Events & Activities

	The Harvard team visits Navajo Tech to kick off the collaboration Agenda and photos

Affiliated Staff

Undergraduate Participants

ALUMNI

Outreach

There are many activities that our students and faculty engage with in order to reach out to the community. These include visits to local schools and participating in organized school visits to NTU.

Projects

There are several ongoing projects between NTU and Harvard.

Navajo Technical University (NTU) is one of the premier institutions of higher education in the Navajo Nation, providing a unique balance among science, engineering, technology, tradition, and identity rooted in the Diné Philosophy of Education: Nitsahakees, Nahata, Iina, and Siihasin.

This project, the Vision for Excellence at NTU in Research and Education in STEM (VENTURES), is a partnership between NTU and the National Science Foundation funded Materials Research Science and Engineering Center (MRSEC) at Harvard University.

The goals of this partnership are to:

• increase the number of Native Americans earning undergraduate degrees in STEM fields,
• increase the research infrastructure at NTU so that students and faculty can perform research within their own community,
• increase the number of Native Americans entering and completing graduate programs in materials science and related fields, and
• include Native American perspectives and methods of inquiry in materials science research.

The two materials research areas in this award are relevant to health and environmental issues that are of immediate importance to the Navajo Nation.

	Research area 1 will focus on developing materials and techniques for the electrochemical detection of low concentrations of pollutants such as heavy metals and disease biomarkers such as glucose. This research area is motivated by the long history of uranium mining on the Navajo Nation, as well as more recent extraction activities, such as fracking. Low-cost electrochemical detection can also be used to monitor health issues like obesity and type 2 diabetes on the Navajo Nation.
Research area 2, which will study mechanical properties of cell membranes, will help to address a growing health concern for the Navajo people - a rising incidence of high cholesterol and associated coronary disease. Collaborative research teams in research area 1 will fabricate and test electrodes for detection of mining contaminants, and develop microfluidics-based laboratory models for flow and detection of contaminants through soil. Research area 2 will investigate the ability of phytosterols to act as cholesterol surrogates and how they modify the sterol profile of mammalian cell membranes, as well as examine the resulting membrane biophysical properties (using capillary microfluidic techniques).
	By linking each research area to an issue of concern to the Navajo people, this team will be able to achieve the objectives of increasing enrollment in STEM fields at NTU, and will inspire students to continue to graduate research in materials and related fields. In addition, the highly accessible research techniques can be readily adapted into courses at NTU and outreach activities to the Navajo Nation, incorporating cultural knowledge and practices.

Welcome to Resources for Student Learning!
The resources here are designed to promote optimum student learning and development at NTU through planning, assessment, and reporting processes based on Diné Philosophy of Education, accreditation criteria, and best practices.

Program Assessment
Assessment is the process of establishing learning goals, providing learning opportunities, assessing student learning, and using results to implement improvements. The process is ongoing. It follows the logic of the Life Principles of Diné Philosophy of Education: Nitsáhákees (critical thinking), Nahat’á (planning), Iiná (implementation), and Sih Hasin (reflection). This takes place for every certificate and degree program.

Templates

• Student learning report
• Program course sequencing
• Program course planner
• Syllabus template (updated Oct 2023)
• Lesson plan
• Checklist rubric
• Descriptive rubric

Academic Prompts with Rubrics

• Algebra project
• Analyze data
• Apply new knowledge
• Creative writing
• Design solution
• Essay writing
• Function on team
• Lab writing
• Make informed judgement
• Oral presentation by group
• Research paper
• Resume
• Solve problem

Other Assessment Measures

• Professionalism Observation Assessment
• Teacher Candidate Self-Assessment (see p. 12 of apprenticeship packet)

General Education Assessment
Assessment of the GenEd program takes place one goal/semester at a time. Data summaries of direct and indirect measures are compiled on an annual basis by the University's Offices of Assessment and Institutional Research. An annual summary that includes recommendations for program improvement is prepared by the Student Learning Committee and included in the University's Annual Student Learning Report. Curriculum revisions as needed are designed by the Student Learning Committee and reviewed and approved by the Faculty Congress.

