design, 

Electronics, Network Management, Geospatial Information Technology, Natural Resources, Culinary Arts 

and Vision Care Technology.

• Graduates will be able to transfer successfully and complete a bachelor’s degree in their field of study.

• Graduates will become productive citizens with high ethical and professional standards.

Program Areas

The Department of Advanced Technical Education consists of several technology programs that are designed to lead 

toward either a certificate or an associate degree. 

 Vision Care Technology, A.A.S. in Vision Care Technology or Certificate in Optical Laboratory 

Technology

 Culinary Arts, A.A.S in Culinary Arts or Certificate in Culinary Arts

 Pre-Engineering , A.S. degree or Certificate in Computer Aided Drafting and Design

 Electronics Technology, A.A.S. degree in Instrumentation and Control Technology

 Geospatial Information Technology, A.A.S. degree or Certificate in Geospatial Information 

Technology

 Natural Resources Management, A.A.S. degree 

 Natural Resources Environmental Science, A.A.S.*

 Network Management, A.A.S. degree

 *Program currently under review. For more information, contact Dorothy Wester, Department 

Chairperson, at 505-346-7731 OR dorothy.wester@bie.edu.

Vision Care Technology Program

The Vision Care Technology Program is a comprehensive formal education and training program in the field of 

vision care. Program courses are designed to lead students into careers as opticians, ophthalmic dispensers, 

ophthalmic optical laboratory technicians, or ophthalmic technicians/assistants. The foundation of the Vision Care 

Technology Program is based on the specialized skill trade of opticianry. Students receive theoretical and laboratory 

experiences in optics, enabling them to develop and apply practical and laboratory experiences in a supervised 

working environment. Students engage and identify specific eye care needs through the analyzing of an eye doctor's 

refractive correction prescription. 

The Vision Care Technology Program provides students with a learning environment parallel to current local and 

national industry practices of the optician. The Vision Care Technology Program combines knowledge of theory and 

clinical procedures with skills and the ability to work well with patients in the fitting and adapting of ophthalmic 

lenses, contact lenses, and devices that aid in providing comfortable and effective vision. The optician interprets 
42

prescriptions, measures, adapts, selects and fits eyeglasses or contact lenses for the correction of visual and ocular 

anomalies.

SIPI’s Vision Care Technology Program is also recognized by the local state opticianry association and leading 

vision care businesses, large and small. The program offers current technologies in the field of vision to prepare 

students for success in the expanding and lucrative career field of Vision Care.

The Associate Degree prepares students for national certification. Graduates of the Associate Degree program are 

eligible to take national examinations administered by the ABO (American Board of Opticianry) and NCLE 

(National Contact Lens Examination) examinations.

The Vision Care Technology Program also offers a Certificate of Completion in Optical Laboratory Technology. 

Students receive theoretical and laboratory experiences in optics, enabling them to explore the practical and 

laboratory experiences in the optical technology profession.

Graduates of the program may become proprietors of ophthalmic dispensing firms or may secure positions as 

ophthalmic dispensers or contact lens technicians in an eye care professional office of ophthalmology, optometry or 

in a large corporate facility. Many of our graduates gain national certifications in the field of vision care and pursue 

additional degrees in general science, health science, economics, business or education.

Goals

The primary goal of the Vision Care Technology Programs is to educate all individuals for technical competencies 

and capabilities to enable them to compete and qualify for employment in the optical and ophthalmic industry. 

The program also strives to eliminate hazardous waste and to reduce non-hazardous waste to minimum levels where 

economically and technically practical, and to be in full compliance with all federal and state environmental 

regulations.

Optical Laboratory Technology Certificate

The Certificate in Optical Laboratory Technology is a course of study over three trimesters designed to train 

students to work in lab areas of optical establishments as technicians fabricating eyewear to ophthalmic lens 

prescriptions.

Students learn how to lay out, generate and polish optical lenses to prescription specifications. Students also learn 

how to edge and mount lenses into various types of frames and to apply various lens enhancements such as lens tints 

or coatings. The lab technician student is required to take all advanced level courses in lens fabrication. Lab 

technicians are generally employed by wholesale facilities. The technician generally works independently as a 

member of a technical team.

Mission Statement

The Optical Laboratory Technology Program will provide training and education to students to enable them to 

compete and qualify for employment as optical laboratory technicians in the optical field; and to produce welltrained, competent professionals to provide professional services to the public.

Goals

• Graduates will become employed as optical laboratory technicians 

• Graduates will have the necessary knowledge and skills for prescription fabrication.

Optical Laboratory Technology Certificate Outcomes:

• Students will be able to surface optical lenses to prescription specifications.

• Students will be able to fabricate and mount lenses into various types of frames. 

• Students will be able to describe various lens enhancements. 

• Students will be able to demonstrate knowledge of environmental and safety issues. 
43

OPTICAL LABORATORY TECHNOLOGY

Certificate (CIP: 51.1802)

First Trimester

COSC 107 Computer Literacy 3

OPTI 101 Introduction to Optics w/Lab 5

OPTI 105A Ophthalmic Finishing & Surfacing I w/Lab 5

Total Credits 13

Second Trimester 

ENGL 101 Composition 3

HLTH 164 First Aid and Safety 2

OPTI 205 Ophthalmic Finishing & Surfacing II w/Lab 5

OPTI 112 Opticianry Environment & Safety Issues 2

Total Credits 12

Third Trimester

OPTI 225 Management for Opticians 3

OPTI 240 Optical Laboratory Technology Internship 3

SPCH 130 Public Speaking 3

Total Credits 9

TOTAL CREDIT HOURS REQUIRED 34

Vision Care Technology Associate of Applied Sciences Degree

Associate of Applied Science Degree

The Vision Care Technology curriculum educates students to become optician/ophthalmic dispensers. A dispenser 

accurately interprets and evaluates the consumer’s prescription for the fitting of eyeglasses and contact lenses. This 

involves selecting the correct ophthalmic lenses, frames and lens enhancements to fit each individual needs and 

wants. Students learn a variety of dispensing skills; including product knowledge, fashion, optical eyewear 

fabrication, salesmanship, customer relations and retail optical management. Retail optical stores usually employ 

dispensers in shopping malls or retail outlets. Dispensers generally work independently with consumers. 

The degree program is a two-year curriculum (five–trimesters) that includes General Education courses in Behavior 

Sciences, Communications, Humanities, Mathematics, and Science. The degree program, in addition to providing 

for transferability to advanced study, also provides an excellent foundation for students desiring to become optical 

managers, and entrepreneurs. The program also provides a foundation for students who want to continue their 

education and become doctors of Optometry.

Mission Statement

The Vision Care Technology Program will provide training and education to students to enable them to compete and 

qualify for employment in the Ophthalmic/Opticianry/Optical field; and to produce well-trained, competent 

professionals to provide professional services to the public.

Goals

• Graduates will be employed as opticians, optometric assistants or ophthalmic technicians.

• Graduates will become certified opticians and contact lens technicians

• Graduates will have the necessary knowledge and skills for dispensing and clinical techniques

Vision Care Technology Associate of Applied Science Degree Outcomes:

• Students should be able interpret prescriptions written by licensed practitioners to determine the frame and 

lens combinations that would be beneficial to the consumer.

• Students should be able to demonstrate ability to use communication effectively using listening, speaking, 

reading and writing skills.

• Students should be able to describe basic managerial operations, policies/procedures, and teamwork 

concepts in a retail environment. 

• Students should be able to demonstrate knowledge of clinical procedures in an optometric/ ophthalmic 

practice. 
44

VISION CARE TECHNOLOGY

Associate of Applied Science (CIP: 51.1801V)

First Trimester

COSC 107 Computer Literacy 3

ENGL 101 Composition 3

HLTH 164 First Aid & Safety 2

OPTI 101 Introduction To Optics w/Lab 5

OPTI 112 Opticianry Environmental & Safety Issues 2

Total Credits 15

Second Trimester

MATH 120 Intermediate Algebra 3

OPTI 105A Ophthalmic Finishing & Surfacing I W/Lab 5

OPTI 110A Ophthalmic Dispensing I 3

OPTI 110L Ophthalmic Dispensing I Lab 1

OPTI 115 Ophthalmic Sales 2

Total Credits 14

Third Trimester

OPTI 205A Ophthalmic Finishing & Surfacing II w/ Lab 5

OPTI 220A Ophthalmic Dispensing II 3

OPTI 220L Ophthalmic Dispensing II Lab 1

OPTI 225 Management for Opticians 3

OPTI 215 Anatomy & Physiology of the Eye 3

Total Credits 15

Fourth Trimester

OPTI 235 Contact Lenses W/Lab 4

ENGL ____ ENGL102 (Critical Reading & Writing) OR ENGL219 (Technical Writing) 3

_____ ____ Science Elective: PHYS102, BIOL121/L, BIOL123/L, CHEM111/L 3

_____ ____ Social Behavioral Science 3

Total Credits 13

Fifth Trimester

OPTI 236 Introduction to Refraction W/Lab 4

OPTI 245 Ophthalmic Dispensing Internship 3

BADM ____ Business Elective: BADM114, 118, 130, 135, 242 3

_____ ____ Humanities 3

Total Credits 13

TOTAL CREDIT HOURS REQUIRED 70

Culinary Arts Program

An Associate of Applied Science Degree covers commercial food preparation, baking, and food service 

management and can lead to higher education. A three-trimester Certificate program concentrates on immediate 

employment in commercial food preparation.

Mission Statement

The Culinary Arts Program will provide training and education so that students may be enabled to compete and 

qualify for employment in the Hospitality and Food Service Industry; so therefore, through education should 

produce a supply of well-trained, competent, and professional prospective employees for the world of work.

Goals

The primary goal of the Culinary Arts Program is to educate all individuals for technical and vocational 

competences and capabilities to enable them to compete, qualify, and secure employment in the Hospitality and 

Food Service industries.

Culinary Arts Certificate

Mission Statement

It is the mission of the Culinary Arts Certificate Program at Southwestern Indian Polytechnic Institute to promote 

student success by providing a quality education with emphases on culinary fundamentals that will build basic 

gastronomic skill, knowledge, self-confidence, and pride. Our graduates will gain the experience and knowledge that 

will lead to entry level culinary careers.
45

Goals

• The Culinary arts program desires its graduates to possess the fundamental culinary knowledge and 

technical skills to obtain qualified entry level employment in the food service industry. 

• The Culinary Arts program expects graduates to display a working understanding of safe sanitation 

practices and stress the importance of human safety and well-being. 

• The Culinary Arts program graduates should emphasize a working knowledge of sustainable foodservice 

practices.

Culinary Arts Certificate Outcomes:

• Graduates of the culinary arts certificate program will be able to demonstrate team working skills in a 

foodservice environment

• Graduates of the culinary arts certificate program will be able to demonstrate sanitation practices in 

compliance with state and federal regulations

• Graduates of the culinary arts certificate program will be proficient in fundamental culinary technical Skills

• Graduates of the culinary arts certificate program will be able to demonstrate proficiency on general 

culinary equipment

Culinary Arts

Certificate (CIP: 12.0505B)

First Trimester 

CULN 101 Safety & Sanitation 2

CULN 102 Skills I Basic Food Preparation Lecture 1

CULN 102L Skills I Basic Food Preparation Lab 3

CULN 103 Culinary Math/ Purchasing and Receiving 2

ENGL 101 Composition 3

Total Credits 11

Second Trimester

CULN 104 Fundamentals of Baking Lecture 1

CULN 104L Fundamentals of Baking Lab 3

CULN 201 Skills II Meat, Fish/Shellfish, & Poultry-Soup, Stocks, & Sauces Lecture 1

CULN 201L Skills II Meat, Fish/Shellfish, & Poultry-Soup, Stocks, & Sauces Lab 3

HLTH 164 First Aid & Safety 2

SPCH 130 Public Speaking 3

Total Credits 13

Third Trimester

CULN 203 Skills III Garde Manger Lecture 1

CULN 203L Skills III Garde Manger Lab 3

MATH 120 Intermediate Algebra 3

Total Credits 7

TOTAL CREDIT HOURS REQUIRED 31

Culinary Arts Associate of Applied Science

The Associate in Applied Science Degree program in Culinary Arts is a course of study over five (5) trimesters 

designed for students preparing for entry-level food service management positions or higher education in the field. 

The degree program is designed to provide students with a broad range of management, business and technical skills 

applicable to the food service industry. The curriculum emphasizes fundamental skills needed in the culinary and 

baking and pastry industries, food service management, basic supervisory practices, customer relations, nutrition. 

Students are introduced to the gastronomical sciences involved in the preparation of cooking and baking; along with 

those of raw materials and equipment to produce quality food products and services efficiently.
46

Mission Statement

It is the mission of the Culinary Arts Associate of Applied Science Degree Program at Southwestern Indian 

Polytechnic institute to promote student success by providing a culinary education with a management component 

with emphases on culinary fundamentals that will build culinary skill, knowledge, self-confidence, and pride. Our 

graduates will gain the experience and knowledge that will lead to professional culinary careers.

Vision Statement

The Vision of the culinary arts program at Southwestern Indian polytechnic Institute is to seek accreditation through 

the American Culinary Federation Educational Foundation (ACFEF). The Culinary Arts program will work towards 

becoming the premiere Native American culinary arts training program within the federal Government.

Goals

• The culinary arts program desires its graduates to possess the fundamental culinary, nutrition, and basic 

management knowledge and technical skills to obtain qualified employment in the food service industry. 

• The culinary arts program expects graduates to display and promote a working understanding of safe 

sanitation practices and stress the importance of human safety and well-being and possess the skills and 

knowledge that will enable them to achieve state foodservice industry license where applicable.

• The culinary arts program graduates should be able to perform in a professional environment, while 

acknowledging their cultural legacy.

Culinary Arts Associate of Applied Science (AAS) Degree Outcomes:

• Graduates of the culinary arts AAS program will be proficient in in-depth culinary technical tasks 

competencies.

• Graduates of the culinary arts AAS program will be able to apply critical thinking skills in foodservice 

environments.

• Graduates of the culinary arts AAS program will be able to demonstrate sanitation practices in compliance 

with state and federal regulations.

CULINARY ARTS

Associate of Applied Science (CIP: 12.0508D)

First Trimester 

CULN 101 Safety & Sanitation 2

CULN 102 Skills I Basic Food Preparation Lecture 1

CULN 102L Skills I Basic Food Preparation Lab 3

CULN 103 Culinary Math/ Purchasing and Receiving 2

ENGL 101 Composition 3

COSC 107 Computer Literacy 3

Total Credits 14 

Second Trimester

CULN 104 Fundamentals of Baking Lecture 1

CULN 104L Fundamentals of Baking Lab 3

CULN 201 Skills II Meat, Fish/Shellfish, & Poultry-Soup, Stocks, & Sauces Lecture 1

CULN 201L Skills II Meat, Fish/Shellfish, & Poultry-Soup, Stocks, & Sauces Lab 3

HLTH 164 First Aid & Safety 2

CULN 202 Culinary Nutrition 1

CULN 202L Culinary Nutrition Lab / Healthy Cooking Techniques 2

Total Credits 13

Third Trimester

CULN 203 Skills III Garde Manger Lecture 1

CULN 203L Skills III Garde Manger Lab 3

CULN 204 Dining Room Service, Menu Planning, Bar & Beverage 2

CULN 205 Banquets, Catering, and Buffet Preparation 1

MATH 120 Intermediate Algebra 3

ENG 102 Critical Reading and Writing 3

Or 219 Technical Writing 
47

Total Credits 13

Fourth Trimester

CULN 206 Restaurant Management 1

CULN 207 American Regional Cuisine 2

CULN 208 Advanced Baking/Pastries Lecture 1

CULN 208L Advanced Baking/Pastries Lab 3

BADM 114 Intro to Business 3

PSYC 105 Intro to Psychology 3

Total Credits 13

Fifth Trimester

CULN 209 International Cuisine 2

CULN 210 Escoffier and French Culinary Skills and Techniques 2

CULN 211 Student Internship 1

SPAN 101 Elementary Spanish 1 3

Or

ARTH 101 Intro to Art 

Total Credits 8

TOTAL CREDIT HOURS REQUIRED 61

Electronics Technology Program

Mission Statement

The Electronics Technology Program endeavors to train students for entry-level employment in an engineering 

environment to construct, test, and maintain electronic devices and systems developed by engineers. The program is 

microprocessor oriented providing for the background necessary to understand and operate robotic and automated 

equipment.

