Diné College www.dinecollege.edu

Annual Report
2015
www.dinecollege.edu
Diné College
Established in
1968
Table of Contents
Institutional Governance
1
Message from the President
3
Educational Principles
5
Our Values
8
Spotlight 2015
9
By the Numbers
15
Multi-Campus System
23
Academics
26
Student Services
29
Dual Credit
33
Athletics
36
Financial Stewardship
37
Institutional Governance
Greg Bigman, Board President
Nelson S. BeGaye,
Board Treasurer
HEHS Representative
Theresa Hatathlie, Board VP
Western Navajo Agency
Dr. Tommy Lewis Jr.,
Board Secretary
Superintendent of Diné Schools
Board of Regents
Origins
Diné College is governed by an eightmember Board of Regents including one
student representative from the Associated
Students of Diné College (ASDC).
The Navajos have a long history of being
dedicated to education for their people. A
few days before his death in 1893, the
great chief, Hastiin Ch'il Haajini
(Manuelito) said, "My grandchild, education is the ladder. Tell our people to take
it." For the past five decades, the Navajos
have allocated a relatively large proportion
of their efforts and resources to improving
educational opportunities for their tribal
members.
The Board is responsible for establishing
strategic direction for the College, approving institutional policies, reviewing and
approving the Annual Unrestricted General
Fund Budget, supervising the College
President, and reporting to the Navajo
Nation through the Health, Education &
Human Services (HEHS) Committee.
Members of the Board invigorate the College’s governance process by successfully
advocating the interests of the College at
the Navajo, federal and state levels.
Through sustained public outreach to
diverse constituencies, the Board ensures
that higher education remains a top priority
within the Navajo Nation.
Mission
Laurence Gishey, Regent
Ft. Defiance Agency
Anderson Hoskie, Regent
Eastern Navajo Agency
In 1968, the Navajo Tribe took a momentous step toward educational selfdetermination of Indians by establishing
Navajo Community College (now Diné
College.) This landmark institution was an
innovative means to meet the long unmet
post-secondary educational needs of
Native Americans. The Navajo Nation
sought to create an institution of higher
education that encouraged Navajo youth to
become contributing members of the
Navajo Nation and the world. Today, Diné
College serves a predominantly Navajo
student population across the 26,000
square miles of the Navajo Nation that
spans across the states of Arizona, New
Accreditation
Johnson Dennison, Regent
Chinle Agency
Vacant, Student Regent
ASDC President
Rooted in Diné language and
culture, our mission is to advance
quality post-secondary student
learning and development to
ensure the well-being of the
Diné People.
1
Diné College is accredited by the Higher
Learning Commission (HLC) of the North
Central Association of Colleges and
Schools. Contact Information for HLC:
230 South LaSalle Street, Suite 7-500,
Chicago, IL 60604-1411, (800) 621-7440.
Message from the President
Ya’at’eeh,
Welcome to Diné College. Our institution is the first tribal college founded and
chartered by a sovereign tribal nation in the U.S. As a leader in tribal higher
education since 1968, Diné College is committed to offering academic programs
that focus on Diné culture, history, and language. We are committed to academic
excellence and student success. Our faculty and staff work diligently to provide
quality teaching and student-centered services to all of our students across six
campus sites within the Navajo Nation in Arizona and New Mexico.
The mission of our College embraces and applies the Navajo principles of Sa’ąh
Naagháí Bik’eh Hózhóón. We are committed to the advancement of student learning through the values of Nitsáhákees (Thinking), Nahat’á (Planning), Iiná (Living)
and Siihasin (Assurance).
Dr. Maggie L. George, President
Ph.D., University of Kansas,
Philosophy/Education
M.A., New Mexico Highlands University,
Guidance & Counseling
B.A. New Mexico Highlands University,
Elementary Education
Diné College continues to strengthen and expand our academic programs.
Our degree offerings prepare students for further studies and employment in a
multi-cultural world. Through engaging student learning environments, we strive to
foster social responsibility, community service and scholarly research that
contribute to the social, economic and cultural well-being of the tribal, state,
national and global communities.
If your goal is to earn a degree, prepare for a transfer, or earn a certificate to
advance your level of academic attainment, Diné College is the right place for you!
Education is an investment that requires care and persistence, and Diné College’s
faculty, staff and administration are here to assist you along your pathway. I
encourage you to take advantage of the College’s outstanding academic programs
and student support services. Best wishes for a wonderful academic experience here
at Diné College!
Sincerely,
Maggie L. George, Ph.D.
President
3
1
Educational Principles
Our educational principles are
based on
, the Diné traditional
living system, which places
human life in harmony with
the natural world and universe.
The system provides for protection from the imperfections
in life and for the development
of well-being.
The College’s educational principles are four-fold:
. Thinking.
Apply the techniques of reasoning. Analyze
alternative solutions through the use of the principles of logic and creativity.
Planning.
communication skills.
. Develop and demonstrate
Demonstrate systematic organization skills.
Implementation.
Demonstrate self-direction based on
personal values consistent with the moral standards of society.
Demonstrate quality, participation, work, and materials.
Reflection and assurance.
Demonstrate confidence.
Demonstrate competency.
5
Our Values
Respecting the cultural, racial, and
gender diversity of the Diné People, maintaining safe, courteous, respectful, and
positive learning environments, and valuing
inclusiveness.
Excellence and selfinitiative in problem-solving, compassion,
setting clear goals, and establishing positive
working relationships.
Cooperating and helping
one another, keeping all employees well
informed, using proper language for communication, respecting one another on equal
terms, and honoring é
Understanding, thoughtfulness,
competence, confidence, conscientiousness,
and reflectivity for serving the needs of the
Diné People.
8
Spotlight
2015
Academics
Math Camp Challenges Students
In 2015, a two-week Math Camp was hosted by Diné College that gave students the
opportunity to learn new and interesting
mathematics skills, while enjoying a
camper’s lifestyle. The Baa Hozhó Math
Camp was organized by the Math Endorsement Class under the direction of the
Center for Diné Teacher Education.
The camp schedule included many engaging math-related activities for the campers.
In between sessions, students participated
in Diné cultural activities, as well as physical and social activities, such as games and
sports. Students were encouraged to work
on problem sets, analytical reasoning,
communication skills, and complete problem solving strategies.
ing, Navajo
Research.
Linguistics
&
Theories-
Each year the focus changes to include varying topics such as: studies in a different subfield of linguistics each year (syntax, phonology, semantics, morphology), a course in
Navajo verb structure, classroom teaching
techniques, colloquia by scholars, research
presentations and time for research and lesson planning. The workshop is produced by
NLA, Inc., a non-profit organization dedicated to the support and development of
Navajo linguists.
Participants of the Navajo Language Academy (NLA) - Diné Bizaad Nasalkaah arrived on campus in July 2015 for their 3week workshop. NLA participants are
Navajo linguists, Navajo language teachers, linguists with a research interest in
Navajo or a related Athabaskan language,
undergraduate and graduate students.
The NLA is a language workshop in which
participants take four courses during the
workshop that include: an Introduction to
Navajo Linguistics, the Navajo Verb System, Advanced Navajo Reading & Writ-
Diné College Hosts Higher Learning
Commission Comprehensive Visit
At the end of March, 2015, Diné College
hosted a Higher Learning Commission
(HLC) Evaluation Team that conducted a
Comprehensive Visit. This process was part
of the ten-year cycle associated with the
reaffirmation of the College’s accredited
status.
Esteemed mathematicians from across the
nation were also on campus as the camp's
distinguished guests and teaching core.
The visiting scholars were David Auckly
from Kansas State University; Tatiana
Shubin from San Jose University; Bob
Klein from Ohio University; and Amanda
Serenevy from Riverbend Community
College.
3-Week Navajo Language Academy
Workshop Held
rings on a multipolar concentric ring electrodes. For instance, once electrodes are
placed on the subject, data is gathered to
determine seizure on-set. Oleksandr's research hopes to prove that by increasing the
number of rings on the electrode, a much
richer set of data can be gathered, thus leading to better detection of seizure on-set. Ultimately, his research will benefit the field of
international Epilepsy research.
DC Faculty Member Makes Strides in
Epilepsy Research
As a child in the Ukraine, Oleksandr Makeyev probably never imagined that his life's
path would him straight into the heart of the
Navajo Nation. But, this Diné College Math
instructor has been working overtime on
research projects that will benefit students at
the College and ultimately people around
the world. Oleksandr was awarded the
"Early Career Travel Grant" to present his
epilepsy research at the Society for Industrial and Applied Mathematics (SIAM) on
Network Science in Snowbird, UT. His research studies the accuracy of detecting seizure on-set by increasing the number of
9
Diné College Ranks 2nd Among
670 Community Colleges
17 key metrics, ranging from the cost of instate tuition and fees to student-faculty ratio.
The College was featured in ‘2015’s Best
& Worst Community Colleges,’ an online
study by WalletHub which compared 670
community colleges across the country.
Diné College was ranked number one in
the State of Arizona and second best
among community colleges in the United
States. Criteria associated with the online
study included cost of in-state tuition and
fees as well as student-faculty ratios. The
College ranked number one in ‘Lowest
Student-Loan Default Rate.’
Jill Gonzalez with WalletHub said the Arizona school’s in-state tuition of $725 dollars
per year is the lowest in the country, putting
students on solid ground when they finish
school. “Not only were they number one in
terms of cost and financing and affordability, but they were also number one in terms
of career outcomes, which means students
are graduating with great jobs and they’re
leaving with no student debt whatsoever,”
Gonzalez said. For more information, please
visit: http://wallethub.com/edu/best-worstcommunity-colleges/15076/)
In order to identify the best and worst
community colleges in the U.S., WalletHub compared 670 such institutions
across four key dimensions, including: 1)
Cost & Financing, 2) Classroom Experience, 3) Education Outcomes and 4) Career Outcomes. Due to data limitations,
WalletHub was not able to include all of
the more than 1,100 member colleges of
the American Association of Community
Colleges. Their data set included a total of
making
progress
in
addressing achievement
gaps. As a result of working with the ATD initiative, Diné College is set to
become a leader school
for tribal colleges and