HLC GenEd Assessment Workshop 2021
NTU participated in a workshop sponsored by the Higher Learning Commission focused on improving GenEd assessment. The workshop took place in September and early October, 2021. Team members included Colleen Bowman, Kelly Chiquito, Bruce Lewis, Peter Moore, and Lola Natay. Workshop resources are posted below:

• Assessing Student Learning in General Education, Module 2. Susan Hatfield
• Assessing Student Learning in General Education, Module 3. Susan Hatfield
• Assessing Student Learning in General Education, Module 4. Susan Hatfield

New Mexico Higher Education Department Links

• New Mexico General Education Curriculum
• New Mexico Common Course Numbering System

Arizona

• Overview of General Education requirements in Arizona

Co-curricular Assessment
The goal of Co-Curricular Student Learning and Development at NTU is to provide value to Diné communities through research, community engagement, and service learning projects, and projects that foster cultural preservation, environmental sustainability, and economic development.

Co-Curricular activities are organized by faculty members as course assignments for course credit, and by faculty sponsors in student organizations. Projects require at least five hours of out-of-class participation and are assessed through a reflective essay or survey.

Students who complete an end-of-project survey do so using an online instrument. Data are organized by the Student Learning Coordinator. Copies of students’ reflective essays are submitted to the Student Learning Coordinator for program improvement analysis. The CCP is overseen and improved annually by NTU’s Student Learning Committee.

• Co-Curricular Program Profile with Measures

Assessment Reports

• Annual Student Learning Report 2021
• Annual Student Learning Report 2020
• Annual Student Learning Report 2019
  • Detailed Assessment Reports in Weave Online AY19
  • Pre/Post Course Reports AY19
• Annual Assessment Report: Fall 2017 – Spring 2018
• Annual Assessment Report: Fall 2016 – Spring 2017
• Annual Assessment Report: Fall 2015 – Spring 2016
• Annual Assessment Report: Fall 2014 – Spring 2015

Assessment Guides

• 2023 - 2024
• 2021 - 2022
• 2020 - 2021
• 2019 - 2020
• 2018 - 2019
• 2017 - 2018

Student Learning Committee
The Student Learning Committee consists of members of the Faculty Congress who represent the University's academic departments and campus locations. Members are self-nominated and affirmed by Faculty Congress leadership and academic administration.

SLC members in 2023-2024 include:

• Prince Boahene (Chair)

  Dr. Irene Anyangwe
  Dr. Dianna Dekelaita-Mullet
  Shasha Han
  Virgil House
  Christine Reidhead
  Dr. Franklin Sage
  Tsosie Schneider
  Dr. Frank Stomp
  Dr. Siri Tuttle
  Dr. Casmir Agbaraji

Minutes

Student Learning Committee

Assessment Committee

Program Review

Purpose
The purpose of Program Review at Navajo Technical University is to promote systematic review and evaluation of academic programs. It is central to NTU's mission, planning, academic programming, and continuous improvement.

Focus
The Program Review Committee and Deans conduct a thorough Self-Study of each academic program every five years using the Program Review Process. The review focuses on the following:

• Curriculum
• Student data
• Program assessment and improvements
• Strengths and challenges
• Faculty
• Recognition
• Cost

Cycle
Each academic program is reviewed on a five-year cycle. The schedule is developed in consultation with Department Chairs and Deans. Under exceptional circumstances and with the approval of the Deans, a review may be extended or postponed. When possible, the schedule is coordinated with other review(s) and accreditation obligations.

Process
The Program Review process includes five steps: 1) Planning, 2) Self-Study, 3) Hearing, 4) Analysis of Findings, and 5) Recommendations to the President's Cabinet.

Planning. Program Review is initiated each academic year by the Deans. In the preceding spring semester, Department Chairs are reminded as to the programs scheduled for review in the subsequent year. Early in fall semester, for programs scheduled for review, chairs, program advisors, and faculty attend an orientation workshop.