Instrumentation and Control Technology Associate of Applied Science Degree

The Electronics Technology Program offers an Associate of Applied Science degree in Instrumentation and Control 

Technology. This is a program of study requiring a suggested minimum of five trimesters to satisfy the 

requirements of the program. The technical course requirements of 33 credit hours are theory and lab courses in 

Basic DC Electronics, Basic AC Electronics, Semiconductor Fundamentals, Digital Electronics, Microprocessors, 

Electromechanical Control Devices, and Electromechanical Control Systems. Students completing the courses are 

educated in operational theory, maintenance, troubleshooting, and repair of electronic equipment and 

communication systems.

The technical courses can be transferable to four-year institutions offering a Baccalaureate Degree in Electronics 

Engineering Technology. The college level General Education courses are transferable to a university for those 

wishing to pursue advanced degree work.

Goals

• Students should be prepared for entry-level employment in which they apply the learned theoretical 

foundations and skills of their discipline to solve practical electronic circuit and system problems by using 

existing technology knowledgeably, confidently, and effectively. 

• Students should be prepared to transfer to four-year institutions offering a Baccalaureate degree in 

Electronics Engineering Technology.

Instrumentation and Control Technology Degree Outcomes:

• Be able to communicate analytical theory and verification effectively in both oral and written form.

• Be able to use common electronic instrumentation to test and measure electronic circuit functions and 

phenomenon and to analyze the resulting data.
48

INSTRUMENTATION AND CONTROL TECHNOLOGY

Associate of Applied Science (CIP: 15.0404)

First Trimester

ELEC 101A Basic Electronics DC 3

ELEC 101L Basic Electronics DC Lab 1

ENGL 101 Composition 3

ITCT 111 IT Essentials I (A+) 3

MATH 121 College Algebra 3

Total Credits 13

Second Trimester

ELEC 105A Basic Electronics AC 3

ELEC 105L Basic Electronics AC Lab 1

ELEC 201A Digital Electronics I 2

ELEC 201L Digital Electronics I Lab 1

ITCT 112 IT Essentials II (Server+) 3

MATH 123 Trigonometry 3

Total Credits 13

Third Trimester

ELEC 110A Semiconductor Fundamentals 4

ELEC 110L Semiconductor Fundamentals Lab 2

ELEC 203 Digital Electronics II 2

ELEC 203L Digital Electronics II Lab 1

ENGL 219 Technical Writing 3

MATH 150 Advanced College Algebra 3

Total Credits 15

Fourth Trimester

COSC 121 Introduction to Programming 3

ELEC 205A Microprocessors 3

ELEC 206L Microprocessors Lab 1

ELEC 118L Electromechanical Control Devices 3

_____ ___ Social Science or Humanities Elective 3

Total Credits 13

Fifth Trimester

COSC 145 Intro to UNIX/Administration 3

ELEC 218L Electromechanical Control Systems 3

MATH 162 Calculus I 4

PHYS 151 General Physics 3

PHYS 151L General Physics Lab 1

Total Credits 14

TOTAL CREDIT HOURS REQUIRED 68

Geospatial Information Technology

The purpose of the Geospatial Information technology (GIT) Program is to provide technical skills to use georeferenced data for the purpose of economic, educational, and social development of Native American communities. 

The technical skills are achieved through short, intensive courses as well as regular, trimester-long courses, and 

community based demonstration projects at SIPI.

Geospatial Information Technology (GIT) takes the locations of our lives and maps them, utilizing methods and 

technology from Geography, Mathematics and Computer Science. SIPI’s GIT students learn skills to help them 

work in a variety of fields. Our students work on exercises ranging from resource management to economic 

development to homeland security. SIPI’s GIT program prepares students to enter the workforce and to be leaders 

in their communities. The GIT program also offers research internships, where students research a wide range of 

topics.

SIPI’s science and technology building houses state-of-the-art computer facilities, laboratories and classrooms that 

provide excellent teaching and research facilities, which combined with practical training, make the GIT program 

unique among community colleges. 
49

If one enjoys science and computers, one can make a significant difference and have a well-paid job by choosing a 

career in geospatial information technology. One can be a part of efforts to conserve, manage and improve 

resources such as wildlife, fisheries, forests, rangelands, and water, or go to work for businesses analyzing their 

target markets, product distribution network, or financial lending patterns. SIPI students in GIT obtain a sound 

academic foundation and get extensive real-world experience. 

GIT graduates are well prepared to transfer their Associate of Applied Science degrees to four-year universities and 

complete their Bachelor of Science degrees. SIPI has transfer programs in place that help students complete the 

transition to their four-year school. Career opportunities for students in geospatial fields are excellent. Most 

graduates are employed by federal land management agencies, local tribes, or local industry.

Mission Statement

The purpose of the Geospatial Information technology (GIT) Program is to provide technical skills to use georeferenced data for the purpose of economic, educational, and social development of Native American communities. 

The transfer is achieved through short, intensive courses as well as regular, semester-long courses, and community 

based demonstration projects at SIPI.

Goals

The geospatial industry has been identified by the Department of Labor as a high-growth industry. SIPI offers two 

different programs in geospatial technology: an Associate of Applied Science degree and a certificate in GIT. 

The associate in applied science degree prepares students to enter the geospatial industry at an entry level position 

with a solid basic understanding of the principles and practical aspects of geospatial technology. These technologies 

are taught as they related to a wide range of fields, including Natural Resources, Renewable Energy, and Land

Management, Business and others, enabling students to find employment in a variety of fields. The GIT program 

also prepares those students who want to pursue further education in GIT or related fields at a four-year university.

The certificate program enables students to complete a certificate and then pursue the AAS degree program in GIT 

or in other degree programs and acquire enough credits in GIT to work towards GISP certification. The GIT 

certificate program is also designed so people already in the tribal workforce may easily obtain certification in a 

minimal amount of time with fewer overall hours.

 

Associate of Applied Science Degree and Certificate Program

The Geospatial Information Technology (GIT) Program offers an Associate of Applied Science degree and a 

Certificate in GIT. The Associate of Applied Science degree in GIT is a course of study over five trimesters 

designed for students who want to enter the fast-growing field of geospatial information technology. This program 

prepares students for a career in GIT by learning the processes used in data capture, editing, and analysis. Students 

take a variety of classes including GIS/GPS, Photogrammetry and Remote Sensing. The graduates are prepared to 

enter into either entry-level technical positions or four-year institutions for further education.

Geospatial Information Technology Certificate

The GIT Certificate Program prepares students who may be already working in another field of study and using GIT 

to become certified as a Geospatial Information Systems Professional (GISP). This course of study enables the 

student to complete the GIT course work in a minimal amount of time with fewer background requirements.

Goals:

• Students will pursue GISP certification through the Geospatial Information Systems Institute (GISP)

• Students will pursue employment in the GIT field or in one of the many related fields supported by GIT 

including natural resources, engineering, business, renewable energy to gain experience needed to obtain 

GISP certification through the Geospatial Information Systems Institute (GISP)

• Acquire professional development skills needed to enhance expertise in one of the many disciplines using 

GIT.
50

Geospatial Information Technology Certificate Outcomes:

• Graduates will be able to demonstrate knowledge of fundamental to advanced technology related to CADD.

• Graduates will be able to apply Modern Design Techniques and Computer Numerical Technology.

• Graduates will be prepared to pursue further education in related fields.

• Graduates will be able to demonstrate the use of annotation and sectioning technology.

• Graduates will be able to develop technical and engineering drawing in 3D and solid modeling.

• Graduates will be able utilize the e-CADD technology.

• Graduates will be able to use related software to enhance CADD productivity.

• Graduates will be able to use Standardized Data and Information in technical fields.

GEOSPATIAL INFORMATION TECHNOLOGY

Certificate (CIP: 45.0702B)

First Trimester

ENGL 101 Composition 3

GIT 101 Digital Cartography 3

COSC 107 Computer Literacy 3

GIT 111 Introduction to GIS/GPS Technology 3

Total Credits 12

Second Trimester

COSC ____ COSC185 (Database Management Systems) OR COSC121 (Introduction to 

Programming)

3

MATH 120 Intermediate Algebra 3

GIT 121 Advanced GIS/GPS Technology 3

GIT 201 Principles and Theory of GIS/GPS Applied 3

Total Credits 12

Third Trimester

GIT 202 Photogrammetry & Mapping 3

GIT 203 Remote Sensing 3

GIT 280 Practicum/Internship 3

Total Credits 9

TOTAL CREDIT HOURS REQUIRED 33

Geospatial Information Technology Associate of Applied Science Degree

The overall objective of the Geospatial Information Technology (GIT) Associate of Applied Science Degree 

Program is to provide transfer of GIT used in many disciplines today to enable students to compare and qualify for 

employment or go onto a four year institution.

Goals:

• To be employed in the GIT field or in one of the many related fields supported by GIT including natural 

resources, engineering, business, renewable energy and others that support tribes and their interest.

• Students will pursue further education in Geospatial Sciences or other fields that Geospatial Information 

Technologies (GIT) is used to support.

• Acquire professional development skills needed to enhance expertise in one of the many disciplines using 

GIT.

Geospatial Information Technology Associate of Applied Science (AAS) Degree Outcomes:

• Graduates of the GIT AAS Program will be able to use the principles of mapping and cartography, and 

apply those to map design, production and interpretation.

• Graduates of the GIT AAS program will be able to discuss the history and development of geographic 

information systems (GIS), global positioning systems (GPS) and remote sensing technologies which 

comprise GIT.

• Graduates of the GIR AAS program will be able to discuss Photogrammetry and Remote Sensing concepts 

and principles.

• Graduates of the GIT AAS program will be able to use GIS and GPS software, hardware and understand 

their application.
51

• Graduates of the GIT AAS program will be able to describe the importance of GIT in various environments 

through projects, posters and presentations.

• Graduates of the GIT AAS program will be able to use GIT analytical components and put into action with 

various projects in several disciplines including natural resources, environmental sciences, business, 

renewable energy and governmental management issues. 

• Graduates of the GIT AAS program will be able to discuss practical application of real world 

GIS/GPS/Remote Sensing projects.

GEOSPATIAL INFORMATION TECHNOLOGY

Associate of Applied Science Degree (CIP: 45.0702)

First Trimester

ENGL 101 Composition 3

GIT 101 Digital Cartography 3

COSC 107 Computer Literacy 3

GIT 111 Introduction to GIS/GPS Technology 3

Total Credits 12

Second Trimester

ENGL 102 Critical Reading and Writing 3

GIT 121 Advanced GIS/GPS Technology 3

GIT 201 Principles and Theory of GIS/GPS Applied 3

COSC 121 Introduction to Computer Programming 3

Total Credits 12

Third Trimester

GIT 202 Photogrammetry & Mapping 3

GIT 203 Remote Sensing 3

GIT 280 Practicum/Internship 3

MATH 121 College Algebra 3

_____ ____ Select from: COSC/ITCT/ENGR courses 3

Total Credits 15

Fourth Trimester

COSC 185 Data Base Management Systems 3

MATH ____ MATH 123 (Trigonometry) OR MATH 145 (Statistics) 3

_____ ____ Laboratory Science 4

_____ ____ Humanities/ Social Science 3

Total Credits 13

Fifth Trimester

GIT 290 Special Topics in GIT 3

_____ ____ Laboratory Science 4

_____ ____ SELECT 2 from: COSC/ITCT/ENGR courses 6

Total Credits 13

TOTAL CREDITS HOURS REQUIRED 65
52

Network Management

Mission Statement

The Network Management Program endeavors to provide students with technical training in computer network 

technologies that will qualify graduates for job opportunities in a wide range of industry settings.

Network Management Associate of Applied Science Degree

The Network Management curriculum is based on the CISCO Systems Networking Academy Program and has two 

primary focuses: Networking and System Administration. Students are guided to understand end user 

systems/servers and how they connect to the network/Internet utilizing network topologies and cabling. Students are 

given experience building networks by configuring routers, using advanced routing concepts and traffic 

segmentation. After the networking process has been covered in detail, students are introduced to network 

troubleshooting techniques. The final series of topics are related to system administration. These topics include 

providing operational support and management for users, applications and equipment and protecting network 

resources using security technologies.

Goals

• Program graduates should be employed as network administrators.

• Program graduates should possess the CISCO Certified Network Association (CCNA) certification.

Network Management Associate of Applied Science Degree Outcomes:

• Configure and use routing protocols, switches, and routers, and correctly document all network 

configurations.

• Demonstrate a team-oriented, methodical approach to identifying and fixing network problems with the 

appropriate troubleshooting tools.

NETWORK MANAGEMENT

Associate of Applied Science Degree (CIP: 11.1002D)

First Trimester

COSC 107 Computer Literacy 3

ITCT 111 IT Essentials I (A+) 3

ITCT 151 Network Management/Cisco I 3

ENGL 101 Composition 3

Total Credits 12

Second Trimester

COSC 121 Introduction to Programming 3

ITCT 112 IT Essentials II (Server+) 3

ITCT 152 Network Management/Cisco II 3

MATH 120 Intermediate Algebra 3

Total Credits 12

Third Trimester

COSC 145 Introduction to UNIX/Administration 3

ITCT 153 Network Management/Cisco III 3

MATH 121 College Algebra 3

_____ ____ COSC/ITCT Elective OR COSC 280 (Cooperative Education) 3

Total Credits 12

Fourth Trimester

ITCT 154 Network Mgmt. CISCO IV 3

ENGL ____ ENGL102 (Critical Reading & Writing) OR ENGL219 (Technical Writing) 3

_____ ____ Select from (COSC/ELEC/ENGR/ITCT/GIT) courses 3

_____ ____ Select from (COSC/ELEC/ENGR/ITCT/GIT) courses 3

Total Credits 12

Fifth Trimester

SPCH 130 Public Speaking 3

_____ ____ Select 3 from (COSC/ELEC/ENGR/ITCT/GIT) courses 9

_____ ____ Humanities/Social Science Requirement 3

Total Credits 15

TOTAL CREDIT HOURS REQUIRED 63
53

Pre-Engineering

Associate of Science Degree

Mission Statement

The Pre-Engineering program endeavors to equip students with necessary skills in Math, Physics, Chemistry, 

Computer-aided Design, and lower division engineering courses, which will insure their success in the pursuit of 

advanced engineering degrees.

Goals

• Graduates should successfully transfer to and graduate from an accredited baccalaureate engineering 

program.

• Graduates should apply engineering knowledge and skills to solve practical problems to benefit their 

communities.

• Graduates should be employed as engineers using 21st century tools to solve real problems.

Pre-Engineering Associate of Science Degree

The Pre-Engineering Program provides the Technical, Mathematics, Science, and General Education courses 

required in the first two (2) years of most university four-year engineering programs. The Associate of Science 

Degree in Pre-Engineering is a program of study requiring a suggested minimum of five (5) trimesters to satisfy the 

requirements of the program. The technical course requirements of 22 credit hours are computer-aided drafting and 

lower-level general engineering theory and lab courses designed to introduce students to various engineering 

disciplines and to prepare students to transfer to a four-year institution. Most courses are fully transferable for those 

students wishing to pursue four-year baccalaureate engineering degrees at a university. 

Pre-Engineering Associate of Science (A.S.) Degree Outcomes:

• Graduates of the A.S. in Pre-engineering program will be able to demonstrate calculus-based math and 

science ability.

• Graduates of the A.S. in Pre-engineering will be able to work in teams to complete a design project.

• Graduates will be prepared for further education in Engineering.

• Graduates of the A.S. in Pre-engineering program will be able to contribute to an engineering project in a 

tribal, federal, or private context.