community colleges, nationwide.
Diné College Participates in Achieving
the Dream Initiative
The College has continued to work with the
Achieving the Dream (ATD) initiative and
is focusing on student success and fostering
a data-driven environment within the institution. Under the guidance of ATD's Leadership Coach, Dr. Omero Suarez, and Data
Coach, Dr. Luzelma Canales, the College is
Diné College Awarded $8.8 Million
Capital Improvement Grant
Diné College is the recipient of $8.8 million
Title III Capital Grant from the U.S. Department of Education. The grant is intended to,
“Support student success by engaging in
planning, design and renovation/new construction activities at the College’s main
campus in Tsaile, AZ,” according to Cameron Daines, Vice President for Institutional
Advancement and author of the grant.
The HLC Team examined a wide range of
processes and performance including
mission, integrity (ethical and responsible
conduct), teaching and learning (quality,
resources and support), teaching and learning
(evaluation
and
improvement),
resources, planning and institutional
effectiveness. The HLC Team also examined Federal compliance factors. The final
HLC Report was submitted in July 2015 to
the HLC’s Institutional Actions Council for
final review and approved in September.
The HLC Report identifies a majority (91%)
of the criteria for re-affirmation of accreditation as “Met” with no concerns, and confirms that the College is compliant with federal regulations associated with higher education.
The 5-year capital campus development
grant lists three major focus areas for improvement: Life/Safety Standards, Enhancement of Student Learning Environments,
Establish a Robust IT Infrastructure. The
grant will be awarded at $1.7 million per
year beginning in FY 2016.
Areas of focus include:
 Renovation of the Ned Hatathli Center
 Extension of fiber optic lines to the
Tsaile Campus
 Construction of student common areas
10
Spotlight 2015 - cont’d
Navajo Oral History Project
Advances Cultural Research
For six years, Diné College Sociology
Professor, Dr. Miranda Haskie and
Winona State Mass Communications Professor, Dr. Tom Grier have collaborated to
bring together students from Winona State
University and Diné College for the
Navajo Oral History Project (NOHP).
NOHP participants come together for three
weeks at Diné College in Tsaile where
they are teamed up to conduct research
projects focused on the Navajo culture. In
addition, the students learn basic introductory concepts related to journalism, photojournalism and ethnographic research.
able to its citizens and is capable of raising
their quality of life. DPI commits itself to
conducting high-quality, independent research – grounded in Fundamental Diné
Law. Based on that research, DPI provides
innovative, practical recommendations that
strengthens the Navajo government; and
fosters the economic and social welfare and
opportunity of all Navajos. DPI is tackling
issues impacting Navajo traditional and contemporary life, such as LGBQT, wage gaps,
sovereignty, and language preservation.
During the program, four student teams are
paired with a Navajo elder. The teams
conduct personal research, interview the
elders, create an audio recording and video
recording and photographically document
the interviews. Students then transcribe the
interviews, write scripts, proof read and
edit. Student teams also participate in a
service project for their assigned elder,
which includes assisting with necessary
repairs or home projects.
Today, DPI still believes in a vision of a
Navajo Nation government that is account-
Since taking the reigns as Director earlier
this summer, Benally has been busy gathering data, conducting research, and planning
symposiums. DPI is currently tackling issues
that skate a fine line between mainstream
hot topics and issues normally taboo in
Navajo Culture. DPI often examines
the multiple pressure points where mainstream meets the Navajo Nation. According
to DPI, these points are exactly where the
majority of Navajo youth and working families experience relevant and quality-of-life
issues today.
Sheep Is Life Celebration held in Tsaile
Dine Be' Iiná Inc. and Diné College have
continued their partnership in hosting the
Annual Sheep is Life celebration filled with
workshops and lectures focused on the Navajo sheep culture and spirituality. Sheep Is
Life was held June 19-20, 2015 at the Diné
College Campus in Tsaile.
Sheep is Life is a gathering for all weavers,
artists and those who love sheep, wool, fiber
arts and the diverse cultures that have maintained these lifeways for thousands of years.
Sheep is Life also focuses on the role of
raising awareness on the role of the NavajoChurro sheep in the evolution of Navajo
weaving.
Diné Policy Institute Emerges as Leader
in Tribal Research and Analysis
The Diné Policy Institute (DPI) was established in 2006 under the leadership of former Diné College administration and a
former Speaker of the Navajo Nation
Council. The organization was formed
with a vision to provide policy research
and analysis for the Navajo Nation that
was informed by Diné thinking, using the
framework of Nitsáhákees (Thinking),
Nahat’á (Planning), Iiná (Living) and Siihasin (Reflecting).
was developed by Benally when he previously worked for DPI in 2008 as a Policy
Analyst under former Chief Justice Emeritus
of the Navajo Nation Supreme Court, Honorable Robert Yazzie.
The College recently named Moroni T.
Benally as DPI Director. Benally, a former
candidate for Navajo Nation President was
instrumental in building a policy analysis
framework for conducting policy research
from the Navajo perspective. This unique
culturally-based approach to policy research
11
Spotlight
2015 - cont’d
Academics
Lady Warriors Bring Home Second
National Title in Seven Years
Syracuse, NY - On November 7, 2014, the
United States Collegiate Athletic Association (USCAA) held its Cross Country
National Championships in Syracuse, New
York. With overwhelming support from
family members, Diné College’s Women’s
Cross Country Team “the Lady Warriors”
took home the National Championship.
The Lady Warriors won their first ever
USCAA Women’s Cross Country National
Championship in 2007.
“Winning a National Championship is a
monumental achievement for the College.
Our student athletes continue a tradition
that we are recognized for nationally,” said
Academic Dean Abraham Bitok, former
Athletic Director for Diné College. “It’s
great to see our student athletes perform
and earn accolades at this level. They return to their native homeland as rolemodels in each of their communities.
That’s what we strive for at Diné College.”
school at no cost to the students. The Dual
Credit program is popular because it allows
high school students to get a jump-start in
gaining college credits. In early 2014, Arizona Representative Jamescita Peshlakai (D)
introduced stand-alone dual credit legislation. In early March 2015, the legislation
passed that allows Diné College and two
other Arizona Tribal Colleges & Universities (TCU’s) Tohono O'Odham Community
College (TOCC) and Navajo Technical College (NTU) to create and fund dual credit
programs specifically for their own institutions. Once the initial dual credit legislation
was signed into law, further Arizona legislation was passed providing funding for the
program with unclaimed lottery money.
Those funds are used to offset the $55 per
credit hour cost for high school students to
enroll in college courses at the TCU’s.
New Mexico State Senator John Pinto (D)
championed the dual credit legislation in
2011 for the state’s consortium of TCU’s to
offer dual credit programs. Funding for the
New Mexico TCU programs is provided
through the state’s “Tribal College Dual
Credit Program Fund” and uses the same
$55 per credit hour rate for students.
Diné College Launches Radio Station
Diné College Puts the Finishing Touches
on Dual Credit Initiative
Diné College officially launched a newly
constructed radio station KXWR 92.1 FMon July 2, 2015. The station is now set to
operate 24/7 as a 100-watt Low Power FM
radio station serving the communities of
Tsaile, Wheatfields and Lukachukai. Cuyler
Frank is at the helm as Radio Operations
General Manager. Under his guidance
KXWR will offer a variety of music and
programming related to culture, education,
local news and national/international events.
Dual Credit programs allow high school
students to take college courses at eligible
institutions while still in enrolled in high
“Our mission statement states that KXWR is
a community based radio station that
enriches the relationship between Diné
13
Diné College is awarded 5-Year Title III
Program Grant from Dept. of Education
College and its surrounding community,”
Frank stated, “We provide an inclusive forum for education and awareness, engaging
listeners through Diné language and culture,
and a diverse array of programming.”
Diné College Awarded 5-Year
National Science Foundation Grant
On Sept. 17, 2015, Diné College was awarded $2,498,496 from the National Science
Foundation for a grant entitled, ‘Stem 2020Dine College.’ This initiative is under the
direction of Dr. Donald K. Robinson, and
Dr. Mark C. Bauer. This term begins September 15, 2015 and ends August 31, 2020.
Diné College’s STEM 2020 TCUP grant
will provide for the design, implementation,
and assessment of new academic programs
and services in STEM-related fields through
place- and inquiry-based approaches. The
opportunities for students will provide employment training and opportunities, personal development, and improved quality of life
for the Navajo communities surrounding
Diné College. Programs to be developed will
be a GIS Certificate, Pre-Engineering A.S.,
Computer Science A.S., Environmental Science B.S., Secondary Education Math B.S.,
and Math Science Secondary Education Certification B.S. Innovative instruction will
consist of a focus on local place-based and
inquiry-based knowledge.
Diné College is the recipient of $8.3 million
Title III Program Grant from the U.S.
Department of Education. The College will
engage multiple strategies to support
students and improve retention and graduation rates. The overall goals of this initiative
are to (a) develop and support academic
success and opportunities for students;
(b) establish and enhance campus learning
through the advancement of technology;
(c) enhance a culture of data-driven decision
-making; and (d) expand student success
programs and services that address student
readiness, college success and educational
and professional pathways. To accomplish
these goals, development activities will fall
into nine strategies:
1. Develop
new
Bachelor
Degree
Programs and Enhance Institutional
Partnerships
2. Upgrade and Integrate Distance Education and Online Courses
3. Establish a Career Placement Office to
Support BA Programs
4. Develop Outreach Services for K-12
with Placement Test Prep Curriculum
5. Develop a Tutoring Department with
Writing and Math Labs
6. Expand Counseling Services for
Students
7. Incorporate New Retention and Advising Initiatives
8. Establish Living and Learning Communities within Residence Life
9. Establish a Data Repository
Diné College Students Soar at
AIHEC Conference
In March 2015, Diné College students
represented well at the Annual American
Indian Higher Education Consortium
(AIHEC) Student Conference in Albuquerque, NM. The team brought home nine
awards, including two scholar awards. In
total, the DC team was comprised of 24
students competing in eight categories.
While all of our students are "winners,"
several came away from AIHEC with
awards in team and individual categories.