Self-Study. A Self-Study is completed for each program that undergoes Program Review. A Self-Study Team consisting of Program Advisor(s) and Faculty is assigned by the appropriate Department Chair, who is ultimately responsible for the completion of each Self-Study under her or his purview. Self-Study Teams complete items assigned to them in the Program Review template; other items are completed by persons and offices as indicated in the template. Self-Studies must be completed by the end of fall semester.

The Program Review template is housed in NTU's Google Drive to allow for multiple authors to work on the report simultaneously.

Hearing. This is conducted by the Program Review Committee and scheduled and convened in spring semester by the Deans. Each Self-Study Team presents its findings to the University community.

Analysis of findings. The Program Review Committee produces a summary report that highlights the following:

• Recruitment and retention of faculty and students
• Graduation rates
• Programs quality
• Student learning assessment
• Teaching and academic outreach efforts of the faculty
• Fiscal efficacy
• Action plans

The summary report is responsive to other issues that come up in the course of the reviews. The Program Review Committee makes specific recommendations for improvement of the quality of programs reviewed, as well as identify those aspects of the programs that are exemplary.

Self-Study team members are surveyed at the conclusion of the Program Review process identify strengths, challenges, and opportunities for improving Program Review as a whole.

Report to the President's Cabinet. The final step in the Program Review process is the preparation of a summary report on the year’s Program Reviews for the President's Cabinet.

Program Review Guides

• Program Review Guide for 2023-24
• Program Review Guide for 2022-23
• Program Review Guide for 2021-22
• Program Review Guide for 2020-21
• Program Review Guide for 2019-20
• Program Review Guide for 2018-19

Summary Reports

• Summary Report for AY23
• Summary Report for AY22
• Summary Report for AY21
• Summary Report for AY20
• Summary Report for AY19
• Summary Report for AY18

Program Review Committee Members

PRC Meeting Minutes

Institutional Review Board (IRB)

Welcome to the Navajo Technical University research site for researchers. If you are a student about to embark on a research initiative, please read all of the following information so you can be well informed about your project.

1. Have your faculty advisor review and approve your project
2. Determine the type of review required: exempt, expedited or full review
3. Download an Application for Research for your project.
4. Complete the application and submit to a member of the IRB
5. Use the application checklist below to insure your documents are complete before submission.

Application for Research
All applications should be in type-written form, written in non-technical terms, and response placed directly under each question. It is the investigator's responsibility to provide information about research procedures so that the CIR has a clear understanding of what the research entails. It is important that you answer every question to ensure that all of the necessary information is included in your application.

Data collection may not begin until researchers have received approval to conduct the research, and research related activity shall not continue beyond the date stated on the approval letter. Research projects involving human subjects can be approved for up to one year in accordance with Federal Regulations. A study is considered complete when data collection and data analysis are complete.

Application Checklist
The following is provided to assist you with your application. Be sure your completed application includes these documents:

1. A title page with contact information for all investigators and sponsors.
2. A completed application form that includes:
   • - A description of any potential financial or professional interest by a funding source in the outcome of the research.
   • - A description of the setting or location(s) of where the research will be conducted.
   • - An estimate of how the amount of time that will be requested of each participant.
   • - A description of any potential benefits to participants for participating in this research (including incentives of any type).
   • - A description of instances in which participant confidentiality would be broken.
   • - Disclosure of any additional or non-institutional funding sources.
3. Attach letters of support or agreement showing permission to conduct research at this location.
4. Copies of advertisements, recruitment letter(s), scripts, instructions given to participants.
5. Forms that will be used: Informed Consent, Confidentiality Statement, and Project Renewal.
6. Copies of surveys, instruments or measures, questionnaires, interview schedules, focus group questions, screening instruments, and/or other materials used to collect data.
7. Certification of back-translation for any materials that were translated into a language other than English as well as copies of materials in that language.
8. CV or bio sketch for Principal Investigator
9. Submit two complete application packet to the Chair or Co-Chair of the CIR

Faculty Responsibility for Student Projects
All research involving human subjects conducted by students are to be supervised by a faculty member and be reviewed and approved by the Committee on Institution Research prior to initiation. Investigators may not solicit subject participation or begin data collection until they have received written approval from the CIR.