Pre-Engineering Associate of Science Degree (CIP: 14.0101D)

First Trimester

ENGR 102 Advanced CAD 3

ENGR 105 Introduction to Engineering and Design 3

ENGL 101 Composition 3

MATH 162 Calculus I 4

Total Credits 13

Second Trimester

ENGL 102 Critical Reading and Writing 3

ENGR 106 Solid Modeling 3

PHYS 160 Engineering Physics I 3

PHYS 160L Engineering Physics I Lab 1

MATH 163 Calculus II 4

Total Credits 14

Third Trimester

ENGR 110 Computer Aided Problem Solving 3

ENGR 211 Circuit Analysis I 3

ENGR 211L Circuit Analysis I Lab 1

ENGL 219 Technical Writing 3 

Total Credits 10

Fourth Trimester

CHEM 121 General Chemistry I 3

CHEM 121L General Chemistry I Lab 1

ECON 200 Macroeconomics 3
54

_____ ____ Social/Behavioral Science Elective (ANTH 101 or ANTH 130) 3

_____ ____ Humanities Elective (ARTH 101, HIST 101, or HIST 161) 3

Total Credits 13

Fifth Trimester

ENGR 205 Engineering Statics 3

ENGR 280 Engineering Internship OR

ENGR 285 Design Project OR

ENGR 290 Special Topics 3

_____ ____ Social/Behavioral Science Elective (PSYC 105 or SOSC 101) 3

_____ ____ Humanities Elective (HIST 162, LITR 296, or SPAN 101) 3

Total Credits 12

TOTAL CREDIT HOURS REQUIRED 62

Computer-Aided Drafting and Design Certificate

Mission Statement

The Computer-Aided Drafting and Design (CADD) Certificate program is intended to provide students with a 

variety of skills while enabling them to transition from the Developmental Education Program into the PreEngineering Associate of Science degree program or into another technical program.

Goals

The Computer Aided Drafting and Design Certification Program endeavors to equip students with necessary skills 

in: Math; English; Technical & Engineering Drawings; Computer Aided Design (CAD); and Mechanical, 

Architectural and Electrical Drawing Applications. These skills prepare students to apply the foundations and skills 

of this discipline to develop detailed CAD drawings by using existing technology and software knowledgeably, 

confidently, and effectively.

• Graduates will be employed in drafting and design-related positions.

• Graduates will be employed in computer-aided manufacturing (CAM) positions.

• Graduates will pursue further education in related fields.

Certificate of Completion

The Computer-Aided Drafting and Design (CADD) Certificate program is intended to provide students with 

marketable skills in approximately three (3) trimesters. There is an on-going industry demand for individuals 

certified in computer aided drafting or design. Industry trends indicate that CADD Certification can lead to wellpaying immediate full-time or part-time employment, allowing one to concurrently pursue a two-year or four-year 

degree. Students can follow the CADD program of study as they are transitioning from the Developmental 

Education Program into the Pre-Engineering Associate of Science Degree program or into a technical program such 

as Electronics Technology, Manufacturing Technology, Geospatial Information Technology, or Network 

Management.

Computer Aided Drafting and Design Outcomes:

• Demonstrate knowledge of the fundamental technology related to CAD and apply Modern Design 

Techniques & Computer Numerical Technology.

• Demonstrate the use of conventional Dimensioning, Notation & Sectioning techniques and Standardized 

Data and Information on Technical Fields.

• Collect, organize and manage sheet sets.

• Develop technical and engineering drawings in multi-view and 3D using standard drafting techniques and 

CAD software.

• Demonstrate knowledge of various disciplines and related software and Applications of CAD to enhance 

CAD productivity.

COMPUTER AIDED DRAFTING AND DESIGN

Certificate of Completion (CIP: 15.1302)

First Trimester

ENGL 101 Composition 3

ENGR 101 Introduction to CAD 3

ENGR 105 Introduction to Engineering and Design 3
55

MATH 120 Intermediate Algebra 3

Total Credits 12

Second Trimester

ENGR 102 Advanced CAD 3

ENGR 103 Engineering Graphics 4

MT 211L Introduction to Computer Numerical Control 4

MATH 121 College Algebra 3

Total Credits 14

Third Trimester

COSC 121 Introduction to Programming 3

ENGR 104 Mechanical and Electrical Drawing Applications 4

ENGR 106 Solid Modeling 3

MT 212L Advanced Computer Numerical Control 4

Total Credits 14

TOTAL CREDIT HOURS REQUIRED 40

NATURAL RESOURCES MANAGEMENT

Associate of Applied Science Degree

The Natural Resources Program prepares students to work as agricultural, natural resource, or environmental 

technicians in a variety of field careers. To ensure student success in an academic and workplace setting, students 

must have a solid general education foundation in the area of communications, laboratory science, mathematics, 

computer literacy, and social/behavioral science. In addition to the required General Education requirements, the 

natural resources curriculum provides individuals with knowledge and skills to enable them to communicate and 

function as technicians. 

The campus greenhouses, classroom and laboratory facilities, arboretum, orchard, and demonstration sites, 

combined with the surrounding tribal lands and collaborative program partners, in addition to the Rio Grande 

Bosque, mountains, rangeland and riparian areas provide natural resource students with practical outdoor field 

training opportunities. 

Program Goals

The primary goal of the Natural Resources Program curriculum is to prepare students to enter the field at a technical 

level with knowledge and skills required to meet current employment standards, while recognizing and supporting 

academic achievement options through articulation.

Natural Resources Management Associate of Applied Science Degree

The Associate in Applied Science (AAS) degree in Natural Resources Management is a six-trimester course of study 

designed to be responsive to tribal, public and federal agency needs. The first year of the program involves general 

education requirements and program core courses, and the second year is devoted to intensive specialized course 

work and field labs to meet specific training needs in resource management. The curriculum is designed to train 

technicians to work with professionals in the field or laboratories, and to provide a strong academic program for 

students planning to pursue higher degrees. Many program courses are accepted directly or as electives upon 

transfer to universities within New Mexico and Arizona.

Mission Statement

The Natural Resources Management Program will provide students with current knowledge and skills to be 

proficient in the technical aspects of resource management and graduate individuals with scientific base knowledge 

to perform successfully in tribal, private, non-government organizations (NGO’s), state, and federal organizations as 

well as transfer successfully into bachelor degree programs.

Goal

The Natural Resources Management Program will prepare students to enter the natural resources field at the 

technical level with the knowledge and skills required to meet current employment standards.
56

Associate in Applied Science Degree

The Associate in Applied Science (AAS) degree program in Natural Resources Management is designed to provide 

students with the skills needed to enter the work force directly. The curriculum includes a required general 

education component, science foundation, field techniques, and a supervised internship experience. To receive the 

AAS degree, a minimum grade of “C” is required in all coursework.

Natural Resources Management Associate of Applied Science Degree Goals:

• Students will be able to work as technicians in the field of Natural Resources.

• Students will be able to serve as leaders in the field of Natural Resources.

Natural Resources Management Associate of Applied Science Degree Outcomes:

• A successful graduate will be able to demonstrate technical knowledge in natural resources through oral 

and written communication.

• A successful graduate will be able to apply critical thinking and problem-solving skills in natural 

resources. 

• A successful graduate will be able to demonstrate competency in collecting natural resource data.

NATURAL RESOURCES MANAGEMENT 

Associate of Applied Science Degree (CIP: 03.9999R)

First Trimester

ENGL 101 Composition 3

COSC 107 Computer Literacy 3

BIOL 121/L General Biology w/Lab 4

MATH 121 College Algebra 3

Total Credits 13

Second Trimester

ENGL 219 Technical Writing 3

GIT 111 Introduction to GIS/GPS Tech. 3

NATR 200 General Ecology 3

AGTC 104/L Introduction to Plant Science w/Lab 4

Total Credits 13

Third Trimester

AGTC 102 Fundamentals of Soils 3

CHEM 121/L General Chemistry w/Lab 4

MATH ____ MATH123 (Trigonometry) OR MATH145 (Statistics) 3

NATR ____ NATR221 (Identification of Grasses & Shrubs) OR NATR202 (Trees of 

North America) 3

Total Credits 13

Fourth Trimester

GIT 121 Advanced GIS/GPS Technology 3

NATR ____ Select from: NATR201/L, NATR220/L, NATR230/L 4

_____ ____ Social/Behavioral Science or Humanities Elective 3

_____ ____ Laboratory Science Elective (in Program or Liberal Arts) 4

Total Credits 14

Fifth Trimester

NATR ____ Select from: NATR201/L, NATR220/L, NATR230/L 4

NATR ____ Select from: NATR205, NATR225, NATR235 3

Total Credits 7

Sixth Trimester

NATR 280 Natural Resources Program Internship 3

Total Credits 3

TOTAL CREDIT HOURS REQUIRED 63
57

COURSE DESCRIPTIONS

ACCOUNTING

ACCT 101 Fundamentals of Accounting (3)

Prerequisites: None

The basic elements for a service business including the complete accounting cycle and payroll procedures. Students 

will complete several problems from each chapter for a thorough presentation of each step in the accounting cycle. 

(Not transferable) Offered-Fall, Spring, and Summer

ACCT 201 College Accounting I (3)

Prerequisites: ACCT 101

This course gives the student a solid foundation in generally accepted accounting principles, beginning with basic 

double entry concepts, classification of accounts, preparation of financial statements, closing entries, payroll, special 

purpose journals and the measurement and reporting of assets and current liabilities. Emphasis is on the sole 

proprietorship, including both service and merchandising entities. Offered-Fall, Spring, Summer

ACCT 202 College Accounting II (3)

Prerequisites: ACCT 201

Financial accounting for partnerships and corporations, and an introduction to managerial accounting concepts and 

techniques. Offered-Fall, Spring

ACCT 220 Income Tax (3)

Prerequisites: ACCT 101

Federal income taxation of individuals and proprietorships under the Internal Revenue Code and regulation, 

including accounting periods, methods, income deductions, property transactions, tax credits, and research and 

planning. Offered-Spring

ACCT 235 Microcomputer Accounting for Small Business (3)

Prerequisites: ACCT 101

Upon completion of this course, the student will be able to set up a computerized accounting system for a small 

business using Peachtree Accounting Software. The purpose of this course is to teach the student how to set up and 

use an accounting software program to keep financial records of a small business. Offered-Summer

ACCT 250 Tribal Accounting (3)

Prerequisites: ACCT 101

This is a compilation of accounting topics specifically selected for students contemplating employment in a tribal 

accounting office. The course addresses those skills specifically needed to succeed in that environment. 

Accounting principles as prescribed by the Governmental Accounting Standards Board and the Financial 

Accounting Standards Boards will be covered. Offered-Spring

ACCT 280 Cooperative Education (3)

Prerequisites: None

A supervised cooperative work program coordinated by the student’s advisor in an approved accounting or related 

occupation. Offered-On Demand

AGRICULTURE

AGTC 102 Fundamentals of Soils (3)

Prerequisites: Chem111, CHEM 111L

An introduction to soil properties and their relationship to land use, conservation, and plant growth. Emphasis of the 

course if placed on how knowledge of soil properties can be applied when making management decisions in 

agronomy.

AGTC 104 Introduction to Plant Science (3)

Prerequisites: ENGL 100, COSC 107; Co-requisites: AGTC 104L

The introductory course introduces students to plants and plant biology with an emphasis on economically important 

crops and grass morphology. Basic structure, function, morphology, growth, and propagation of plants will be 

explored.

AGTC 104L Introduction to Plant Science Lab (1)

Prerequisites: ENGL 100, COSC 107; Co-requisites: AGTC 104

Labs will provide hands-on exercises and observations to reinforce underlying principles and practices in plant 

science.
58

AGTC 202 Introduction to Soil Science (3)

Prerequisites: CHEM 121, CHEM 121L; Co-requisites: AGTC 202L

Introduction to Soil Science - Comprehensive introduction of soils as a natural resource emphasizing physical, 

chemical, mineralogical, and biological properties. Course will emphasize soil-plant relationships, soil management 

in arid environments, and land use practices. Partially duplicates AGTC 102.

AGTC 202L Introduction to Soil Science Lab(1)

Prerequisites: CHEM 121, CHEM 121L; Co-requisites: AGTC 202

Field and laboratory techniques to coincide with lecture topics, cultural practices in agriculture, and practical 

applications in soil management are implemented and observed.

AGTC 280 Agricultural Internship (3)

Prerequisites: Second year standing

This course is designed to give students supervised research or work training experience to support academic and 

professional development. Students participate in a paid or volunteer position with an approved mentor at a 

university or agency (Non-governmental organization, public, private, or tribal).

AGTC 290 Special Topics in Agriculture (1-4)

Prerequisites: Second year standing

This elective course enables the program to address current issues and topics in agriculture.

ANTHROPOLOGY

ANTH 101 Introduction to Anthropology (3)

Prerequisites: ENGL 100

Survey of the entire field of anthropology including archeology, biological anthropology, cultural anthropology, 

ecological anthropology and linguistics.

ANTH 130 Cultures of the World (3)

Prerequisites: ENGL 100

Basic concepts and methods of cultural anthropology with a focus on selected cultures, ranging from preliterate 

societies to aspects of urban civilization.

ART HISTORY

ARTH 101 Introduction to Art (3)

Prerequisites: ENGL 100

A beginning course in the fundamental concepts of the visual arts; the language of form and the media of artistic 

expression. Reading and slide lectures supplemented by museum exhibition attendance.

ARTH 102 Art Foundations (3)

Prerequisites: ARTH 101

Introduces hands-on art experience to include techniques of drawing pencil and charcoal to basic principal of using 

color.

ARTH 131 Overview of World Art (3)

Prerequisites: ARTH 101

Through slide presentations and lectures students explore art forms from various world cultural areas, with greater 

emphasis an American Indian and Pre-Columbian art.

ARTH 251 Art Traditions of the American Southwest (3)

Prerequisites: None

Survey of major artistic traditions and interrelationships among Southwest cultures from prehistoric to modern times 

using slide lecture, video films, discussion to review the arts of basketry, pottery, architecture, jewelry, textiles, 

sculpture, painting and photography in their historical and cultural contexts.

ASTRONOMY

ASTR 101 Introduction to Astronomy (3)

Prerequisites: ENGL 100, MATH 100; Co-requisites: ASTR 101L

This course provides an introduction to Astronomy by studying astronomical objects beginning with the Earth and 

Moon and proceeding to the farthest known objects in the universe, quasars. The course includes discussion on the 

birth and death of the universe. A basic understanding of algebra is helpful.
59

ASTR 101L Introduction to Astronomy Lab (1)

Prerequisites: ENGL 100, MATH 100; Co-requisites: ASTR 101

The Astronomy Lab will include making qualitative observations with the naked eye and telescope, quantitative 

measurements of the position and motion of heavenly bodies, drawing conclusions based on observations and 

measurements, utilizing a sky chart/planisphere and explaining the motions of heavenly bodies.

BIOLOGY

BIOL 111 Biology for Environmental Sciences (3)

Prerequisites: ENGL 100; Co-requisites: BIOL 111L

An introduction to ecology, current environmental problems and control measures. Emphasis on human impact, 

modern technology, natural ecosystems, social, political, and economic processes. The student will have the 

knowledge to become environmentally responsible and contribute to the quality of human life. Appropriate 

laboratory work and demonstrations to implement the fundamental principles and concepts learned in theory. 

BIOL 111L Biology for Environmental Sciences Lab (1)

Prerequisites: BIOL 111, ENGL 100; Co-requisites: BIOL 111

Laboratory, which may require dissection, is an integral and required part of this course.

BIOL 121 General Biology (3)

Prerequisites: ENGL 100, MATH 100; Co-requisites: BIOL 121L

An introduction to the fundamental concepts and principles of general biology. The course will cover basic 

morphological and physiological aspects of cells, tissues, organs, systems and living organisms. The course will 

progress from the cellular level to the population level of living organisms.