1st Place - One Act Play
Best Actress Award for One Act Play
- Dawni Laughter
1st Place - Computer Programming Malcolm Bob
2nd Place - Web Design
3rd Place - Business Bowl
3rd Place - Knowledge Bowl
3rd Place - Science Poster - Ashley
Young
Dallas Peterman - American Indian
College Fund Student of the Year &
Coca-Cola Scholar. Dallas is the only
TCU student to have received both
scholarships per TCU institution.
14
By the Numbers
Financial Aid
American Indian College Fund (AICF) Scholarship
Federal Pell Grants
State Scholarships/Grants (NM)
Tribal Scholarships
Other Scholarships
Federal College Work Study
State Work Study
AICF Full Circle Scholarship
Total Work Study
Total Scholarships and Grants
TOTAL
Amount
214,322.00
4,493,159.00
6,606.00
1,172,686.00
241,283.00
45,959.46
3,347.00
138,410.00
49,306.46
6,266,466.00
6,315,772.46
Data provided on 8/07/15 from PowerFAIDS for time period August 2014 - July 2015.
General
General
Student
Headcount
Course
Completion
AY1415 AY1314
AZ
2013 Fall
2014 Spring
2014 Summer
2014 Fall
2015 Spring
2015 Summer
TOTAL AY1314
TOTAL AY1415
0
NM
23
AZ
0%
NM
75%
Native American to
Non-Native Ratio
Male to Female Ratios
AZ
Male
0
Female
0
NM
Male
8
AZ
NM
Female NA Non-NA NA Non-NA
15
0
0
23
0
10
32 60% 86%
4
6
12
20
10
0
32
0
0
4
0% 50%
0
0
4
0
0
0
4
0
99
88 95% 80%
46
53
37
51
94
5
88
0
162
97 92% 71%
71
91
37
60 157
5
97
0
6
2 83% 100%
4
2
1
1
6
0
2
0
10
59 60% 70%
4
6
24
35
10
0
59
0
267
187 90% 84%
121
146
75
112 257
10 187
0
Data
verified
on
8/07/15.
Data
collected
and
stored
under
JenEX
System;
Total
course
completion
represents
average
Data verified on 8/07/15. Data collected and stored under JenEX System; total course completion
represents average of fall, spring and summer semesters.
15
Recipients
269
1198
33
555
228
45
2
47
47
2,330
2,377
By the Numbers - cont’d
3-Year Enrollment Avg.
per Campus/Center
3-Year Avg. Enrollment - Fall
Campus/Center
Avg.
Tsaile
922
Shiprock
270
Tuba City
270
Window Rock
120
Chinle
135
Crownpoint
79
All Sites
1795
3-Year Avg. Enrollment - Spring
Campus/Center
Avg.
Tsaile
794
Shiprock
239
Tuba City
254
Window Rock
111
Chinle
121
Crownpoint
71
All Sites
1590
3-Year Avg. Enrollment - Summer
Campus/Center
Avg.
Tsaile
336
Shiprock
50
Tuba City
96
Window Rock
34
Chinle
31
Crownpoint
24
All Sites
571
Data from JenEX System; 3-Year avg.
includes AY1213 through AY1415.
Campus/Center
Tsaile Campus
Shiprock Branch Campus
Tuba City Center
Window Rock Center
Chinle Center
Crownpoint Center
Kayenta Center
Ganado Center
TOTAL
5-Year Data Trend - Graduates/Degrees
Confirmed per Campus/Center
5-Year Data Trend - Graduates/Degrees Confirmed per Campus/Center
2011
2012
2013
2014
2015
TOTAL
109
94
78
148
96
525
38
31
12
13
19
113
32
13
18
19
12
94
14
14
9
9
6
52
12
12
4
2
1
31
3
6
11
3
2
25
3
3
0
0
0
6
4
3
0
0
0
7
215
176
132
194
136
853
Major
A.A. in Computer Science
Biology Option
Biology-Science Health Occupation
Business Management
Business Administration
Diné Studies
Computer Information Systems
Early Childhood Education
Education
B.A. in Elementary Education
Elementary Education
Environmental Science
Environmental Science Option
Fine Art
General Science
General Science Option
Health Occupation
Health Occupation Option
Liberal Arts
Navajo Language
Office Administration
Office Technology Certificate
Public Health Certificate
Public Health
Public Health w/Health Educ Socio-Cultural
Option
Soc & Beh Sci, Psychology Option
Small Bus Mgmt & Entrepreneurship
Social & Behavioral Science
Social Work
TOTAL
2011
5-Year Data Trend - Graduates/Degrees Confirmed per Major
2012
2013
2014
2015
TOTAL
0
0
0
1
0
1
5
6
5
7
4
27
2
0
0
0
0
2
4
0
0
2
1
7
19
12
11
19
13
74
15
7
6
12
4
44
2
0
0
3
6
11
0
0
1
4
2
7
0
0
0
10
7
17
7
9
7
7
4
34
14
13
16
9
5
57
5
0
0
0
4
9
1
4
4
6
0
15
6
5
2
9
1
23
1
0
0
1
9
11
2
4
3
4
0
13
18
2
7
2
21
50
4
16
15
15
1
51
29
21
21
19
14
104
1
1
0
2
1
5
6
8
1
7
3
25
6
6
3
6
1
22
0
15
0
10
5
30
1
0
0
0
1
2
0
6
1
53
7
215
1
2
0
36
8
176
0
1
0
29
0
132
5
0
0
34
0
194
2
0
0
27
0
136
Cost of Attendance (COA)
8
9
1
179
15
853
Data verified on 8/07/15 from JenEX System. Degrees confirmed reported to National Student Clearinghouse.
Data includes student duplicates due to several students earning multiple degrees.
17
Student demographics based on average
from AY1213 through AY1415
Per Gainful Employment, Cost of Attendance (COA) includes Tuition, Fees, Books, and Room/Board expense for full time student. Data shown above
is a 14-year trend showing COA. Data collected from 2001-2015 College Catalog on 08/07/15.
18
By the Numbers - cont’d
DC Personnel
Staff-Faculty-Admin
TOTAL
American Indian
Non-Indian
TOTAL
%
290
86%
46
14%
336
100%
Discipline
Data
hired personnel
at Diné
College at
point
Note:reflects
Data all
reflects
all hiredemployed
personnel
employed
atany
Dine
from
August
to July 2015.
College
on2014
the Navajo
Nation, employed at any point from
August 2014 to July 2014.
Degrees of DC Personnel
Associate Degree
Baccalaureate Degree
Masters Degree
Doctorate Degree
No Degree - Expert in Field
Other
TOTAL
American
Non
TOTAL
Indian
Indian
74
1
75
66
7
73
48
19
67
9
19
28
82
0
82
11
290
0
46
11
336
Data
08/07/2015
from JenEX
Module
System.
Data validated
validated on
on 8/07/15
from JenEX
DHRDHR
Module
System.
DC Facilities - Main Function
Classroom
Laboratory
Student Services/ Recreation
Administrative/Office
Library
Cultural Center/Museum
Auxiliary
Residence
TOTAL
TOTAL SF
208,627
4,800
18,376
16,577
42,011
65,294
55,064
176,550
587,299
DC Library Name
Charlie Benally Kinya'anii Library
Crownpoint Library
Senator John Pinto Library
TOTAL
%
36%
1%
3%
3%
7%
11%
9%
30%
100%
Volumes
73,839
13,423
34,871
122,133
Data verified
collected by
System Operator,
Verified
andand
Collected
byLibrary
BruceManagement
Chandler, Library
ILS Voyager; datasystem
providedopertor,
on 8/07/15.
management
ILS Voyager. Data provided
on 08/07/15.
19
Accounting
Anthropology
Art History
Biology
Business and Office
Chemistry
Communication
Computer Information System
Computer Science
Early Childhood Education
Economics
Education
Educational Professional
Development
English
Environmental Science and
Technology
Fine Arts
Foundation Studies
Geology
Health Education
History
Humanities
Management
Marketing
Mathematics
Navajo & Indian Studies
Navajo Language
Physical Education & Health
Physical Science
Physics
Political Science
Psychology
Public Health
Social Science
Social Work
Sociology
Theatre
TOTAL
Fall
2014
110
68
8
243
153
48
109
50
8
24
66
194
COURSE COMPLETION
# STUDENTS
Spring Summer Total
2015
2015 Students
98
208
69
8
145
42
50
320
71
634
119
5
277
57
36
141
53
162
37
5
92
7
15
56
5
85
69
135
157
7
358
Fall
2014
330
204
24
963
496
221
327
150
24
72
198
561
# CREDIT HOURS
Spring Summer Total
2015
2015
CHs
294
624
207
24
435
126
150
1,280
276
2,519
357
15
868
249
144
614
159
486
111
15
276
21
45
160
15
247
207
405
453
21
1,035
16
747
20
556
12
129
48
1,432
96
2,241
75
1,668
36
387
207
4,296
28
107
364
48
47
134
152
40
894
568
302
204
25
8
142
88
19
12
124
5,150
31
78
279
22
110
189
98
27
37
785
499
173
163
11
14
127
49
9
29
78
6
4,474
10
27
74
148
129
51
47
34
7
38
54
25
922
59
195
670
70
157
323
324
67
37
1,827
1,196
526
414
11
39
42
276
175
28
95
227
6
10,546
112
321
1,092
192
141
402
456
120
3,554
1,692
1,156
291
100
24
426
264
57
36
372
16,715
124
234
837
88
330
567
294
81
111
3,117
1,453
659
244
44
56
395
147
27
87
234
18
14,514
30
81
222
592
387
198
56
51
21
129
140
75
2,915
236
585
2,010
280
471
969
972
201
111
7,263
3,532
2,013
591
44
156
75
842
540
84
263
681
18
34,144
# STUDENTS: Total # of students taking courses per discipline during fall 2014, spring 2015,
and Summer 2015
# CREDIT HOURS: Total # Credit Hours per discipline
Data Collected from JenEX system. Data displays the number of courses offered over AY1415,
showing course completion with students who passed, failed, audited, or did not complete the
course
20
By the Numbers - cont’d
3-Year Trend - Ethnicity of Students
Race
%
American Indian or Alaska Native
98.00%
Asian
0.17%
Hispanic/Latino
0.09%
Black or African American
0.18%
Native Hawaiian/Other Pacific Islander
0.18%
White
0.99%
Unreported
0.39%
TOTAL
100.00%
Academic Development Activities
Question
Students who Attended Orientation
Students who Participated in service learning program
Students who Received tutoring
Academic Awards
Students who Received academic award(s) from your college
Research, Teaching and Active Learning Activities
Students who Have been a Research Assistant/Involved in
Independent Research
Data from JenEX System; 3-Year avg. includes AY1213 through AY1415.
Students who Served as a Peer Tutor
Financial Support
Students who Received financial support (federal, tribal, state, TCU,
or AICF need based)
23
Students who participated in organized athletic programs on campus
Career Development
Students who Received career advising (including seminars and