The faculty advisor has the responsibility for (1) making the decision whether student research activities involving human participants meet eligibility for CIR review; (2) overseeing all research related activities; and (3) assuring that ethical principles are adhered to in the conduct of the project.

An example: consider a student who undertakes an individual or class project that does not involve a vulnerable population and involves no risk to the subjects of the study. The student delivers a presentation on campus (e.g., poster or showcase session or an oral presentation before faculty and peers.) This project would not require CIR review. However, if the results of this otherwise "no or low-risk" project may/might be disseminated at a professional conference, submitted for publication, or published on the World Wide Web, government regulations require prior review by CIR.

Generally, student research involving human subjects falls into one of two categories, only one of which requires CIR Review:

• Independent research
• Research methods training
• Curriculum Projects

Regulations:
Title 45 Code of Federal Regulations Part 46 (45 CFR 46) Protection of Human Subjects specifies federal regulations for the conduct of research involving human subjects. All human subjects research at Navajo Technical University must be conducted in accordance with 45CFR46. Regulations are available at http://www.hhs.gov/ohrp/humansubjects/guidance/45cfr46.html

(Ref: 21 CFR Part 312, 812, 45 CFR 46.101(b)(4), (b)(3), 45 CFR 46.402(a), 63 FR 60364-60367, November 9, 1998.)

IRB Members

1. Dr. Jennifer Wheeler (Chair)
2. Dr. Peter Romine
3. Dr. Colleen Bowman
4. Christine Reidhead
5. Dr. Palmer Netongo
6. Scott Halliday
7. Sheena Begay
8. Tomacita Grey
9. Dr. Casmir Agbaraji

NTU is partnering with SUN PATH and WICHE ICE. This opportunity provides quality online course sharing that ensures our students access a variety of online courses to help them stay on track to graduate. The partnership offers NTU access to the many Higher Learning online courses within the State of New Mexico and the region. Vice-versa, other Universities and Colleges would be able to enroll in our online courses. This helps with articulation and course sharing, which will help in cost savings, and ensuring our students graduate on time. All SUN ONLINE courses are Quality Matters (QM) certified which means NTU plans to offer QM certified courses as well. This is a huge advantage and opportunity for NTU.

SUN PATH is a consortium of New Mexico public colleges sharing quality online courses to ensure that students have access to a variety of courses, certificates, and degree programs. We are dedicated to excellence in online learning and professional development for faculty who teach online and committed to increasing access to quality online education for students across New Mexico.

WICHE ICE enables students, through their home institutions, to seamlessly access high quality online courses and programs offered by other four-year and two-year ICE member institutions. The collaborative model fosters faculty engagement, resource sharing, and innovation.

NEW MEXICO SUN ONLINE powered by WICHE ICE: Online Course Sharing System
SUN Online is a coursesharing statewide system that provides New Mexico students, from participating colleges and universities, to have greater access to quality online courses and programs across the state.

Through this system students have the opportunity to take classes from other institutions in the state that articulate their programs of study, while remaining enrolled in their home institution.

Colleges benefit with less duplication of courses, resources and programs and employers benefit with increased responsiveness and reduced time-to-market for local and regional training needs.

An online course catalogue with all courses shared by participating institutions can be accessed at http://www.wiche-ice.org.

For more information contact Coleen Arviso at ccarviso@navajotech.edu.

Navajo Technical University's (NTU) Adult Education Program offers classes and tutoring to help adult learners to build basic academic skills to prepare to take GED test to attain a high school equivalency diploma. The Program also provides students evidence of readiness to enter job training programs or college. The NTU ABE/GED Program mission statement is "Adult Basic Education is committed to adult learners to enter higher levels of self-reliance and employment opportunities. With the knowledge obtained, adult students will exercise choices and options with effective and productive lifestyles based on Diné cultural principles: Nitsáhákees, Nahat'á, Iiná, and Sihasin."