BIOL 121L General Biology Lab (1)

Prerequisites: ENGL 100, MATH 100; Co-requisites: BIOL 121

Laboratory, which may require dissection, is an integral and required part of this course.

BIOL 123 Biology for Health Sciences (3)

Prerequisites: ENGL 100, MATH 100; Co-requisites: BIOL 123L

Through the investigation and examination of basic structural and functional characteristics of the human body, its 

cells, tissues, organs, and systems the student will be able to apply basic biological principles to all subject material 

covered throughout this course. Appropriate laboratory work and demonstrations to implement the fundamental 

principles and concepts learned in theory.

BIOL 123L Biology for Health Sciences Lab (1)

Prerequisites: ENGL 100, MATH 100; Co-requisites: BIOL 123

Laboratory, which may require dissection, is an integral and required part of this course.

BIOL 220 General Zoology (3)

Prerequisites: ENGL 100, MATH 100, BIOL 121, CHEM 111; Co-requisites: BIOL 220L 

Through systematic investigation of major animal groups, the student will apply structural, physiological, 

embryological, ecological characteristics, which exist in the field of zoology. The course will cover invertebrate and 

vertebrate representatives beginning at the microscopic level and advancing to the ecological realm. Offered-Spring

BIOL 220L General Zoology with Lab (1)

Prerequisites: BIOL 121, CHEM 111; Co-requisites: BIOL 220

Laboratory, which may require dissection, is an integral and required part of this course.

BIOL 237 Anatomy and Physiology (3)

Prerequisites: None

This course is an advanced study of the structures and functions of the human body. The student will recognize and 

describe anatomical and physiological processes that occur in the cells, tissues, organs and systems of the human 

body. This course is designed for students in the fields of physical education, physical therapy, nursing or related 

pre-professional fields. Laboratory work, which requires dissection, is an essential part of this course.

BIOL 237L Anatomy and Physiology Lab (1)

Prerequisites: BIOL 121 or BIOL 123 with a C grade or better; Co-requisites: BIOL 237 

Laboratory, which may require dissections, which is an integral and required part of this course.
60

BUSINESS ADMINISTRATION

BADM 114 Introduction to Business (3)

Prerequisites: None

A survey course presenting an integrated picture of American business and its operations. Included are topics such 

as forms of ownership, management, internal organization, production, personnel, labor relations, marketing, 

finance, insurance, accounting and law. Offered-Fall, Spring, Summer

BADM 118 Small Business Management (3)

Prerequisites: ENGL 100, MATH 100

The Small Business Management Entrepreneurship course is designed to help students learn what it takes to be an 

entrepreneur. The structure of the course gives students who are interested in starting their own businesses the 

opportunity to learn the basics of entrepreneurship by developing a business plan. The course is also helpful for 

students who desire to learn about small business ownership and management as an academic discipline, as well as a 

career choice. Students of free enterprise will develop an appreciation of the role entrepreneurship has played in 

shaping our nation. Offered-Summer

BADM 130 Principles of Management (3)

Prerequisites: ENGL 100

Introduces the basic theory of organizations and the functions of planning, organizing, directing, staffing and 

controlling. The evolution of management and management styles are also examined. Offered-Spring

BADM 135 Human Relations (3)

Prerequisites: None

Focuses on the personal and interpersonal competencies and skills needed in a business setting to understand 

oneself, one’s co-workers, employers, and customers. Offered-Fall, Spring, and Summer

BADM 240 Business Law (3)

Prerequisites: ENGL 101

Business Law deals with the application of legal principles and procedures common to business practices. Primary 

areas of study include an overview of the American legal system, contract law and the Uniform Commercial Code, 

Property and Bailment’s and Business Entities. Offered-Spring

BADM 242 Principles of Marketing (3)

Prerequisites: BADM 114

Presents processes, functions and principles in the current marketing system from the perspective of a marketing 

director. This includes the production of a product or service, its pricing, distribution and promotion. Offered-Fall

BADM 250 Tribal Leadership (3)

Prerequisites: ENGL 100

This course will focus on the theories, practices and styles of Leadership, compared to the cultural theories and 

cultural styles of leadership among tribal leaders. Styles of leadership characteristics of tribal leaders of the past are 

also covered. Offered-Fall

BADM 251 Tribal Management (3)

Prerequisites: ENGL 100

This course will focus on basic management principles of tribal governments, including the functions of 

management within tribal reservations, tribal councils, tribal casinos and other business ventures. Offered-Fall

BADM 252 Tribal Law (3)

Prerequisites: ENGL 100

This course will examine the special relationship that exists between the federal government and tribal governments. 

It includes jurisdiction in Indian country, state tribal relations and tribal governing structures. Offered-Fall

BADM 253 Tribal Resources and Economic Development (3)

Prerequisites: ENGL 100

This course will focus on current economic issues confronting tribes and the larger Indian society. Students will 

analyze and study the traditional economic systems in order to compare tribal and Western economic systems and 

concepts within cultural, legal and historical content. Students will explore new visions for the tribe and create a 

vision plan for economic development. Offered-Spring

BADM 280 Cooperative Education (3)

Prerequisites: ENGL 100

A supervised cooperative work program that is coordinated by a student’s advisor in an approved business or related 

occupation. Offered-On Demand
61

BFIN 211 Principles of Finance (3)

Prerequisites: ACCT 201 or Instructor’s permission

This course gives the student a solid foundation in the principles of finance, beginning with an overview of 

financial management, understanding financial statements and cash flow, valuing future cash flows, valuing stocks 

and bonds, and capital budgeting.

BUSINESS EDUCATION

BUED 102 Keyboarding (3)

Prerequisites: ENGL 099, MATH 098

Keyboarding is an intensive course designed to help students develop a strong technique of keyboarding skills 

needed for today and reinforced by applying word-processing functions to business correspondence, tables, reports, 

and administrative and employment documents. Other features include communication activities, a workplace 

simulation, Welcome to Windows, File Management, and news on employment topics. Offered-Fall, Spring, and 

Summer

BUED 125 Business Math (3)

Prerequisites: MATH 98

Fundamentals of business mathematics including percentage formula applications, discounts, markup, bank 

reconciliation, simple and compound interest, depreciation methods, employee earnings, money management and 

their applications on electronic calculators. Offered-Fall, Spring, and Summer

BUED 130 Records Management (3)

Prerequisites: COSC 107

This course covers the fundamentals of filing by learning ten basic filing rules and applying these rules to names. It 

covers the alphabetic, numeric, subject, and geographic filing systems. A computer Microsoft program is used to 

enforce and emphasize rules and filing methods used in a business environment. Offered-Summer

BUED 210 Word Processing (3)

Prerequisites: COSC 107

Specialized class featuring experimental learning of Microsoft Word 2010 software through lecture, manufacturer’s 

operating instructions, and hands-on assignments. Students will use Microsoft Word to produce business documents, 

merging, segment assembly, sort, database, graphic insertions, and basic macros. Knowledge of basic business 

formats is required. Offered-Spring

BUED 215 Multimedia in Business (3)

Prerequisites: BUED 102, BUED 210, COSC 107

This course is designed to introduce students to desktop publishing through the use of multimedia. This course 

focuses on the use of word processing software features, digital camera, scanner, colored printer, black and white 

printer, various photo editors and the use of the Internet to create a variety of professional-looking documents. It 

combines the roles of page designer and typesetter and allows the user to produce professional-looking document for 

both the home and business office. Offered-Summer

BUED 280 Cooperative Education (1-6)

Prerequisites: None

A supervised cooperative work program that is coordinated by the student’s advisor in an approved office or 

business related occupation. Offered-On Demand
62

COLLEGE AND CAREER PREPARATION

CACS 099 Introduction to Online Learning (1)

Prerequisites: None

The Introduction to Online Learning course is an asynchronous 4-week course designed to introduce students to the 

Blackboard online learning system. The course introduces the student to all the Blackboard Course Tools, and has 

the student’s complete exercises to reinforce the use of the tools. This course will help students with all other online 

classes.

CACS 100 College and Career Success (2)

Prerequisites: None

This course provides an opportunity to learn and adopt methods for success in school and the workplace. Topics 

include time management, test taking, and note taking techniques, the development of a personal study system, 

exploring careers, resume writing, and interview skills. The course will focus on assisting you in developing 

practical college and career skills and techniques that will enhance academic and workplace success and increase 

your enjoyment of learning.

CHEMISTRY

CHEM 111 Elements of Chemistry (3)

Prerequisites: MATH 120; Co-requisites: CHEM 111L

This course covers qualitative and quantitative areas of non-organic general chemistry. Instruction includes: atomic 

and molecular structure, the Periodic Table, acids and bases, mass relationships, and solutions. The course will 

satisfy the Chemistry requirement for an A.A. degree. It is designed for non-science majors and nursing students. 

CHEM 111L Elements of Chemistry Lab (1)

Prerequisites: MATH 120; Co-requisites: CHEM 111

Laboratory work will require working with chemicals, laboratory simulations and computer activities.

CHEM 121 General Chemistry I (3)

Prerequisites: CHEM 111 or MATH 121; Co-requisites: CHEM 121L

The first of a two-step course sequence required for students majoring in sciences, engineering or pre-med. Includes 

atomic and molecular structure, stoichiometry, mass and energy relationships, chemical reactions, and states of 

matter, acids and bases, and reaction rates. 

CHEM 121L General Chemistry Lab (1)

Prerequisites: CHEM 111 or MATH 121; Co-requisites: CHEM 121

Laboratory work will require working with chemicals, laboratory simulations and computer activities.

CHEM 122 General Chemistry II (3)

Prerequisites: CHEM 121, CHEM 121L; Co-requisites: CHEM 122L

A continuation of CHEM 121 and CHEM 121L, that includes the study of chemical periodicity, equilibrium, 

Chemical bond theory, solubility, electro- and nuclear chemistry. Introduction to coordination and organic 

chemistry. 

CHEM 122L General Chemistry II Lab (1)

Prerequisites: CHEM 121, CHEM 121L; Co-requisites: CHEM 122

Laboratory work will require working with chemicals, laboratory simulations and computer activities.

CHEM 212 Introduction to Organic Chemistry or Biochemistry (4)

Prerequisites: CHEM 111, CHEM 111L, CHEM 121, CHEM 121L

Introduction to the basics of organic and biological chemistry via discussion of the structure, bonding, properties and 

reactivity of the basic families of organic and biologically important compounds with special emphasis toward 

interests of students in health sciences, including, saturated and unsaturated hydrocarbons, oxygenated 

hydrocarbons, carbohydrates, fats and proteins. 

COMPUTER SCIENCE

COSC 107 Computer Literacy (3)

Prerequisites: BUED 102 or Instructor’s permission

The purpose of the Computer Literacy course is to expose students to the capabilities of modern data processing 

hardware and software. The course focuses on four types of software; operating system software, word-processing, 

spreadsheet, and presentation software. Offered-Fall, Spring, Summer
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COSC 112 Web Design (3)

Prerequisites: BUED 102, COSC 107

The course will be taught as if students are absolute beginners in web page design using Hypertext Markup 

Language (HTML) and will progress to more advanced material. The book used for this course is written so HTML 

skills can be developed quickly and easily. It integrates the Secretary’s Commission on Achieving Necessary Skills 

workplace competencies and foundation skills. Students will use HTML and Notepad (text editor) to create the web 

pages. They will use an Internet provider to get clip art and preview their web pages. Offered-Fall

COSC 119 Visual Basic (3)

Prerequisites: MATH 100

This course is an introduction to object oriented, event-driven business application programming and graphical user 

interfaces in the Windows environment. This course is intended for Computer Science, Network Management, 

Business Information Systems, Civil Engineering, Electronics and other select majors as indicated in those degree 

requirements. Offered-Spring

COSC 121 Introduction to Programming (3)

Prerequisites: COSC 107, MATH 100

An introduction to programming. It includes computer vocabulary, operating system concepts, structured 

programming techniques, programming logic, and control. Offered-Fall, Spring

COSC 123 Excel (3)

Prerequisites: COSC 107

This course is designed to enhance student skills in working with spreadsheets to the specialist and expert level. The 

textbook used for this course has been approved by the Microsoft Office Specialist program. It is designed to 

prepare students to take the Excel Microsoft Office Specialist exam. This exam is not currently offered at SIPI. 

Offered-Summer

COSC 124 Access (3)

Prerequisites: COSC 107

This course is designed to enhance student skills in working with database/information management software to the 

intermediate and advanced level. The textbook used for this course has been approved by the Microsoft Office 

Specialist program. It is designed to prepare students to take the Access Microsoft Office Specialist exam. This 

exam is not currently offered at SIPI. Offered-Spring

COSC 145 Intro to UNIX/Administration/Linux (3) 

Prerequisites: COSC 121

The goal of this course is to provide students with a comprehensive overview of the UNIX operating system while 

working with a PC-friendly system. By the end of the course, students will not only be familiar with the UNIX 

command-line environment, utilities, and applications, but also with the graphical X Window environment. 

Students will also learn how to use Linux as a powerful programming environment. Programming topics include 

introducing at shell scripting, as well as the PERL, C, and C++ programming languages. Offered-On Demand

COSC 185 Database Management Systems (3)

Prerequisites: COSC 107

Designing and writing programs in a fourth generation database language. Students learn to create their own menu 

systems for data input and output, create custom formatted reports, manipulate files and data outside the standard 

application menus, and plan projects using structured analysis and design techniques. 

COSC 280 Cooperative Education (1-4)

Prerequisites: None

A supervised cooperative work program that is coordinated by the student’s advisor in an approved computer or 

related occupation. 

CULINARY ARTS

CULN 101 Safety and Sanitation (2)

Prerequisite: Enrolled in the Culinary Arts Program Enrolled in Math 98 or higher, with the understanding that the 

student must complete CULN-103 prior to moving on to the next trimesters lab based classes 

Theory and practice of sanitation procedures in the food service industry. The introduction of proper food handling 

procedures, environmental sanitation, employee hygiene, foodborne illnesses, safe holding temperatures, health 

codes, and worker protection. Completion leads to ServSafe certification. 
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CULN 102 Skills I Lecture (1)

Prerequisite: Enrolled in the Culinary Arts Program Enrolled in Math 98 or higher, with the understanding that the 

student must complete CULN-103 prior to moving on to the next trimesters lab based classes 

Encompasses the theories and concepts of basic food preparation. A study of the relationship between food and 

civilization. Gastronomic studies of various cultural components with food as its central focus. Emphasizes 

breakfast cookery techniques.

CULN 102 L Skills I Lab Basic Food Preparation (3)

Prerequisite: Enrolled in the Culinary Arts Program Enrolled in Math 98 or higher, with the understanding that the 

student must complete CULN-103 prior to moving on to the next trimesters lab based classes 

The development of the base culinary skills through basic food preparation. Expansion of knowledge of food 

products, knife skills, equipment identification and raw ingredients. Knowledge and hands-on experience in 

breakfast cookery, with exposure to fundamental breakfast cookery items.

CULN 103 Culinary Math, Purchasing and Receiving (2)

Prerequisite: Math 98 or have placed in a higher math --

Mathematical and basic accounting concepts, as they pertain to the food service industry. Emphasizes food costing, 

menu selling prices, conversion factors, ratios, percentages and yield tests. Introduces the metric system, as it relates 

to food preparation. Also includes calculation of labor, payroll tax, tip credits, and other employee-related taxes. 

Discusses the concepts of purchasing and receiving practices in culinary operations.

CULN 104 Fundamentals of Baking Lecture (1)

Prerequisite: CULN 103 Culinary Math, Purchasing and Receiving:-CULN 101Safety and Sanitation: CULN 102 

Skills I Lecture:

Study of baking essentials. Entails using formulas and yields, and encompasses the complete chemical breakdown of 

baking. Includes tools of measurement, bakeshop layout, work flow, and equipment usage

CULN 104L Fundamentals of Baking Lecture (3) 

Prerequisite: CULN 102 L Skills I Lab Basic Food Preparation

The methods of baking and pastry preparation including fundamental skills and techniques. Includes the production 

of all breads, custards, crèmes, soufflés, and sauces.