workshops)
Service to the Community
Students who Participated in tribal boards or community
organizations
Students who Volunteered to help with community cultural events,
including powwows
Students who Participated in culturally relevant activities on campus,
other than academic courses
Math Camp 2015
Summer Institute 2015
TOTAL
31
33
64
9
2
11
Staff
Community Staff
5
27
32
6
0
6
Student Services Offered
Students who received Transportation services (bus, van service, gas
cards, etc.)
21
21
11
Students who Participated in student clubs, including chapters of
national organizations
Students Faculty
121
Students who Participated in on-campus research internship
Students who Participated in off-campus research internship
(including summer programs)
Students who Received merit scholarships
Students who Received athletic scholarships
Students who Participated in work-study program
Extracurricular Activities
Students who Involved in student government or other leadership
program
Summer Programs
Students
522
33
3017
2
2377
1131
45
47
10
66
42
606
1
482
298
256
Students who received Financial literacy education programs and
workshops
1027
Students who received Health/wellness services, including behavioral
health counseling
331
Multi-Campus System
ONE COLLEGE, MULTIPLE SITES
Tsééhíl , the “place where the stream flows
into the canyon,” is also known as Tsaile,
Arizona, the location of the College’s main
campus. In addition to the Tsaile campus,
there is a branch campus in Shiprock, New
Mexico, and four regional sites located in
Arizona and New Mexico. The Arizona
locations are in Tsaile, Window Rock,
Chinle, and Tuba City. The New Mexico
locations are in Shiprock and Crownpoint.
All locations offer General Education
courses and programs to support postsecondary learning and to prepare students
for further study or future employment.
CAMPUS DEVELOPMENTS
Tsaile Campus Student Family Housing
Students with families now have a new
Tsaile housing complex to meet their residential needs. 36 housing units have been
completed on the southwestern edge of the
Tsaile Campus. These units are fully furnished and will increase the housing capacity on campus by opening up dormitory
space currently occupied by student families. Funded by the Department of Education’s Title III Program, the housing complex will have a common-use pavilion
which can be utilized for group gatherings
and meetings. Total project cost: $10.3M.
Tsaile Campus Student Union Bldg.
The Department of Education has funded
the partial renovation of the Tsaile Campus
Student Union Building (SUB). A student
services center is located inside the facility.
The newly renovated wing of the SUB will
include student study rooms, a new learning
center, and a student commons areas. The
one-stop shop includes: Financial Aid, Admissions, Recruiting, Cashier, and Registrar.
Most areas of the renovation will be completed by mid-November 2015, with the
remaining areas set to be completed by mid
December 2015. Total project cost: $2.9M.
Tsaile Campus Classroom Bldg. Addition
Two of the four labs in the Gorman Classroom Building (classrooms 110 and 114) are
being renovated. The labs will be updated to
include new audio/visual equipment, lab
benches and seating, updated lighting, and
improved heating, air-conditioning, and
ventilation. Funding is provided through the
College’s Compact with the State of AZ.
The anticipated completion date is December 2015. Total project cost: $673K.
In addition to the lab renovation at the GCB,
construction drawings for a classroom building adjacent to the GCB are being developed that will provide additional classroom
space and faculty offices. Funding is provided through the AZ Compact in the amount
of $350K.
23
Shiprock Campus Math Science Bldg.
A New Mexico General Obligation Bond is
funding the planning and design of a new
Math Science Building (MSB). This facility
will be located at the South Shiprock Campus near the Senator John Pinto Library and
will support the College’s academic focus
on science, technology, engineering and
mathematics (STEM). Construction-ready
documents are anticipated to be completed
by April 2016. Total project cost: $500K.
Shiprock Campus Fire/Safety Lane
Funding for a critical fire/safety lane at the
College’s South Shiprock Campus has been
made available by State of New Mexico
Severance Tax Bonds. The lane will provide
fire access and critical infrastructure support
for existing and future academic facilities.
Planning, design and construction of the lane
will be completed by mid 2016. Total pro-
Academics
DEGREE & CERTIFICATE PROGRAMS
Certificate Programs
 Digital Arts
 Irrigation Technician
 Navajo Nation Leadership
 Natural Resources
 Navajo Cultural Arts
 Public Health
Associate of Applied Science Degrees
 Business Management
 Office Administration
Associate of Arts Degrees
 Business Administration
 Computer Information Systems
 Diné Studies
 Early Childhood Education
 Education
 Fine Arts
 Liberal Arts
 Social and Behavioral Sciences
 Social Work
Associate of Science Degrees
 General Science
 Public Health
 Health Occupation
 Environmental Science
 Agroecology/Environmental Science
 Biology
 Mathematics
 Physics
Bachelor of Arts Degrees
 Business Administration
 Elementary Education (For General Classroom
Teachers)
CERTIFICATE PROGRAMS
Certificate programs offer practical training for immediate employment.
They do not require general education courses. The courses are not designed to transfer to an upper level program of study.
ASSOCIATE OF APPLIED SCIENCE DEGREE PROGRAMS
The Associate of Applied Science (A.A.S.) degree programs prepare students for employment following graduation. A minimum of 64 academic
credits must be earned in specified coursework. Associate of Applied
Science degrees are awarded in two programs of study: Business Management and Office Administration.
ASSOCIATE OF ARTS DEGREE PROGRAMS
The Associate of Arts (A.A.) degree is for students who wish to transfer to
a four-year program of study at a college or university. A minimum of
sixty-four credit hours may be earned in an academic program of study
designed to meet general education and program requirements.
ASSOCIATE OF SCIENCE DEGREE PROGRAMS
Students completing Associate of Science (A.S.) degree programs will be
prepared to enter the job market in positions that require a two-year degree
or to transfer to a four-year college or university. All A.S. degrees require
any BIO class to fulfill the Science Core.
BACHELOR OF ARTS DEGREE PROGRAMS
Diné College offers a Bachelor of Arts (B.A.) in Business Administration
and a B.A. in Elementary Education. The B.A. in Business is designed to
prepare students to take responsible positions in the management of
economic growth with more than 500 federally-recognized Native American Tribes. The focus of the degree program is Tribal Management and
Economic Development. The Business program is offered on a full-time
basis at the Tsaile Campus. Individuals may apply at any time of the year
but are formally considered in spring. The B.A. in Elementary Education
prepares prospective teachers to develop the necessary values, knowledge,
skills, and confidence to promote children’s academic skills and confident
cultural identities in English and Navajo.
26
Academics - cont’d
TUITION & FEES
GENERAL EDUCATION
Tuition cost for all A.A.S., A.A., A.S., B.A. degrees and Certificate programs are $55 per credit hour or up to $660 for full-time students (12
credits). Fees include:
 All students are required to pay a $20 Technology Fee each semester.
The fee pays for computer lab usage, software, distance education,
ITV and Warrior Web.
 Students at the Tuba City, Tsaile and Shiprock campuses are charged
a $25 Activity Fee for the Fall and Spring Semesters. The fee pays for
activities that are held on campus such as lectures, cultural events,
social events and sports.
Diné College works with other colleges and universities to
achieve full recognition of Diné College general education
courses and degree programs. Each student enrolled in a
Diné College degree program or who is planning to transfer
to a four-year institution should complete a required number
of academic credit hours in general education. Students
enrolled in a certificate program of study are exempt from all
general education requirements. The credits for the general
education requirements are distributed across broad discipline areas by degree program.
GenEd Mission Statement:
Diné College is committed to providing students with
the opportunity to acquire skills and knowledge that
include the ability to write clearly, read critically,
speak effectively, use mathematics competently, think
critically and creatively, understand abstract concepts, and use technology.
DINÉ COLLEGE’S ACADEMIC DIVISIONS