The NTU ABE/GED Program complies with the State of New Mexico GED requirements including:

• Must be 16 or 17 years of age if you meet the following expectations:
• Obtain and submit a permission form with consent from local school District as well as from parents or guardian. One does not need to live in New Mexico to take the GED test with the Program.
• Must complete the pre-post tests and practice test after spending a certain amount of prescribed time required by the Program
• The Program does not require that a student takes a GED Practice Test prior to taking an Official GED Test, however, it is recommended that a Practice Test be taken to ensure preparedness and readiness to take the Official Test.

The New GED 2014 Testing started in January 2014, and administered on computers call Computer Based Testing (CBT). The new generation of testing will be harder to pass and will include four components and will require all candidates to improve or develop their basic computer literacy skills. Four (4) subjects in the New GED Test are:

• Reading, Language, Arts (RLA) — (150 minutes)
  Writing and Reading are combined as RLA.
• Mathematical Reasoning — (120 minutes)
• Science — (90 minutes)
• Social Studies — (95 minutes)

Students must register to schedule to test which will require mandatory GED Orientation scheduled by the Program Instructors. Students will schedule testing when referred by the Instructor.

All prior ABE/GED Program testing scores and records were erased during November 2013, and cannot be used as credit toward your diploma.

Guidance & Intervention Committee

Wanda Cooke (Chair)
Brian Tatsukawa
Lupita Chicag
Robert Chase

Graduate Curriculum Committee

General Education Committee

Dr. Peter Moore (Chair)
Alex Tallant
Juanita Francis
Dr. Palmer Netongo
Dr. Reynelle Lowsayatee

Faculty Promotion Appeal Committee

Palmer Netongo (Chair)
Dr. Frank Stomp
Dr. Irene Ane-Anyangue
Dr. Osama Fakron

Academic Excellence Committee

Brian Connolly (Chair)
Dr. Dianna Dekelaita-Mullet
Dr. Olanrewaju Johnson
Walter Cloud
Sheila Begay
Jose Vanguardia
Melvina Jones

Online Education Committee

Dr. Coleen Arviso (Chair)
Shasha Han
Sumathi Ragavanentham
Mark Trebian
Dr. Rick Rochester
Tilda Harrison-Woody

Program Review Committee

Student Learning Committee

Undergraduate Curriculum Committee

Nancy Goodwin (Co-Chair)
Sasha Han (Co-Chair)
Sundaram Arumugam
Dr. Abraham Meles
Mohamed Illafe
Julie Bales
Darrick Lee
Nsalambi Nkongolo

Institutional Review Board (IRB)

Dr. Peter Romine (Co-Chair)
Scott Halliday (Co-Chair)
Dr. Colleen Bowman
Dr. Jennifer Wheeler
Christine Reidhead
Dr. Palmer Netongo
Sheena Begay
Dr. Franklin Sage
Tomacita Grey
Dr. Casmir Agbaraji

ABET Accreditation Committee Members for the 2022-2023 Academic Year

Dr. Peter Romine
Dr. Sundaram Arumugam
Dr. Arup Dey
Dr. Monsuru Ramoni
Dr. Ragavanantham Shanmugam
Dr. Osama Fakron
Dr. Gholam Ehteshami
Juanita Francis
Dr. Olanrewaju Johnson
Anusuya Velligiri
Tsosie Schneider
Dr. Frank Stomp
Scott Halliday
Dr. Casmir I. Agbaraji (Chairperson)

NTU Department Chairs for 2022-2023 Academic Year

The Electrical Engineering (B.S.) Program is accredited by the Engineering Accreditation Commission of ABET, https://www.abet.org, under the General Criteria and the Electrical, Computer, Communications, Telecommunication(s) and Similarly Named Engineering Programs Program Criteria. 
http://www.navajotech.edu/academics/bachelor-of-science/electrical-engineering

The Industrial Engineering (B.S.) Program is accredited by the Engineering Accreditation Commission of ABET, https://www.abet.org, under the General Criteria and the Industrial and Similarly Named Engineering Programs Program Criteria.
http://www.navajotech.edu/academics/bachelor-of-science/industrial-engineering