CULN 201 Skills II: Meat, Fish/Shellfish, & Poultry—Soup, Stocks, & Sauces Lecture (1)

Prerequisite: CULN 103 Culinary Math, Purchasing and Receiving, CULN 101Safety and Sanitation, CULN 102 

Skills I Lecture

Expansion of fundamental food preparation skills implemented through the preparation of proteins, seafood poultry, 

soups, stocks and sauces. 

CULN 201L Skills II: Meat, Fish/Shellfish, & Poultry—Soup, Stocks, & Sauces (3)

Prerequisite: CULN 103 Culinary Math, Purchasing and Receiving, CULN 101Safety and Sanitation:

CULN 102L Skills I Lab Basic Food Preparation

The fundamentals of protein cookery, including protein fabrications, curing of proteins, implementing varied 

cooking methods. Explores classic and exotic soups, stocks, sauces, and marinades

CULN 202 Culinary Nutrition (1)

Prerequisite: CULN 103Culinary Math, Purchasing and Receiving, CULN 102 Skills I Lecture

An understanding of the human body and overall well-being, through food and nutrition. Focuses on the practical 

application of scientific concepts as it relates to menu planning and food preparation. Incorporates the science of 

production, processing, evaluation, and utilization of foods

CULN 202L Culinary Nutrition Lab / Healthy Cooking Techniques (2) 

Prerequisite: CULN 103 Culinary Math, Purchasing and Receiving, CULN 101Safety and Sanitation:

CULN 102L Skills I Lab Basic Food Preparation

Explores healthful cooking techniques. Incorporates the nutrient breakdown of foods. Inspires healthful food 

preparation and presentation.

CULN 203 Skills III: Garde Manger Lecture (1)

Prerequisite: CULN 201 Skills II: Meat, Fish/Shellfish, & Poultry—Soup, Stocks, & Sauces Lecture

Examines the role of the pantry station in food service industry. Expands upon food preparation theories and 

concepts with the introduction of traditional garde manger techniques.
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CULN 203L Skills III: Garde Manger (3)

Prerequisite: CULN 201L Skills II: Meat, Fish/Shellfish, & Poultry—Soup, Stocks, & Sauces

Fosters further development of essential culinary skills and knowledge through charcuterie and the preparation of 

salads, sandwiches and hors d’oeuvres. Emphasizes food and table presentation.

CULN 204 Dining Room Service, Menu Planning, & Bar and Beverage (2)

Prerequisite: CULN 203 Culinary Nutrition

Familiarizes students with the general rules of table settings and table service. Covers the principles of menu 

development, quality customer service, and training procedures. Gives an overview of alcoholic and nonalcoholic 

beverages, wine appreciation and food affinity. Discusses topics related to responsible alcoholic service. 

CULN 205 Banquets, Catering, and Buffet Preparation (1) 

Prerequisite: CULN 203 Culinary Nutrition

Presents the knowledge and skills required to open a catering business. Discusses event planning. Includes 

preparation techniques for buffets, special celebrations and the challenges of working with limited resources in 

remote and/or temporary kitchens 

CULN 206 Restaurant Management (1)

Prerequisite: CULN 204 Dining Room Service, Menu Planning, & Bar and Beverage

Focuses on the leadership and management skills essential to successful business operations. Incorporates human 

relations in management as well as the business side of the restaurant industry.

CULN 207 American Regional Cuisines (2)

Prerequisite: CULN 202L Skills III: Garde Manger, CULN 202 Skills III: Garde Manger Lecture

A survey of the wide variety of cuisine found throughout the United States. Incorporates traditional New England 

cuisine, Southwestern cuisine, Cajun-style cooking, Appalachian cuisine, Heartland cuisine, California cuisine and 

cuisine of the Southeastern United States.

CULN 208 Advanced Baking/Pastries Lecture (1)

Prerequisite: CULN 104 Fundamentals of Baking Lecture

A study of theories and concepts in advanced baking and pastry preparation. Topics include pastry terminology and 

specialty ingredients. Incorporates ingredient substitutions for nutritional needs. Introduces alternative baking and 

pastries.

CULN 208L Advanced Baking/Pastries (3)

Prerequisite: CULN 104 Fundamentals of Baking Lecture, CULN 104L Fundamentals of Baking:

Practical applications of advanced baking and pastry techniques. Laboratory production includes French pastries, 

puff pastries, tortes, strudels, cheesecakes, chocolate confections and sugar work. Students balance recipes using 

alternative ingredients including fat, dairy, wheat, and sugar replacements currently used in baked goods. 

Incorporates cake decorating and pastry finishing techniques.

CULN 209 International Cuisine (2)

Prerequisite: CULN 207 American Regional Cuisines

A survey of world cuisines. Explores the traditional foods in the Middle East, Africa, Asia, the Pacific Islands and 

South America. Incorporates the local, cultural traditions and topography of each region and how they influence 

foods. 

CULN 210 Escoffier and French Culinary Skills and Techniques (2)

Prerequisite: CULN 207 American Regional Cuisines - ENG 101

The exploration of French culinary techniques. Focuses on advanced skills and incorporates the understanding of 

world cuisine standards through the foundation set by Auguste Escoffier. 

CULN 211 Student Internship (1) (250 hours) 

Prerequisite: CULN 208L Advanced Baking/Pastries

The student participates in a supervised, hands-on experience in a pre-approved setting, which relates to the food 

service industry. Requires two-hundred fifty documented contact hours.
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EARLY CHILDHOOD EDUCATION

ECED 124 Health, Safety and Nutrition (2)

Prerequisites: English 100, Math 100

This course provides information related to standards and practices that promote children’s physical and mental 

well-being, sound nutritional practices, and maintenance of safe learning environments. It includes information for 

developing sound health and safety management procedures for indoor and outdoor learning environments for 

young children. The course examines the many scheduling factors that are important for children’s total 

development, healthy nutrition, physical activity, and rest.

ECED 126 Child Growth/Development and Learning (3)

Prerequisites: English 100, Math 100

This basic course in the growth, development, and learning of young children, prenatal through age eight, provides 

students with the theoretical foundation for becoming competent early childhood professionals. The course includes 

knowledge of how young children grow, develop, and learn. Major theories of child development are integrated 

with all domains of development, including biological-physical, social, cultural, emotional, cognitive, and language. 

The adult’s role in supporting each child’s growth, development and learning is emphasized.

ECED 131 Curriculum Development through Play- Birth through Age 4 (PreK) (3)

Prerequisites: English 100, Math 100; Co-requisites: ECED 131P

This beginning curriculum course places play at the center of curriculum in developmentally appropriate early 

childhood programs. It addresses content that is relevant for children birth through age four in developmentally and 

culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting 

content areas to meet the needs of children with special needs and the development of IFSPs is included. 

Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and 

adaptive learning for children, birth through age four, is emphasized.

ECED 131P Practicum for Curriculum Development through Play-Birth through Age 4 (PreK) (2)

Prerequisites: English 100, Math 100, ECED 131 or as a co-requisite: ECED 131

This beginning practicum course is a co-requisite with the course Curriculum Development through Play-Birth 

through Age 4. The field based component of this course will provide experiences that address curriculum content 

that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating 

content into teaching and learning experiences. Information on adapting content areas to meet the needs of children 

with special needs and the development of IFSPs is included. Curriculum development in all areas, including 

literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four is 

emphasized.

ECED 190 Special Topics (1-3)

Prerequisites: English 100, Math 100

Special topics related to Early Childhood Development at the freshman year. Offered–On Demand

ECED 202 Family and Community Collaboration (3) 

Prerequisites: English 100, Math 100

This beginning course examines the involvement of families and communities from diverse cultural and linguistic 

backgrounds in early childhood programs. Ways to establish collaborative relationships with families in early 

childhood settings is discussed. Families’ goals and desires for their children will be supported through culturally 

responsive strategies.

ECED 204 Introduction to Language, Literacy, and Reading (3) 

Prerequisites: English 100, Math 100

This course is designed to prepare early childhood professionals for promoting children’s emergent literacy and 

reading development. Through a developmental approach, the course addresses ways in which early childhood 

professionals can foster young children’s oral language development, phonemic awareness, and literacy problem 

solving skills, fluency, vocabulary, and comprehension. This course provides the foundation for early childhood 

professionals to become knowledgeable about literacy development in young children. Instructional approaches and 

theory-based and research based strategies to support the emergent literacy and reading skills of native speakers and 

English language learners will be presented.
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ECED 214 Guiding Young Children (3)

Prerequisites: English 100, Math 100

This course explores various theories of child guidance and the practical applications of each. It provides 

developmentally appropriate methods for guiding children and effective strategies and suggestions for facilitating 

positive social interactions. Strategies for preventing challenging behaviors through the use of environment, 

routines and schedules will be presented. Emphasis is placed on helping children become self-responsible, 

competent, independent, and cooperative learners while including families as a part of the guidance approach.

ECED 218 Assessment of Children and Evaluation of Programs (3)

Prerequisites: English 100, Math 100

This basic course familiarizes students with a variety of culturally appropriate assessment methods and instruments, 

including systematic observation of typically and non-typically developing children. The course addresses the 

development and use of formative and summative assessment and evaluation instruments to ensure comprehensive 

quality of the total environment for children, families, and the community. Students will develop skills for 

evaluating the assessment process and involving other teachers, professionals and families in the process.

ECED 220 Professionalism (2)

Prerequisites: English 100, Math 100

This course provides a broad-based orientation to the field of early care and education. Early childhood history, 

philosophy, ethics and advocacy are introduced. Basic principles of early childhood systems are explored. Multiple 

perspectives on early care and education are introduced. Professional responsibilities such as cultural 

responsiveness and reflective practice are examined.

ECED 231 Curriculum Development and Implementation- Age 3 (PreK) through Grade 3 (3)

Prerequisites: ECED 131, ECED 131P

This curriculum course focuses on developmentally appropriate curriculum content in early childhood programs, age 

3 through third grade. Development and implementation of curriculum in all content areas including literacy, 

numeracy, the arts, health and emotional wellness, science, motor and social skills, is emphasized. Information on 

adapting content areas to meet the needs of children with special needs and the development of IEPs is included.

ECED 231P Curriculum Development and Implementation Practicum- Age 3 (PreK) through Grade 3 

(2)

Prerequisites: ECED 131, ECED 131P, ECED 231 or as a Co-requisite: ECED 231

This beginning practicum course is a co-requisite with the course Curriculum Development and ImplementationAge 3 through Grade 3. The field based component of this course will provide experiences that address 

developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. 

Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health 

and emotional wellness, science, motor and social skills is emphasized. Information on adapting content areas to 

meet the needs of children with special needs and the development of IEPs is included.

ECED 290 Special Topics (1-3)

Prerequisites: Instructor’s permission

Special topics related to Early Childhood Development at the sophomore year. Offered – On Demand

ECONOMICS

ECON 200 Macroeconomics (3)

Prerequisites: ENGL 100, MATH 100

This course covers macroeconomic theory in areas of national income, employment, price stability and growth. The 

role of money and banking is studied to provide an understanding of the banking systems contributions to our 

national economy. Unemployment, inflation, supply and demand, the business cycle, fiscal policy, monetary policy 

and the money supply are all covered. The international sector is also discussed. Offered-Fall

ECON 201 Microeconomics (3)

Prerequisites: ENGL 100, MATH 100

This course covers Microeconomic Theory in the areas of the market system, market structure and pricing, resource 

markets, market failure and public policy. Price elasticity of demand and supply are covered, perfection completion, 

monopoly, monopolistic competition, oligopoly, economies of scale, economic regulation and antitrust activity. 

Income distribution, poverty and the problems with measuring income.
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ELECTRONICS

ELEC 100 Exploratory Electronics (3)

Prerequisites: ENGL 100 or Instructor’s permission; Co-requisites: MATH 100

This course introduces students with limited math and science backgrounds to basic electronic fundamentals. The 

course covers schematic reading, mathematics needed in the further study of electronics, elementary circuit analysis, 

soldering and interconnecting techniques. The course is primarily for preparatory students and is not a degree or 

certificate requirement.

ELEC 101A Basic Electronics DC (3)

Prerequisites: ENGL 100, MATH 120 

This course addresses the basic concepts essential for mastering the principles of electronics applicable to DC circuit 

analysis. The emphasis is on the basic physics of matter applicable to electronics, application of the fundamental 

laws of electronics to discrete electrical components, and the network theorems used in circuit analysis. The course 

provides a detailed description of how direct current (DC) functions in an electrical circuit.

ELEC 101L Basic Electronics DC Lab (1)

Prerequisites: ENGL 100, MATH 120; Co-requisites: ELEC 101A 

This course provides practical application of learned DC theory in a controlled lab setting.

ELEC 105A Basic Electronics AC (3)

Prerequisites: ELEC 101A, ELEC 101L 

This course begins with the fundamental concepts learned in DC theory and lab and progresses through the 

principles of alternating current (AC), transformer applications, and capacitive/inductive filter circuits with 

emphasis on AC circuit analysis.

ELEC 105L Basic Electronics AC Lab (1)

Prerequisites: ELEC 101A, ELEC 101L; Co-requisites: ELEC 105A

This course places emphasis on the lab analysis of sinusoidal waveforms and their applications in an AC electrical 

circuit.

ELEC 110A Semiconductor Fundamentals (4)

Prerequisites: ELEC 105A, ELEC 105L 

This theory course provides the student with a background in solid-state electronic devices, starting with 

semiconductor physics, diode and transistor characteristics and applications, and progressing to operational 

amplifiers.

ELEC 110L Semiconductor Fundamentals Lab (2)

Prerequisites: ELEC 105A, ELEC 105L; Co-requisites: ELEC 110A

This course provides practical application of learned semiconductor fundamentals theory, with emphasis on the 

development of troubleshooting skills for electronic circuits.

ELEC 118L Electromechanical Control Devices (3)

Prerequisites: ELEC 110A, 110L 

This course covers the theory and application of mechanical devices and their electrical control circuits. Topics 

include hydraulics, pneumatics, AC and DC motors, stepper motors, mechanical drive systems and 

servomechanisms. Students develop skill in the assembly, operation, and troubleshooting of small-scale 

electromechanical and fluid power systems.

ELEC 201A Digital Electronics I (2)

Prerequisites: MATH 120 or Instructor’s permission 

This course is a study of digital logic, its operations, principles and applications. The emphasis is on the analysis of 

number systems and codes, Boolean Algebra, followed by combinational logic design using Karnaugh naps, PLDs, 

and FPGAs.

ELEC 202L Digital Electronics I Lab (1)

Prerequisites: MATH 120 or Instructor’s permission; Co-requisites: ELEC 201A

The digital electronics lab provides direction and strategies on how to apply troubleshooting techniques. The 

applications include utilizing Boolean Algebra to implement combinational logic circuits and using Karnough maps 

for circuit reduction.
69

ELEC 203 Digital Electronics II (2)

Prerequisites: ELEC 201A, ELEC 202; Co-requisites: ELEC 203L 

The digital logic concepts and design techniques learned in the previous course are applied to logic devices such as 

flip-flops, code converters, counters, timers, multiplexers, and shift registers. The course concludes with an 

introduction to microprocessor interfacing circuits and techniques and TTL and CMOS circuit characteristics.

ELEC 203L Digital Electronics II Lab (1)

Prerequisites: ELEC 201A, ELEC 202L; Co-requisites: ELEC 203 

The digital Applications include expansion from four-bit to multi-bit circuits to demonstrate adaptability of each 

logic device. The student will be working with converters, encoders, counters, and registers. An operational 

knowledge of these devices is essential to a better understanding of the functions and operations with logic devices 

applied to microprocessor circuits.

ELEC 205A Microprocessors (3)

Prerequisites: ELEC 201A, ELEC 202L or Instructor’s permission 

The emphasis in this course is on the development of skills needed to maintain and repair microprocessor based 

electronic equipment and systems. The theory covers fundamentals of microprocessor design and operating 

principles, including assembly language programming.