Business, Applied Science, Economics & Technology (BASET)
Center for Diné Studies (CDS)
Center for Diné Teacher Education (CDTE)
English
Humanities & Fine Arts
Mathematics & Physics
Science & Physical Education
Social & Behavioral Science
TRANSFER TO ARIZONA UNIVERSITIES
Diné College’s Arizona General Education Curriculum (AGEC) has been
approved by the State of Arizona. Students who complete an AGEC are
better able to transfer general education courses taken at Diné College as a
block, instead of the university evaluating each course for its transferability. Information for students who plan to transfer to Arizona colleges or
universities can find more information at http://az.transfer.org.
TRANSFER TO NEW MEXICO UNIVERSITIES
Designated general education core courses successfully completed at any
regionally accredited New Mexico institution of higher education are guaranteed to transfer to other New Mexico college or universities. Additional
information on New Mexico transfers can be found at:
www.hed.state.nm.us
27
At Diné College we believe that Diné history, language, culture and philosophy, art, music, literature,
and contemporary issues are necessary to understand and tell “the story of the Diné people.” The
purpose of Diné College’s General Education curriculum is to enable students to pursue their academic
and professional aspirations with experiences that
consider diverse world views, philosophies, culture
and contemporary experiences.
NAVAJO & INDIAN STUDIES REQUIREMENTS
Students must complete nine or 10 credit hours depending on
their Navajo Language proficiency as a non-speaker or
native speaker. Navajo and Indian Studies courses are
required of all students enrolled in any degree program at
Diné College.
Culture, history, language, and philosophy are areas in which
courses have been developed and are taught in Navajo and
English. Courses are offered for two tracks of Navajo language capability: speaker and non-speaker. A placement test
given by Navajo language instructors during advisement,
registration, and/or during the first day of instruction determines the student's proficiency level and placement in the
appropriate course.
Student Services
At Diné College, Student Services offers a variety of services including
Financial Aid and Scholarship, Academic Advising, Transfer and Career
Services, Counseling, Disability Support Services, Retention, GED/Adult
Education, Student Orientation, Tutoring, Residential Life and more.
FINANCIAL AID & SCHOLARSHIP OFFICE
Diné College administers federal, state, tribal, and institutional grants and
scholarship programs to assist students based on financial need or academic
merit. Available funds are used to provide assistance to qualified students.