Associate of Chemical Engineering Technology Total Headcount Enrollment Fall 2016 to Spring 2021
Associate of Engineering Technology Total Headcount Enrollment Spring 2018 to Spring 2021
Bachelor of Advanced Manufacuturing Technology Total Headcount Enrollment Spring 2017 to Spring 2021
Bachelor of Information Technology Total Headcount Enrollment Fall 2012 to Spring 2021

ABET Programs Conferred Graduates at NTU Fall 2016 - Spring 2021
Combined Program Enrollment at NTU for ABET Programs
ABET Enrollment by Program at NTU Fall 2016 - Spring 2021

Engineering Accreditation Commission (EAC)

Program Educational Objectives (PEOs) for a Bachelor of Science Degree in Electrical Engineering (EE), Environmental Engineering (ENVE), Industrial Engineering (IE), and Mechanical Engineering (ME)

The Navajo Technical University (NTU) engineering alumni will show that they meet expectations by performing within one or more of these parameters in five to seven years after graduation:

1. Show progress in their career through greater supervisory tasks, advancing to larger managerial responsibility or increasing technical accountability.
2. Acquire professional engineer’s license, other certifications of expertise in technical areas or attend graduate school in an appropriate technical discipline.
3. Demonstrate success by continuing employment and/or technical accomplishments as entrepreneurs, civil servants or in commercial or industrial endeavors.

Student Learning Outcomes (SLOs) for a Bachelor of Science Degree in EE, ENVE, IE, and ME

Student Learning Outcomes (SLOs) demonstrate what students are expected to know at the time of graduation.

1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

ABET Self-Study Report for the Industrial Engineering Program at NTU
ABET Self-Study Report for the Electrical Engineering Program at NTU

Engineering Technology Accreditation Commission (ETAC)

Program Educational Objectives (PEOs) for an Associate of Applied of Science Degree in Engineering Technology (Chemical Engineering Technology and Engineering Technology)

The Navajo Technical University (NTU) engineering technology alumni will show that they meet expectations by performing within one or more of these parameters in five to seven years after graduation:

1. Show progress in their career through greater supervisory tasks or increasing technical accountability.
2. Acquire certifications of expertise in technical areas or continue education in an appropriate technical discipline.
3. Demonstrate success by continuing employment and/or technical accomplishments as entrepreneurs, civil servants or in commercial or industrial endeavors.

Student Learning Outcomes (SLOs) for an Associate of Applied Science Degree in Chemical Engineering Technology and Engineering Technology

Student Learning Outcomes (SLOs) demonstrate what students are expected to know at the time of graduation.

1. an ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve well-defined engineering problems appropriate to the discipline;
2. an ability to design solutions for well-defined technical problems and assist with the engineering design of systems, components, or processes appropriate to the discipline;
3. an ability to apply written, oral, and graphical communication in well-defined technical and non-technical environments; and an ability to identify and use appropriate technical literature
4. an ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results; and
5. an ability to function effectively as a member of a technical team.

Program Educational Objectives (PEOs) for a Bachelor of Applied Science Degree in Advanced Manufacturing Engineering Technology

The Navajo Technical University (NTU) engineering technology alumni will show that they meet expectations by performing within one or more of these parameters in five to seven years after graduation:

1. Show progress in their career through greater supervisory tasks or increasing technical accountability.
2. Acquire professional engineer’s license, other certifications of expertise in technical areas or attend graduate school in an appropriate technical discipline.
3. Demonstrate success by continuing employment and/or technical accomplishments as entrepreneurs, civil servants or in commercial or industrial endeavors.

Student Learning Outcomes (SLOs) for a Bachelor of Applied Science Degree in Advanced Manufacturing Engineering Technology

1. an ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve broadly-defined engineering problems appropriate to the discipline;
2. an ability to design systems, components, or processes meeting specified needs for broadly-defined engineering problems appropriate to the discipline;
3. an ability to apply written, oral, and graphical communication in broadly-defined technical and non-technical environments; and an ability to identify and use appropriate technical literature;
4. an ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results to improve processes; and
5. an ability to function effectively as a member as well as a leader on technical teams.