ELEC 206L Microprocessors Lab (1)

Prerequisites: ELEC 201A, ELEC 202L or Instructor’s permission; Co-requisites: ELEC 205A

This lab is designed to provide introductory experimentation in the Intel 80486 and later VLSI microprocessor 

architectures and interfacing to develop proficiency in the application of logical instructions, assembly language 

programming, problem solving, and I/O management.

ELEC 218L Electromechanical Control Systems (3)

Prerequisites: ELEC 118L 

This course provides the student with hands-on experience using electromechanical systems similar to those utilized 

in the manufacturing industry, using schematics for analysis, maintenance procedures and developing 

troubleshooting skills.

ELEC 280 Co-Op/OJT (3)

Prerequisites: Successful completion of first year of electronics instruction with a minimum cumulative GPA as

required by the industry internship partner. 

This course is used to provide the qualifying student with an internship or on-the-job training for gaining related 

experiences in the electronics industry at an approved industrial facility. This may be accomplished any time after 

the first year of training.

ENGLISH

ENGL 093 GED® Writing Skills (3)

Prerequisites: None

Prepares students to pass the English and writing section of the GED® exam. This course includes spelling, 

capitalization, grammar, punctuation, usage, sentence structure, and combining sentences. Teaches students the 

process of writing and developing an essay.

ENGL 098 Basic Writing and Reading Skills (4)

Prerequisites: None

Focuses on basic reading and writing for practical use in school and life. Provides students the opportunity to 

practice reading strategies, improve their sentence and paragraph skills in their own writing, use of computers for 

word processing and research, practice oral language skills, and improve English usage and punctuation. (TABE 

Writing Grade Equivalent 3.0-6.5/TABE Reading Grade Equivalent 3.0-6.5; ACT Compass Writing Score 0-

17/ACT Compass Reading 0-57)

ENGL 099 Basic English Skills (4)

Prerequisites: None

Focuses on writing tasks related to daily life, school and the workplace to achieve a variety of practical and 

academic goals. Presents English grammar, usage and punctuation to improve their sentence and paragraph skills in 

organized pieces of writing. Includes use of computers for word processing and research. (TABE Grade Equivalent 

6.7-11.9; ACT Compass Score 18-69) 
70

ENGL 100 Writing Standard English (4)

Prerequisites: None

Prepares students for first-year college composition and/or advanced career skills by providing practice of the 

rhetorical and grammatical skills necessary to write purposeful, reader-centered essays. Covers effective use of a 

writing process in essays. Incorporates readings for discussion of ideas and for information to be used in student’s 

writings. Includes use of computers for word processing and research. (TABE Grade Equivalent 12.1-12.9 ACT 

Compass Score 70-99) 

ENGL 101 Composition (3)

Prerequisites: ENGL 100

Integrates reading and writing to improve comprehension and self-expression. Selected readings include two novels 

and exemplary samples of rhetorical patterns students shall be expected to emulate on their compositions with focus 

upon logical organization and use of supporting ideas. Also covered is the research paper, including how to 

document external sources through internal citation and a works cited list.

ENGL 102 Critical Reading and Writing (3)

Prerequisites: ENGL 101

Emphasizes improving skills of recognizing persuasive prose. Commercialized ads and readings on controversial 

subject matter are carefully analyzed orally and in writing until arguments are reduced to basic syllogisms. Inductive 

and deductive reasoning as well as probability and logical fallacies are explained. Students compose analytical and 

argumentation essays.

ENGL 219 Technical Writing (3)

Prerequisites: ENGL 101

Prepares a foundation in reading, writing, and speaking skills needed in the professional workplace. Includes 

writing business memos and letters, summarizing information, developing description, definition, and process 

analysis paragraphics, making reports and proposals, understanding visuals, perfecting résumés and delivering oral 

presentation.

GEOGRAPHY

GEOG 101 Introduction to Geography (3)

Prerequisites: ENGL 100

Introduces students to the natural environment: weather systems, climatic regions, vegetation, soils, water resources, 

plate tectonics and volcanic, structural, erosion, fluvial, coastal, desert, and glacial landforms.

GEOLOGY

GEOL 101 Introduction to Physical Geology (3)

Prerequisites: ENGL 100, MATH 100; Co-requisites: GEOL 101L 

Introduction to the materials and processes of the earth. Introduces students to the geological environment: rock 

types and rock forming processes, minerals and mineral identification, crystal formation and classification, 

volcanism, sedimentation, lakes, streams and water systems, plate tectonics, glacier and wind formations, and mass 

wasting. 

GEOL 101L Introduction to Physical Geology Lab (1)

Prerequisites: ENGL 100, MATH 100; Co-requisites: GEOL 101

Labs will cover rocks and minerals, map reading and geomorphology. Lab times and days may vary. 

GEOSPATIAL INFORMATION TECHNOLOGY

GIT 101 Digital Cartography (3)

Prerequisites: ENGL 100

The course is designed to provide the student with a vocabulary and comprehensive understanding of basic and 

fundamental mapping principles, historical evolution of maps, and understanding the direction and future of mapmaking and the technologies and data sources that support it.

GIT 111 Introduction to GIS/GPS Technology (3)

Prerequisites: COSC 107, TECH 103

An introduction to the methods and techniques currently used in the applications of Geographical Information 

Systems (GIS) and Global Positioning Systems (GPS).
71

GIT 121 Advanced GIS/GPS with Applications (3)

Prerequisites: GIT 111

An advanced look at Geographical Information Systems (GIS) and Global Positioning Systems (GPS). This course 

will review the initial concepts covered in ATE 111 and continue through a complete GIS GPS project. The students 

will develop a GIS/GPS project from conception to final presentation.

GIT 201 Principles and Theory of GIS and GPS Applied (3)

Prerequisites: GIT 121

Principles and Theory of GIS and GPS Applied is a course that is designed to enhance the student knowledge of 

hands on application of GIS principles as well as build upon the principles and theories learned in the previous 

Introduction and Advanced GIS and GPS classes.

GIT 202 Photogrammetry and Mapping (3)

Prerequisites: GIT 101

An introduction to the fundamental principles of photogrammetry with specialized applications in new technologies 

and Geographic Information Systems GIS.

GIT 203 Remote Sensing (3)

Prerequisites: GIT 101

An introduction to the fundamental principles of remote sensing with specialized applications in new technologies 

and Geographic Information Systems (GIS).

GIT 280 Cooperative Education Internship (3)

Prerequisites: GIT 121

This course is designed to give students supervised research or work related projects, tribal projects or other on the 

job training in the Geospatial Information Technology working environments. The students will also develop a 

poster, power point presentation and provide a project demonstration of the work they completed.

GIT 290 Special Topic in Geospatial Technologies (3)

Prerequisites: GIT 121

This is a course that is designed to introduce the student to different application of GIS principles. The class is 

designed to enhance GIS skills learned in the previous Introduction and Advanced GIS and GPS classes.

HEALTH

HLTH 164 First Aid and Safety (2)

Prerequisites: None

Instruction in standard First Aid, Safety and CPR. Students successfully passing the course become Red Cross 

certified.

HISTORY

HIST 101 Western Civilization (3)

Prerequisites: ENGL 100

This course will survey the history of Western Civilization from pre-history until the end of Antiquity. Special 

emphasis will be placed on the social evolution of pre-historic humans, the evolution of ancient civilizations, world 

religions, the Greek city-states, and Alexander the Great.

HIST 161 United States History Before 1877 (3)

Prerequisites: ENGL 100

This course will survey United States history from the early inhabitants of the continent through the conclusion of 

the Civil War.

HIST 162 United States History Since 1877 (3)

Prerequisites: HIST 161.

Surveys the economic, political, intellectual and social development of the United States during the period of 

industrialism, including its role in world affairs from 1877 to the present. Emphasis is placed upon ideas, processes, 

and causation.

HIST 181 History of Pre-Columbian America (3)

Prerequisites: HIST 161

A survey of the economic, political and social conditions of the indigenous peoples of North and South America 

prior to 1492.
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HIST 260 History of Indian Education (3)

Prerequisites: ENGL 100

Overview of American Indian Education as established by the Federal Government and up to the current status of 

Indian Education during the 20th and 21st centuries. Legal and cultural issues are covered.

HIST 270 American Indian History (3)

Prerequisites: ENGL 100

The purpose of this course is to provide an overview of American Indian history from pre-Colonial times until the 

present. Emphasis is placed on Indian-Anglo cultural interaction, U.S. policy development, and the roles played by 

Indian peoples to ensure their survival and ongoing cultural integrity into the 21st Century. Offered-Fall

LANGUAGES

NAVA 101 Elementary Navajo (4)

Prerequisites: ENGL 100

Develops listening comprehension, and speaking skills in the Navajo language.

NAVA 102 Intermediate Navajo (4)

Prerequisites: NAVA 101

A continuation of NAVA 101. Builds on NAVA 101.

SPAN 101 Elementary Spanish I (4)

Prerequisites: ENGL 100

Develops listening, comprehension, and speaking skills with introduction to the grammar of Spanish. Designed for 

students with no previous exposure to Spanish.

SPAN 102 Elementary Spanish II (4)

Prerequisites: SPAN 101

Students continue developing listening and grammatical skills. Emphasis is placed on speaking.

LITERATURE

LITR 093 GED® Literature (3)

Prerequisites: None

Prepares students to pass the literature section of the GED® exam. This course focuses on fiction, non-fiction, 

poetry, drama, and commentaries.

LITR 211 Topics in Literature (3)

Prerequisites: ENGL 101

Surveys short stories, poetry, novels, and dramatic works by Native American writers. Students learn to read 

literary material with enhanced appreciation and to make well-founded literary judgments. Material includes 

romance and war, history and mystery, Native American narratives and women's fiction. Student papers compare 

and interpret readings.

LITR 270 Introduction to Modern Literature (3)

Prerequisites: ENGL 101

Introduces the student to major works of modern European and American playwrights, essayists, poets, and 

novelists of the 20th and 21st century. In addition to reading and analyzing specific selections, students will learn 

about and discuss the social, cultural and intellectual currents which influenced these writers.

LITR 296 American Literature (3)

Prerequisites: ENGL 101

Focuses on 400 years of literary writing in America from the Colonial period to 20th century, including works by 

American Indians and other minority groups. Includes five genres of prose, poetry, short story, novel and drama. 

After listening to class lectures and participating in class discussions, students compose analytical essays based on 

reading assignments.

MANUFACTURING TECHNOLOGY

MT 211L Introduction to Computer Numerical Control (4)

Prerequisites: ENGR 101, MATH 100 or Instructor’s permission

Exposure to current CNC mill and lathe lab equipment and training software is blended into the theory to provide 

immediate experience and reinforcement of the concepts of Computer Numerical Control of industrial machines.
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MT 212L Advanced Computer Numerical Control (4)

Prerequisites: ENGR 102, MT 211L or Instructor’s permission 

This class covers advanced manufacturing technology tools including CNC Mill, Lathe & LASER. First, in using 

the machining processing method, the advanced CNC mills and lathe laboratory tools with their training software 

will be used. Second, the CNC LASER as another alternative advanced manufacturing technology tool will be 

utilized. The various projects will be completed on advanced CNC technologies. This class also covers CNC 

technical terms, related equipment, accessories & tooling, automated software, programming, quality control & safe 

operation.

MATH

MATH 093 GED© Math (3)

Prerequisites: None

Prepares students to pass the math section of the GED® exam. This course covers fractions, percents, decimals, 

graphs, algebra, and geometry.

MATH 098 Foundations of Mathematics (I)

Prerequisites: None

This course focuses on number sense and relationships among numbers. Topics include operations with whole 

numbers, fractions, decimals, order of operations, and graphical representations of numbers. Practical applications 

include statistics and geometry.

(TABE Grade Equivalent 3.0 – 6.4; ACT Compass Score 0 -24)

MATH 099 Basic Mathematics II (4)

Prerequisites: None

This course develops the recognition of the relationship between fractions, decimals, and percent, and the 

application of fractions, percent, and decimals to plane geometry and statistics. Topics include whole numbers, 

fractions, decimals, ratio and proportion, percent, measurement, geometry, statistics, roots, signed numbers, 

evaluation of algebraic expressions, and solving linear equations.

( TABE Grade Equivalent 6.7 – 10.7; ACT Compass Score 25 – 45)

MATH 100 Basic Mathematics III (4)

Prerequisites: None

This course prepares students for college-level mathematics. Topics include the evaluation and simplification of 

numerical and algebraic expressions, integer exponents, polynomials, roots and radicals and rational expressions. It 

further explores the solving and graphing of linear and quadratic equations and systems of equations. Practical 

applications include motion, rate, interest, mixture, plane geometry, number problems, money, parts, proportions, 

and basic percent problems.

(TABE Grade Equivalent 10.9 – 12.9; ACT Compass Score 46 – 65)

MATH 111 Mathematics for Elem. and Middle School Teachers (3)

Prerequisites: None

This course is designed to allow prospective elementary school teachers the opportunity to develop a conceptual 

understanding of the mathematics that they will be teaching to their students. The course will provide hands-on 

experiences through which the students will discover the basic concepts and their applications in the real world. The 

course is taught with the use of manipulatives so that the students can experience learning the way that their students 

will. Computational skills will also be emphasized during the course.

MATH 120 Intermediate Algebra (3)

Prerequisites: MATH 100

After a short review of introductory algebra, the following are examined: fractional expressions and equations, 

exponents, powers, roots, quadratic equations and graphs.

MATH 121 College Algebra (3)

Prerequisites: MATH 120

Topics include: coordinates and graphing; equations and inequalities; functions of one variable and their inverses; 

polynomial and irrational functions; exponential and logarithmic functions. Facility with word problems is 

developed. This course is preparatory for MATH 150. Use of TI-83+ Calculator. Complex numbers are 

introduced.
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MATH 123 Trigonometry (3)

Prerequisites: MATH 121

A study of trigonometric functions, radian and degree measure, polar coordinates, graphs, basic trigonometric 

identities, inverse functions, modeling and applications. Complex numbers are introduced. 

MATH 145 Statistics (3)

Prerequisites: MATH 120

Introduction to basic concepts of statistics and probability, analysis of numerical data, models, sampling, and 

statistical inferences, test of hypothesis, probability distributions, regression and correlation.

MATH 150 Advanced College Algebra (3)

Prerequisites: MATH 121, Math 123

Is a preparation for Math 162-Calculus. Includes a study of functions, coordinates, graphs, polynomials, the 

fundamental theorem of algebra, exponentials, logarithms, and complex numbers, as well as analytic geometry.

MATH 162 Calculus I (4)

Prerequisites: MATH 123, MATH 150

Examines concepts of college calculus: application of limits and continuity; the chain rule; finding extreme; the 

mean value theorem; integration of functions and calculation of functions and area under curves and volumes and 

surface area of standard geometric shapes. 

MATH 163 Calculus II (4)

Prerequisites: MATH 162

A continuation of MATH162 with concentration on concepts that will enable students to solve problems through the 

study of integration techniques, solution of differential equations, calculus-based methods of approximation and 

infinite series.

MATH 180 Business Calculus (3)

Prerequisites: MATH 121

This is a three hour course that utilizes applications of calculus. Differentiation limits and integration are 

introduced.

NATURAL RESOURCES

NATR 200 General Ecology (3)

Prerequisites: BIOL 121, ENGL 101

Ecological principles and concepts for organisms, populations, and communities are introduced. Ecosystem 

structure and function, population dynamic, species interactions, species diversity and habitat associations, 

evolutionary ecology, and classical hypothesis dominating the field of ecology are emphasized.

NATR 200L General Ecology Lab (1)

Prerequisites: BIOL 121, ENGL 101; Co-requisites: NATR 200

Basic field ecology and laboratory methods are emphasized. Laboratory exercises correspond with major lecture 

topics presented in NATR 200, and field studies and data analysis will be introduced.

NATR 201 Introduction to Forestry (3) 

Prerequisites: NATR 200; Co-requisites: NATR 201L

An overview of forest ecology principles and forest resources management. Topics include biology and ecology of 

forest ecosystems, sustainable forestry management principles, forest health, silviculture, and timber management

and forest policy.