The Financial Aid & Scholarship Office supports the College’s mission
by providing access and equal opportunity for financial assistance to
eligible students through federal, tribal, state, institutional, and private
sources regardless of sex, color, age, or other circumstances.
Students are eligible for federal financial aid if they are enrolled in a
certificate or degree program.
ACADEMIC ADVISING
Academic advising at Diné College offers advising services to help students
understand their academic and personal goals. Academic Advisors and
Faculty Advisors support students in the following areas:






Identifying appropriate courses to fulfill program requirements
Determining educational and career goals
Exploring academic degree programs
Gathering information about resources and services for managing
academic life
Understanding institutional policies, procedures, and programs
Transferring to four-year institutions
TRANSFER AND CAREER SERVICES
Transfer Specialists are available to assist students with researching 4-year
institutions, exploring bachelor degree programs and requirements, connecting students with services for Native American students, and arranging
College visits and campus tours.
29
Student Services - cont’d
COUNSELING
LEARNING CENTERS
RESIDENTIAL LIFE
The Learning Centers are located at the Tsaile,
Shiprock, Tuba City, and Window Rock sites.
The Centers provide academic support to
students, including:
Residence halls are available for students at Tsaile Campus only. Priority is
provided to students with a GPA of 2.00 from the prior semester and to new
incoming students.