Computing Accreditation Commission (CAC)

Program Educational Objectives (PEOs) for a Bachelor of Applied Science Degree in Information Technology (IT)

The Navajo Technical University (NTU) Information Technology alumni will show that they meet expectations by performing within one or more of these parameters in five to seven years after graduation:

1. Show progress in their career through greater supervisory tasks or increasing technical accountability.
2. Acquire certifications of expertise in technical areas or attend graduate school in an appropriate technical discipline.
3. Demonstrate success by continuing employment and/or technical accomplishments as entrepreneurs, civil servants or in commercial or industrial endeavors.

Student Learning Outcomes (SLOs) for a Bachelor of Applied Science Degree in Information Technology

Student Learning Outcomes (SLOs) demonstrate what students are expected to know at the time of graduation.

1. Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions.
2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline.
3. Communicate effectively in a variety of professional contexts.
4. Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles.
5. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline.
6. Use systemic approaches to select, develop, apply, integrate, and administer secure computing technologies to accomplish user goals.

Computing Accreditation Commission (CAC)

Program Educational Objectives (PEOs) for a Bachelor of Science Degree in Computer Science

The Navajo Technical University (NTU) Computer Science alumni will show that they meet expectations by performing within one or more of these parameters in five to seven years after graduation:

1. Show progress in their career through greater supervisory tasks or increasing technical accountability.
2. Acquire certifications of expertise in technical areas or attend graduate school in an appropriate technical discipline.
3. Demonstrate success by continuing employment and/or technical accomplishments as entrepreneurs, civil servants or in commercial or industrial endeavors.

Student Learning Outcomes (SLOs) for a Bachelor of Science Degree in Computer Science

Student Learning Outcomes (SLOs) demonstrate what students are expected to know at the time of graduation.

1. Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions.
2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline.
3. Communicate effectively in a variety of professional contexts.
4. Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles.
5. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline.
6. Apply computer science theory and software development fundamentals to produce computing-based solutions

Navajo Technical University (NTU) is pleased to share as of June 7, 2017, we've been approved by New Mexico Higher Education Department (NMHED) to participate in the National Council for State Authorization Reciprocity Agreements (NC-SARA). We are the first Tribal University/College to become members of SARA.

Institutions that are members of SARA are authorized to provide online education to students from all SARA member states, currently 43 states and the District of Columbia are members. States and institutions that choose to become members of SARA operate under a set of policies and standards that are overseen by the National Council for State Authorization Reciprocity Agreements (NC-SARA) and administered by four regional higher education compacts.

SARA is intended to make it easier for students to take online courses in member states regardless of where the students live and the institution is located. As a State Authorization Reciprocity Agreement participant, NTU will comply with the following provisions developed by the Council:

• Online learning is appropriate to the institution’s mission and purposes.
• The institution’s plans for developing, sustaining, and, if appropriate, expanding online learning offerings are integrated into its regular planning and evaluation processes.
• Online learning is incorporated into the institution’s systems of governance and academic oversight.
• Curricula for the institution’s online learning offerings are coherent, cohesive, and comparable in academic rigor to programs offered in traditional instructional formats.
• The institution evaluates the effectiveness of its online learning offerings, including the extent to which the online learning goals are achieved, and uses the results of its evaluations to enhance the attainment of the goals.
• Faculty responsible for delivering the online learning curricula and evaluating the students’ success in achieving the online learning goals are appropriately qualified and effectively supported.
• The institution provides effective student and academic services to support students enrolled in online learning offerings.
• The institution provides sufficient resources to support and, if appropriate, expand its online learning offerings.
• The institution assures the integrity of its online offerings.

For more information about the SARA initiative and the progrees of state and institutional membership, please visit http://nc-sara.org/sara-states-institutions.

Complaint Resolution – If a student would like to discuss a concern or complaint s/he is encouraged to follow NTU's resolution process as described at our Student E-Learning Policy or Online Student Complaint Procedure if the complaint is not met with satisfaction, a student may file a complaint with the New Mexico Higher Education Department (the SARA Portal Entity for New Mexico). Additional information about the New Mexico Higher Education Department’s complaint process can be found at https://hed.nm.gov/students-parents/nc-sara.

Online Complaint Form Professional Licensure Disclosure