NATR 201L Introduction to Forestry Lab (1)

Prerequisites: NATR 200; Co-requisites: NATR 201

Forestry management applications and techniques are implemented and observed using NATR laboratory and field 

sessions to local forests. Southwest forest ecosystems and tribally managed forestry management projects are 

emphasized. Saturday fieldtrips may be required. 

NATR 202 Trees of North America (3)

Prerequisites: BIOL 121, AGTC 104

Introduction to tree identification, nomenclature, classification, and ecology of woodland and forest ecosystems of 

North America. This class combines lecture and field trips for tree identification exercises. Two Saturday field trips 

are required.
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NATR 205 Advanced Field Topics in Forestry (3)

Prerequisites: NATR 201 or Instructor’s permission, ENGL 219

Field techniques in sustainable forestry management principles, forest health, silviculture, timber management and 

tree physiology. Field trips and a capstone project are required. 

NATR 220 Principles of Range Management (3) 

Prerequisites: NATR 200; Co-requisites: NATR 220L

Principles and practices to managing rangeland resources are introduced. The course provides a broad overview of 

rangeland management, encompassing history and rangeland characteristics, range plant physiology and ecology, 

range inventory and monitoring, stocking rate and carrying capacity, and rangeland watersheds. 

NATR 220L Principles of Range Management Lab (1)

Prerequisites: NATR 200; Co-requisites: NATR 220

Rangeland management applications and techniques are implemented and observed using the NATR laboratory and 

field sessions to local range sites. Southwest range ecosystems and tribally managed range management projects are 

emphasized. Saturday fieldtrips may be required.

NATR 221 Identification of Grasses and Shrubs (3)

Prerequisites: AGTC 104

Plant classification principles, identification and specimen collection techniques of common New Mexico forbs, 

grasses and shrubs will be emphasized. Course is a combination of lectures, field trips, and laboratory plant 

identification exercises. Two Saturday field trips are required. 

NATR 225 Advanced Field Topics in Range Management (3)

Prerequisites: NATR 220 or Instructors permission, ENGL 219

Field techniques used to manage rangeland resources are introduced. Topics include stocking rates, range 

improvements, economics, noxious weeds, and survey methods. Field trips required. 

NATR 230 Introduction to Fish and Wildlife Management (3) 

Prerequisites: NATR 200; Co-requisites: NATR 230L

Ecological principles related to conservation and management of wildlife and fisheries are introduced. The course 

provides a broad overview of natural history, biology, policy, behavior and habitat of fish and wildlife species 

common to the Intermountain West.

NATR 230L Introduction to Fish and Wildlife Management Lab (1)

Prerequisites: NATR 200; Co-requisites: NATR 230

Fish and wildlife management applications and techniques are implemented and observed using the NATR 

laboratory and field sessions to local habitats. Monitoring techniques, habitat classification and requirements, and 

identification of fish, birds, and mammals are emphasized. Saturday field trips may be required. 

NATR 235 Advanced Field Topics in Wildlife Management (3)

Prerequisites: NATR 230 or Instructor’s permission, ENGL 219

Field and laboratory techniques used in conservation and management of fish and wildlife. Field trips and a capstone 

project are required.

NATR 280 Natural Resources Program Internship (3)

Prerequisites: Second year standing

This course is designed to give students supervised research or work training experience to support academic and 

professional development. Students participate in a paid or volunteer position with an approved mentor at a 

university or agency (NGO, public, private, or tribal). 

NATR 290 Special Topics in Natural Resources (1-4)

Prerequisites: Second year standing

Course subject and credits to be announced in the Trimester Schedule of Classes. This elective course enables the 

program to address current issues and topics in natural resources.

Network Management

ITCT 111 IT Essentials I (A+, Core) (3)

Prerequisites: COSC 107 or Instructor’s permission

This course is designed to cover the advanced material on the CompTIA A+ Certification Exams. The course 

requires self-study obtained through completing practice test exams and hands-on labs. It is preparing the student to 

take and pass the A+ certification exams. The updated CompTIA A+ credential requires two tests: CompTIA A+ 

Essentials Exam plus CompTIA A+ 220-602 Exam. A+ Exams cover PC hardware and software with elements of 

security, software skills, safety and environmental issues.
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ITCT 112 IT Essentials II (Network Operating Systems) (3)

Prerequisites: ITCT 111

This is a lab-based course designed to be an overview of Network Operating Systems. Included in the course is an 

introduction to the Linux operating system; an overview of the Windows 2000 Network Operating System is 

provided; and concepts in TCP/IP processes and network administration are covered. Also presented are LAN and 

WAN topologies. This course may be used as preparation for an industry certification exam. 

ITCT 151 Network Management/CISCO I (3)

Prerequisites: ITCT 111

Students learn both the practical and conceptual skills that build the foundation for understanding basic networking. 

They examine human versus network communication and see their parallels. Introduced to the two major models 

used to plan and implement networks: OSI and TCP/IP. Gain an understanding of the "layered" approach to 

networks and examine the OSI and TCP/IP layers in detail to understand their functions and services. Become 

familiar with the various network devices, network addressing schemes and the types of media used to carry data 

across the network. Students gain experience using networking utilities and tools, such as Packet Tracer and 

Wireshark®, to explore networking protocols and concepts. These tools allow students to develop an understanding 

of how data flows in a network. 

ITCT 152 Network Management/CISCO II (3)

Prerequisites: ITCT 151

By covering routing and routing protocols, students develop an understanding of how a router learns of remote 

networks and determines the best path to those networks. This course includes static routing and dynamic routing 

protocols. By examining multiple routing protocols, students gain a better understanding of each of the individual 

routing protocols and a better perspective of routing in general. The routing protocols such as RIP, RIP v2, EIGRP 

and OSPF are covered extensively in lecture and lab.

ITCT 153 Network Management/CISCO III (3)

Prerequisites: ITCT 152

This course is a continuation of studies in network administration. Topics include advanced router configurations, 

LAN switching, network management, and advanced network design. This course may be used as preparation for an 

industry certification exam. 

ITCT 154 Network Management/CISCO IV (3)

Prerequisites: ITCT 153

This course is a continuation of studies in network administration. Topics include Wide Area Networks, advanced 

network design projects, and advanced network management projects. This course may be used as preparation for an 

industry certification exam.

ITCT 280 Network Management Internship (3)

Prerequisite: Second year standing.

This course provides the qualifying student with an internship or on-the-job training for gaining related experience 

in the Network Management industry at an approved industrial facility.

PHYSICAL EDUCATION

PHED 112 Individual Sports (1)

Prerequisites: None

Instruction and practice of weight training, bowling, tennis, golf, running, archery, badminton and conditioning 

exercises.

PHED 114 Tennis (1)

Prerequisites: None

Basic instruction in the rules and skills of tennis.

PHED 160 Weight Training (1)

Prerequisites: None

Training programs for the development of general strength, tone, endurance, and weight control.

PHED 161 Advanced Weight Training (1)

Prerequisites: PHED 160

Training with emphasis on muscle tone weight control.
77

PHYSICS

PHYS 102 Introductory Physics (3)

Prerequisites: MATH 120

Intended for students with minimum previous exposure to physical science does not fulfill the requirement for lab 

sciences in the Associate of Arts Degree. Introduces the basic concepts and phenomena of physics, including 

mechanics, heat, sound, optics, electricity and magnetism. Also covered are atomic physics, nuclear physics and 

relativity. Includes demonstrations and practical applications.

PHYS 151 General Physics (3)

Prerequisites: MATH 123, MATH 150, PHYS 151L

A non-calculus study of mechanics, sound and heat. Includes three-hour lab.

PHYS 151L General Physics Lab (1)

Prerequisites: MATH 123, MATH 150, PHYS 151L; Co-requisites: PHYS 151

Study of mechanics, sound and heat. 

PHYS 160 Engineering Physics I (3)

Prerequisites: MATH 162

This course offers a calculus-based treatment of kinematics, work and energy, particle dynamics, conservation 

principles, and simple harmonic motion.

PHYS 160L Engineering Physics I Lab (1)

Prerequisites: MATH 162

Requires laboratory experiments associated with the material presented in PHYS 160.

POLITICAL SCIENCE

POSC 110 Political World (3)

Prerequisites: ENGL 100

An introduction to politics, with emphasis on ways people can understand their own political system and the 

political systems of others.

POSC 200 American Politics (3)

Prerequisites: ENGL 100

Survey of American politics, including political behavior of the American electorate, the theory of democracy, the 

structure and function of the American political institutions and contemporary issues.

PRE-ENGINEERING

ENGR 101 Introduction to CAD (3)

Prerequisites: COSC 107 or Instructor’s permission, MATH 100 

Introduces the student to the computer as a tool to create basic 2D technical drawings using AutoCAD® 2007, one 

of the most widely used computer aided design software programs. Provides a basic understanding of the operating 

system’s user interface, managing drawing files, setting up a drawing, using create and modify commands to 

construct a drawing, adding text and dimensions, and plotting or printing a drawing.

ENGR 102 Advanced CAD (3)

Prerequisites: ENGR 101 or Instructor’s permission 

Presents intermediate to advanced CAD concepts and commands designed to increase the user’s productivity. 

Emphasis will be placed on the tools used for advanced dimensioning techniques, editing features, blocks, external 

references, drawing standards, drawing collaboration, e-transmittal, and pictorial drawing. Also allows an 

experienced user to enhance existing skills. 

ENGR 103 Engineering Graphics (4)

Prerequisites: ENGR 101, MATH 100 or Instructor’s permission 

Introduces drawing standards, specifications and the importance of design communications. This course covers: 

concept sketches, computational sketches, design sketches, layout drawings, part drawings, working drawings, 

electrical drawings, installation drawings and assembly drawings. Multi-view drawing is utilized to represent threedimensional objects onto the two-dimensional plane. This method of representation is the basis of engineering 

drawing. It also introduces the use of proper Dimensioning, Notation, Sectioning and the methodology of standard 

technical drawings. 
78

ENGR 104 Mechanical and Electrical Drawing Applications (4)

Prerequisites: ENGR 101, ENGR 102 

This advanced drawing course covers industrial applications and will consist of a CAD graphic design project in a 

selected area of study such as: mechanical, structural, civil, MEP (Mechanical, Electrical, Plumbing), architecture, 

construction and industrial design areas. The student will be responsible for the complete project development, 

necessary calculations, presentation and written report. This may be accomplished through an intern program at a 

local company.

ENGR 105 Introduction to Engineering and Design (3)

Prerequisites: MATH 100 or Instructor’s permission 

This course focuses on the systematic approach to problem solving required in engineering practice and discusses 

the traits of a successful engineer and the engineering design method. The students will have introductions to bridge 

building (civil engineering), robotics (electrical engineering) and fluid mechanics (civil and mechanical 

engineering).

ENGR 106 Solid Modeling (3)

Prerequisites: ENGR 101, ENGR 102 

Introduces terminology and methods used to produce solid modeling and the creation of parts, assemblies, and 

drawings. Geometric models in three dimensions provide accurate information on the shape of a part for use in 

computer-aided engineering (CAE) or computer-aided manufacturing (CAM) applications. It also introduces other 

in-use industrial CAD/CAE applications to enhance productivity and multi-functional application usage.

ENGR 110 Computer Aided Problem Solving (3)

Prerequisites: ENGR 105, COSC 121, COSC 195; Co-requisites: MATH 162

Covers the evolution and application of computers, social and economic implications, and introduction to 

programming using engineering workstations. Provides extensive practice in writing programs to solve engineering 

problems. Includes computer interfaces to real-world systems.

ENGR 205 Engineering Statics (3)

Prerequisites: PHYS 160, PHYS 160L, MATH 162 

This course will employ vector math to cover equilibrium of particles, rigid bodies and structures, the analysis of 

beams and cables, centroids, centers of gravity, distributed forces and moments of inertia. The application of Mohr’s 

circle will also be discussed.

ENGR 211 Circuit Analysis I (3)

Prerequisites: MATH 162; Co-requisites: ENGR 211L, MATH 270 

The basic electrical elements and sources and the concepts of energy and power are introduced. Topics addressed 

include Ohm’s Law and Kirchhoff's Laws, resistive networks, node and loop analysis, network theorems, first-order 

and second-order circuits, sinusoidal sources, complex representations of impedance, phasors, and complex power, 

and three-phase circuits.

ENGR 211L Circuit Analysis I Lab (1)

Prerequisites: MATH 162; Co-requisites: ENGR 211, MATH 270 

Provides practical application of learned circuit theory in a controlled lab setting.

ENGR 280 Engineering Internship (3)

Prerequisites: Second year standing in engineering and successful completion of all required non-elective 200-level 

engineering courses or successful completion of minimum required trimesters with a minimum cumulative GPA as 

required by the industry internship partner.

This course provides the qualifying student with an internship or on-the-job training for gaining related experience 

in the engineering industry at an approved industrial facility.

ENGR 285 Design Project (3)

Prerequisites: Second year standing in engineering and successful completion of all required non-elective 200-level 

engineering courses.

Design methodology and development of professional project-oriented skills including communication, team 

management and economics. Working in teams, a proposal for a large design is prepared in response to an industrial 

or in-house sponsor.
79

ENGR 290 Special Topics (1-4 credits)

Prerequisites: Second year standing in engineering and successful completion of all required non-elective 200-level 

engineering courses and permission of instructor.

This course covers new topics, trends, methodology, skills, practices, industry certifications, etc., of interest in 

engineering and engineering technology fields.

PSYCHOLOGY

PSYC 105 Introduction To Psychology (3)

Prerequisites: ENGL 100

Introduces psychology as a science and the study of behavior and mental processes. Topics surveyed include 

personality, abnormal behavior, learning, memory, motivation, perception, development and social psychology.

READING

READ 098 Foundations of Reading (4)

Prerequisites: None

Reading 098 introduces reading skills required for success in comprehending ideas and critical thinking skills for the 

workplace and the academic setting. It includes the use of the computer for word processing and research. This 

course stresses logic, maturity of thought and responsibility for one’s actions. Instruction is provided in basic 

reading skills for practical use in school, job and life. This class provides the opportunity to practice reading 

strategies, improve literacy skill and build a foundation for reading comprehension. ( 3 hours of classroom 

instruction and 1 lab hour a week).

READ 099 Reading Improvement (4)

Prerequisites: None

Introduces reading required for success in academic and career technical majors. Students work on improving 

reading skills and applying the reading process to a variety of reading tasks. Students work on comprehension, 

summary skills, mapping outlining, reading visual graphics. (3 hours of classroom instruction and 1 lab hour a 

week)

READ 100 Reading and Critical Thinking with Lab (4)

Prerequisites: None

Introduces reading required for college success. Students work on comprehension, problem-solving, note-taking, 

summarizing and computer assisted research (3 hours classroom instruction and 1 lab hour per week)

SCIENCE

SCIE 093 GED® Science (3)

Prerequisites: None

Prepares students to pass the science section of the GED© exam. This course focuses on integrated concepts and 

principles in biology, earth science, physics, and chemistry.

SOCIAL SCIENCES

SOSC 093 GED® Social Science (3)

Prerequisites: None

Prepares students to pass the social science section of the GED® exam. This course covers important concepts and 

issues in history, geography, economics, political science, and behavioral science.

SOSC 101 Introduction to Sociology (3)

Prerequisites: ENGL 100

A general survey of the fundamental concepts and theories of contemporary sociology: culture, the economy, 

family structure, deviance, and the elements and processes of social interactions, and the application of sociological 

principles to social institutions, groups and problems. 

SOSC 210 Contemporary Indian Issues (3)

Prerequisites: ENGL 100

Critical analysis of modern Native American issues with an emphasis on personal involvement in constructive 

problem-solving. The course surveys contemporary social, legal, political, and economic issues as they affect 

Native American people individually and in communities, both urban and rural. 
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SOSC 212 Introduction to Native American Studies (3)

Prerequisites: ENGL 101

This course examines the wide scope of Native American Studies across multiple disciplines and as a stand-alone 

academic field. The course explores various concentration areas: Art, Media, Literature, Education, Native 

Language, Sociocultural Studies, Sovereignty, Leadership, Self-Determination, and Global Indigenous Justice.