Diné College Counseling Services provides academic, career,
and personal counseling designed to:
 Help students identify and attain their educational and
career goals
 Guide and assist students in becoming active, responsible, and self-discipline individuals
 Encourage and assist students with explorations of
personal and professional choices


Placement Testing for incoming students,
Proctoring Tests for institutions, online
courses, or GED Testing
Computer labs
Printing/Communication/IT amenities

Every two rooms share a restroom. Students must provide their own linens
and are responsible for the cleanliness of their rooms and common areas

Coin-operated washing machines/dryers are available in each residential
hall. No pets are allowed in the dorms. There is no smoking allowed in the
dorms

Married students must provide a copy of their marriage license, or if
Common Law, students must provide a copy of the child’s birth certificate
listing both parents. Both parents must be full-time students

Residence Life has four guest rooms during the fall/spring semesters for
overnight guests, students, staff and faculty, depending on availability.
Reservations must be made 24-hours in advance with the Residence Life
Office
DISABILITY SUPPORT SERVICES
Diné College is committed to providing college-wide educational support and assistance for students with documented
disabilities. Students who have learning disabilities, sensory
impairments, psychological disabilities, or physical conditions are encouraged to meet with a Disability Coordinator to
discuss resources and reasonable accommodations.
DINÉ COLLEGE LIBRARY SYSTEM
ASSOCIATED STUDENTS OF DINÉ COLLEGE
The Diné College library system is located on the Tsaile, Shiprock
(south campus), and Crownpoint sites. Library access and services
are provided to students, faculty, staff, and the local community. In
addition to books, the library's homepage gives access to electronic databases and other resources.
RETENTION
The purpose of the Retention Office is to identify, recruit,
retain, and empower students. We work with students who
are struggling to stay in school. Students struggle for a
variety of reasons including academic difficulties, workrelated issues, and life pressures.
The Associated Students of Diné College (ASDC) serves as a communication
link between students and the administration. All currently enrolled students
are members of ASDC. The motto of ASDC consists of: “Students Helping
Students.” Members can take advantage of many student government opportunities in terms of leadership development, college and community life, student
development, and group interactions in both intellectual and social settings.
The Library Collection offers a wide variety of literature selections
including a large collection of Navajo and Native American books
in the Moses-Donner Indian Collection (Tsaile Library), and the
Mary Shepardson Collection, a must-see for Navajo researchers
STUDENT ACTIVITIES
Diné College’s Student Activities office promotes programs creating social
engagement, leadership and student development opportunities. In fulfilling
this mission, Student Activities promotes diverse and creative programming
that seeks to enhance the out-of-the-classroom college experience.
(Shiprock Library).
ADULT EDUCATION PROGRAM
Diné College offers basic educational opportunities for
students who need to work on their reading, writing, and
mathematics skills. This Program also helps to prepare
students for the GED® Test.