SPEECH

SPCH 130 Public Speaking (3)

Prerequisites: ENGL 101

A performance course. Designed to develop students’ public speaking skills to become more confident and more 

effective speakers. Students will research, prepare and present persuasive and informative speeches.

VISION CARE TECHNOLOGY

OPTI 101 Introduction to Optics w/Lab (5)Prerequisites: Acceptance into the program

This lecture and laboratory course introduces the student to human eye anatomy, optical terms, optical concepts and 

related math, instruments, equipment, lens and frame materials/types used in the surfacing and finishing of 

ophthalmic prescription eyewear. This course establishes the foundation for all other advanced ophthalmic courses. 

OPTI 105A Ophthalmic Finishing & Surfacing I w/Lab (5)

Prerequisites: Acceptance into the program.

This course will introduce the student to terms, instruments, lens and frame materials to be used in the surfacing and 

finishing of ophthalmic prescription eyewear. This lecture and laboratory course provides students with the basics of 

lens grinding and finishing of single vision lenses and how to use fabricating equipment safely. 

OPTI 110A Ophthalmic Dispensing I (3)

Prerequisites: OPTI 101

This course introduces historical and modern dispensing practices and the laws governing opticianry. Topics include 

basic eyeglass choices, dispensing, measurements, adjustments, and record keeping.

OPTI 110L Ophthalmic Dispensing I Lab (1)

Prerequisites: OPTI 101; Co-requisites: OPTI 110A

Laboratory, hands on optical technology skills development/basic business operations, is an integral and required 

part of this course.

OPTI 112 Opticianry Environmental & Safety Issues (2) 

Prerequisites: Acceptance into the program

The origin and purpose of the Occupational Safety Health Act (OSHA) will be presented, along with its coverage 

and standards. The focus is on the OSHA Hazard Communication Standard developed to address the education and 

training requirements outlined in the Standard. The specifics of managing an optical/ophthalmic laboratory in terms 

of personal safety and environmental management will be covered. The development of OSHA compliance will be 

detailed. 

OPTI 115 Ophthalmic Sales (2)

Prerequisites: OPTI 101

This course is designed to assist the student to function as a professional salesperson. It is a structured, programmed 

approach to providing effective customer service. Students will perform sales demonstrations utilizing various 

dispensing scenarios. 

OPTI 205A Ophthalmic Finishing & Surfacing II w/Lab (5)

Prerequisites: OPTI 105A

This course is a continuation of Ophthalmic Surfacing and Finishing I with the primary focus on fabricating 

prescriptions using various multifocals, lens treatments and enhancements, frame and lens designs, production, 

quality control and other related advanced techniques. 

OPTI 215 Anatomy & Physiology of the Eye (3)

Prerequisites: OPTI 101

This course gives the student an insight into the anatomical structure of the eye and its adnexa and the function of its 

parts as they relate to vision and the fitting of contact lenses. Common pathologies and ocular pharmacology are 

presented.
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OPTI 220A Ophthalmic Dispensing II (3) 

Prerequisites: OPTI 110A 

This course presents ophthalmic instruments and devices; analysis of absorptive lenses; computing and 

compensation of vertical imbalance; discussion of ethics and legal issues; record keeping and communication.

OPTI 220L Ophthalmic Dispensing II Lab (1)

Prerequisites: OPTI 110A/ OPTI 110L; Co-requisites: OPTI 220

Laboratory, hands on optical technology skills application/business operations, is an integral and required part of 

this course.

OPTI 225 Management for Opticians (3)

Prerequisites: OPTI 101

This basic optical management course presenting basic management and leadership skills necessary for a successful 

eye care office. The course will teach analysis, creative thinking, and judgment, planning strategy and 

implementation skills necessary for today's optical business challenges. 

OPTI 235 Contact Lenses w/Lab (4)

Prerequisites: OPTI 215

This lecture and laboratory course begins with a historical review of contact lenses. It progresses into the theory; 

design and optical principles of contact lenses; indications and contra-indications for contact lens wear; patient 

evaluation; lens types and availability; fundamental techniques and fitting procedures including the use the 

biomicroscope, keratometer, rigid contact lens modifiers, and radiuscope; ANSI standards; patient education on 

care, cleaning, insertion and removal of lenses.

OPTI 236 Introduction to Refraction w/Lab (4)

Prerequisites: OPTI 215

This course focuses on the refractive status of the human eye; anatomy and physiology and the visual system; 

binocular vision; the ophthalmic prescription; instrumentation and equipment used in clinical refraction; and basic 

pre-testing procedures. 

OPTI 240 Optical Laboratory Technology Internship (3)

Prerequisites: OPTI 205A

This internship course covers routine procedures used in optical laboratory lens fabrication labs, which provides the 

student with direct hands-on experience in the fabrication labs. Under supervision, students will coordinate all 

activities and functions required to fabricate optical eyewear.

OPTI 245 Ophthalmic Dispensing Internship (3)

Prerequisites: OPTI 220A

This internship course covers routine procedures used in a retail-dispensing store, which provides the student with 

direct hands-on experience in the dispensing clinic. Under supervision, students will coordinate all activities and 

functions required to dispense and fabricate optical eyewear.
82

PERSONNEL DIRECTORY

Karen Abe, College Residence Assistant

Certificate, Psychology/Social Work, Stratford Career Institute

Joseph Abeita, College Residence Assistant

B.A., Studio Art/American Indian Studies, University of Arizona

William Adams, Instructor (Chemistry)

M.S., Applied Mathematics Statistics, Case Western Reserve University

Education Specialist, University of New Mexico

M.S., Bio-Chemistry, University of New Mexico

B.S., Mathematics, Kent State University

Dr. Sherry Allison, President SIPI 

Ed.D. Doctorate of Education, Northern Arizona University

M.A., Master of Arts in Education, Northern Arizona University

B.S.W., Bachelor of Social Work, New Mexico State University

Alex Aragon, Budget Analyst

Master of Business Administration, New Mexico Highlands University

B.A., Arts & Science, University of New Mexico 

Leonard Bailey, Instructor (Culinary Arts)

B.A. Culinary Arts, Mountain State University

Associates Degree, Culinary Arts, Indian Hills Community College

Culinary Arts, Rhode Island School of Design

Wanda Baker, Institutional Effectiveness Specialist

M. Educ., Educational Research Methodology, University of North Carolina

B.A.S., Justice & Policy Studies, Guilford College

Leslie Baumgardner, Administrative Support Assistant (OA)

Certificate, Computer Secretary, Albuquerque Business College

Tedra Begay, Library Technician (OA)

B.F.A., Studio Arts, Institute of American Arts 

A.F.A., Studio Arts, Institute of American Arts

Lance Begay, Audio Visual Operator

B.A. Architecture, University of New Mexico

A.A.S., Graphic Technology, University of New Mexico

Thelma Begay-Alonzo, College Residence Assistant

A.A.S., Office Information Applications, Southwestern Indian Polytechnic 

Institute

David Benalli, Mail Clerk

A.A., Liberal Arts, Southwestern Indian Polytechnic Institute

Audrey Benallie, Information Technology Specialist

A.A.S., Computer Information Systems, Devry Institute of Technology

Karlisa Benally, Supervisory Facility Operations Specialist

B.S., Civil Engineering, New Mexico State University

Elizabeth Bizardi, Instructor (Math)

B.S., Mathematics, New Mexico Institute of Mining & Technology

Joseph Carpio, Director of Admissions & Financial Aid 

M.A., Organizational Management, University of Phoenix

B.A., Sociology, University of New Mexico

Jameson Castillo, IT Specialist

Bachelor Degree in Information & Communication Technology, New 

Mexico State University

A.A.S., Network Management, SIPI,

Kevin Chee, Security Guard

Barbara Chino, Educational Technician

Certificate, Business Administration, Haskell Indian Nations University

Karen Coffey, Financial Analyst (Grants)

B.A., Business Administration, New Mexico Highlands University

Dr. Cecelia Cometsevah, Vocational Rehabilitation Specialist

Ph.D., Educational Leadership in Development & Management, New 

Mexico State University

M.A., Counseling, University of New Mexico

B.A., Sociology, University of Albuquerque 

Cecelia Crespin, Office Automation Assistant

A.A.S., Accounting, Southwestern Indian Polytechnic Institute

Bertha Curley, Lead College Residence Assistant

B.S., Physical Education, University of New Mexico

Michael Daney, Instructor (Health/PE)

B.S., Education, Northeastern State University

A.A.S. Graphic Arts, Haskell Indian Nations Jr. College

John David, College Residence Assistant

William Dyea, Maintenance Mechanic Supervisor

Dennis Dyer, Financial Analyst

Bernadine Fisherman, Human Resources Specialist

William Fragua, Supply Technician (OA)

A.A., Liberal Arts, Community College of Denver-North

Dr. Paul Frank, Instructor (Communications)

Ed.D., Education, University of Southern California

B.A., M.A., English, University of California at Los Angeles

Shawn Frank, Office Automation Assistant

A.A., Liberal Arts, Haskell Indian Nations University

Allen Gachupin, Director of Student Services

M.A., Education Administration, New Mexico State University

B.A., Physical Ed/History/Social Science Group, Western New Mexico 

University

Elliott Gachupin, Gardener

John Gachupin, Maintenance Worker

Matt Harriman, Supervisory Security Guard

Certificate, Law Enforcement Academy, University of Alaska-Fairbanks

Christopher Harrington, Department Chair, Liberal Arts/Business

J.D., Federal Indian Law, University of Utah

B.S., Philosophy/English, University of New Mexico

Stephen Haskie, Educational Technician

B.A., Geography, Arizona State University

Sam Henderson, Instructor (Vision Care)

B.S., Mellon University

Certifications: Optician, AMOO,

National Contact Lens Examiners Certified

Vina Hiyi, Instructor (Business Education)

B.S., Business Education, Western New Mexico University

Edward Hummingbird, Director of Institutional Research, Effectiveness and 

Planning

M.B.A., University of Oklahoma

B.S., Management, Northeastern State University

Barbara James, Program Support Assistant (OA)

A.A., General Studies, Highline Community College

Verbie James, Gardener

A.A.S., Natural Resources Management, Southwestern Indian Polytechnic 

Institute

Antoinette Jim, Facilities Assistant (OA)

A.A., Liberal Arts, Southwestern Indian Polytechnic Institute

Joseph Jiron, Gardener

James Jojola, Maintenance Mechanic

Marcella Johnson, Secretary, ABE/Developmental Education

Merlynda Johnson, Human Resources Assistant

B.S., Business Administration, Haskell Indian Nations University

Associate in General Studies, Phoenix College 

David Kupsick, Security Guard
83

Marc Kurz, Accounting Technician (OA)

B.B.A., Business Administration, University of New Mexico

Randy Lalio, Laborer

Dr. Danielle Lansing, Instructor (Early Childhood)

Ed.D., Educational Administration & Supervision, Arizona State University

Master of Arts, Educational Leadership, University of New Mexico

Education Masters, (Risk & Prevention, Early Childhood), Harvard 

University 

B.S., Elementary Education, University of New Mexico 

Tanya Lee, Secretary, Liberal Arts/Business

Leo Livingston, College Residence Assistant

Perfilia Madalena, Program Support Assistant

Jolene Manus, Librarian

M.A., Information Resources & Library Science, University of Arizona

B..S., Elementary Education, Northern Arizona University

Luanne Manwell, Information Technology Specialist

M.B.A., Information Technology, University of Phoenix

B.B.A., Management Information Systems, University of New Mexico

Gloria Mariano, Department Chair, ABE & Developmental Education

B.S., Sociology/Psychology, Eastern New Mexico University

Irene Marrs, Instructor (Business Education)

B.A., Business Education, New Mexico Highlands University

Microsoft Certified MOS

Mary McCormick, Instructor (Reading)

M.A., Reading, University of New Mexico

M.A., Educational & Public Administration, University of New Mexico

B.A., Communications/Reading, University of New Mexico

Reading Specialist, University of New Mexico

David Mike, College Residence Assistant

A.A.S., Business Administration, Haskell Indian Nations University

Joseph Mitchell, Instructor (English)

M.A., Education Administration, University of New Mexico

B.A., University Studies, University of New Mexico

Lydell Mitchell, Audio Visual Operator

Melynda J. Mitchell, Financial Aid Specialist

B.A., Art Studio, University of New Mexico

Monte Monteith, Education Specialist

M.A., Economics, New Mexico State University

B.A., Economics, Government, New Mexico State University

Valerie Montoya, Vice President, Academic Programs

M.A., Sociology, Stanford University

B.S., Sociology, Brigham Young University

Yvonne Paquin, College Residence Assistant

Marilyn Pargas, Financial Aid Specialist

Sue Parton, Tutoring Services Coordinator

B.S., Education, Oklahoma Central State University

Lorena Pino, College Residence Assistant

Marie Pino, College Residence Assistant

Alice Platero, Office Automation Assistant

Certificate, Bryant & Stratton Business College, Chicago, IL

A.A., Early Childhood Education, SIPI

Juana Ray, Secretary (OA), Advanced Technical Education

Sheri O. Red Shirt, Instructor (Vision Care)

B.A., Communication, University of New Mexico

A.A.S. Ophthalmic Technician Community College of the Air Force

A.A.S. Optical Technology, Southwestern Indian Polytechnic Institute

Erin Riley, Instructor (Natural Resources)

M.S. Range Science, Montana State University 

M.S., Plant Science, Montana State University

B.S., Forestry, University of Illinois

Angeline Sells, Instructor (Natural Resources)

M.S., Agronomy, New Mexico State University

B.S., Agriculture, New Mexico State University

A.A.S., Natural Resources Technology, Southwestern Indian Polytechnic 

Institute

Irene Shaw, College Residence Assistant

James Snyder, Instructor (GED®)

M.A., Biosocial Anthropology/Math, University of New Mexico

B.A., Anthropology/Philosophy, Evergreen State College

Aleta Suazo, Student Rights & Activity Specialist

M.A., Educational Administration, New Mexico State University

B.A., Psychology, University of New Mexico

Terry Tharnish, College Resident Assistant

Gary Trujillo, Maintenance Mechanic

Dr. Leola Tsinnajinnie, Instructor (Social Science)

Ph.D., Lang, Lit & Sociocultural Studies, University of New Mexico

Master of Arts, American Indian Studies, University of Arizona

Bachelor of Arts, Sociology, University of Arizona

Alta Tsosie, Contract Specialist

B.S., Business Administration, University of Phoenix

James Tsosie, Security Guard 

B.S., Criminal Justice, ITT Technical Institute

A.A.S., Criminal Justice, ITT Technical Institute

Dr. Nader Vadiee, Instructor (Electronics)

Ph.D., Electrical Engineering, University of New Mexico

M.S., Electrical & Electronics Engineering, University of Shiraz

B.S., Electrical & Electronics Engineering, University of Pahlavi

Roxy Vallo, College Residence Assistant

M.S., Sport Administration, University of New Mexico

B.S., Athletic Training, University of New Mexico

Dorothy Wester, Department Chair, Advanced Technical Education

M.A., Public Affairs, New Mexico Highlands University

B.A., General Business, New Mexico Highlands University

Kimberly Whitney, Information Technology Specialist

Certificate, Southwestern Indian Polytechnic Institute

Jeff Wilkins, Instructor (Accounting)

M.B.A., University of New Mexico

B.B.A., University of New Mexico

C.P.A., New Mexico

Viola Willeto, Biological Science Technician

B.S., Wildlife Fishery Science, Eastern NM University

B.S., Biology, Wayland Baptist University

Tashina Wilson, Educational Technician

B.S., Elementary Education, Haskell Indian Nations University

A.A., Liberal Arts, SW Indian Polytechnic Institute

Mary Yepa, Secretary (OA), Facilities

A.A.S., Haskell Indian Nations University
8