VETERAN SERVICES
Diné College welcomes veterans. Our College
is proud to service our military veterans and
their dependents who are seeking financial aid
assistances in the form of Veteran Education
Benefits.
STUDENT ORIENTATION
Student Orientation is designed to help new students transition to college life. Freshman students are encouraged to
attend Fall or Spring orientation.

31
Students who qualify for veteran benefits
must comply with all VA regulations
governing the specific GI Bill under which
the student is granted Education Benefits.
Activities include talent shows, guest speakers, live performances, music
and dance events, movies, food events, magic shows, and Traditional
Navajo Shoe games. Health and Wellness events include Health Fairs,
Workshops, Fun Runs and much more
STUDENT CLUBS AND ORGANIZATIONS
Students are encouraged to make the most of their time at Diné College,
whether that means planning a Pow-wow or helping to organize a charity event
to raise funds. All Clubs are sanctioned by the Associated Students of Diné
College.
32
Dual Credit
DUAL CREDIT
Diné College’s Dual Credit Program allows high school students
to get a jump start on college by earning college credits while still
attending high school. Dual credit is a process by which high
school juniors or seniors enroll in a Diné College course(s) so
they receive concurrent academic credits for the course(s) from
both the College and the high school.

High school students must be juniors or seniors, have a GPA
of 2.50 or higher or have the principal/guidance counselor’s
approval, and meet the enrollment requirements of the Diné
College Registrar’s Office. Other requirements established
by individual high schools may also apply
BENEFITS OF DUAL ENROLLMENT

A list of College courses that have been approved for the
Dual Credit Program is available at the Dual Credit Office
and online at: http://www.dinecollege.edu/dual-creditprogram/index.php

Only academic courses are eligible for dual credit classification. These courses allow for transfer of college credit
based on transfer agreements among public colleges and
universities in Arizona and New Mexico, including other
tribal colleges and universities

Vocational, remedial, and physical education classes are not
eligible for dual credit
Close to Home: Students learn what college professors expect
while still in familiar surroundings.
Access to College Resources: Dual credit students are official
college students with access to the full range of services offered
by Diné College.
Low Cost: Taking dual credit courses costs are basically free or
substantially less than taking courses at many colleges and universities.
Transferability: Dual credit courses are fully transferable to
New Mexico and Arizona colleges and universities and generally transferable to other colleges and universities throughout the
United States.
Student Success: Successful completion of college-level courses
helps students to be successful in making the transition to a college campus later. Students will have acquired the confidence to
succeed academically and personally in college.
Convenience: Courses are taught at the high school campuses
or at Diné College campuses depending on the individual high
school arrangements.
33
Athletics
Academics
Since 1968, Diné College has supported athletic
teams, and has developed an overall intercollegiate
athletic program that ranks among the very best in
community college circles nationwide. Archery,
Rodeo, and Cross-Country teams participate, and
excel in the National Archery Association, United
States Collegiate Athletic Association, and National
Intercollegiate Rodeo Association.
Diné College Warriors have won many conference,
regional, and national championships in a variety of
sports. Winning teams have become a tradition at
Diné College in both men’s and women’s sports.
Diné College Athletic Programs aspire to the highest
level of intercollegiate competition, sportsmanship,
and academic excellence. Athletics Web Site:
www.dinecollege.edu/gowarriors.
22
36
Financial Stewardship
The College’s general fund budget is divided into six categories of
expenditures.

Instruction is the largest category and includes all direct academic departments and center locations.

Academic Support includes academic administration, all
library operations and the Diné Policy Institute.

Student Support Services includes student success operations including direct services to students such as tutoring,
counseling, advising, veteran services, student activities,
transfer and career placement, and related services.

Institutional Support provides administrative and technical services that are common to all locations including
the Board of Regents, the Office of the President, the development office, finance and accounting, human resources, security and information technologies.

Physical Plant includes the maintenance and operation of
Diné College facilities, including utilities and staff.

Auxiliary Services covers the bookstores, dormitories,
and cafeteria services.
FY 2015 General Fund Budget: $21,424,819
Budget Category
Instruction
Academic Support
Student Services
Institutional Support
Physical Plant
Subtotal before Auxiliaries
Auxiliaries
Total Budget
FY 2015
6,404,746
1,904,166
1,295,497
6,408,714
3,711,696
19,724,819
1,700,000
21,424,819
FY 2016
6,382,963
2,375,026
1,478,614
6,754,260
3,630,866
20,621,728
1,951,956
22,573,684
Variance
(21,784)
470,860
183,117
345,546
(80,830)
896,909
251,956
1,148,865
% +/-0.34%
24.73%
14.13%
5.39%
-2.18%
4.55%
14.82%
5.36%
The future impact of sequestration on federal appropriations for periods after
the fiscal year ending September 30, 2015, if any, cannot be determined at this
time. Diné College continues to seek stable funding through various sources
including the development of a foundation to obtain donations from various
corporate and private donors.
Revenue Source
Bureau of Indian Education
Navajo Nation
Student Tuition & Fees
Auxiliary Revenue
Land Grant - 1994
Other Income
Total General Fund Revenue
FY 2015
13,598,820
4,200,000
1,741,000
1,700,000
185,000
21,424,820
FY 2016
13,598,510
4,200,000
1,857,094
1,951,956
783,124
183,000
22,573,684
Variance
(310)
116,094
251,956
783,124
(2,000)
1,148,864
% +/-0.002%
0.00%
6.67%
14.82%
100.00%
-1.08%
5.36%
37
FY 2015 Revenue Sources
Ahéhee’! (Thank You!)
A special thanks to the individuals, corporations, agencies, foundations, and programs whose
generous contributions strengthen the Higher Education Institution of the Navajo Nation.
Your support has provided for:

General Operations, Capital Improvements, Scholarships, Special Collections, Promotions
and Advertising, Program Development and Academic Support
39