D i n é S tu d i e s S c h ool of D i n é S tu d i e s Diné ......Diné Studies - Spring 2019 Self Study T ab l e of C on te n ts 0. Introduction and Background information 2 1

Diné Studies - Spring 2019 Self Study

Diné Studies

Academic Program Review

Spring 2019

School of Diné Studies

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Table of Contents 0. Introduction and Background information 2 1. History of the program 2 2. History of the BA degree

3. Organizational Structure & Governance 4. Curriculum 5. Alignment with University mission and strategic plan

Student Data Job Placement

6. Program Assessment and Improvements 7. Learning Outcomes, Measures, and Results

Mission Statement Indirect Measures

8. Program Improvements based on Assessment Result 9. Strengths and Challenges 10. What are the Program’s Strengths? 11. What opportunities exist to existing strengths 12. What are the Program’s Challenges? 13. What are plans for overcoming the challenges? 14. Describe improvements that can only be addressed through additional resources 15. Faculty 16. Recognition

Faculty Accomplishments 17. Program Recognitions 18. Costs 19. Action Plan 20. Improvement Plans

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0. Introduction and Background information

Program reviewed: Diné Studies School/department: School of Diné Studies Department Chairperson: Henry Fowler, Ed.D. Self-Study Team members: Wesley K. Thomas, PhD, Graduate Dean & Professor, of Navajo Studies Henry Fowler, EdD, Associate Professor of Navajo Studies Paul Platero, PhD, Professor of Linguistics & Navajo Language Lupita Chicag, MA, Assistant Professor of Navajo History & Government Perry R. James MA & Doctoral Student, Assistant Professor of Navajo Studies Kelsey Dayle John, ABD, Adjunct Instructor, Leadership Prescilla Pablo, MA, Adjunct instructor, Navajo Language Theodore Fernald, PhD, Visiting Professor, Linguistics & Navajo Language Bonnie Yazzie, Adjunct Instructor Textile Weaving Semester/year: Spring 2019 1. History of the program Executive Summary

Diné Studies has been a foundational program ever since Navajo Technical University was created as the Crownpoint Skills Center in 1979. With humble beginnings, it has grown by leaps and bounds to the now famous center for the study of Navajo language and culture. The NTU School of Diné Studies is the only BA degree-granting university in the four corners area of the American Southwest. In fact, it is the only one of its kind in the United States and internationally. The BA degree consists of three components: Navajo culture, Navajo language, and leadership. Thus, it grants a baccalaureate degree in Diné Culture, Language and Leadership. NTU also grants MA degree and the soon to be launched Ph.D. degree beginning in the Fall of 2020. This self study is focused upon the BA degree and therefore, we will describe the BA in isolation.

Five faculty, two adjunct instructors, and a visiting professor from Swarthmore College offer the BA degree among the other degrees. It has approximately 260 students per semester. The department’s strength lies in Navajo culture and language.

Approximately 10 students are currently pursuing a BA degree in Diné

Culture, Language and Leadership.

Faculty expertise in Navajo culture and is essential to the Department’s efforts to train students to conduct research on culture and language structure and use, while also serving society on language-related issues.

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2. History of the BA degree 1

At its inception as the Navajo Skill Center in 1979, the institution was able to meet the immediate needs of the Navajo population locally and Navajo Nation wide. It soon became clear that the students wanted more than knowledge or skill in a trade or vocational program. Prompted by the school's expanding mission, in 1985 the Board of Directors changed the Skill Center's name to Crownpoint Institute of Technology (CIT). Throughout these formative years, Associate Certificates were awarded to its students.

In 1994, through an Executive Mandate by the United States, CIT was designated as a Land Grant college. The status has led to rapid expansion of the school's facilities and services as well as to its increasing influence in the academic community. A land-grant college is an institution of higher education in the United States designated by a state to receive benefits of the Morrill Acts of 1862 and 1890. Both Morrill Acts funded educational institutions by granting federal land to the states for them to develop colleges with a mission as set forth in the 1862 Act which is to focus on the teaching of practical agriculture, science, military science and engineering as a response to the industrial revolution and changing social class. This mission was in contrast to the historic practice of higher education to focus on an abstract liberal arts curriculum.

In November 2006, the Navajo Nation Council approved changing the name to Navajo Technical College (Navajo Nation Council Resolution CN-58-06) and only a few years later, in July 2013 the name changed again to Navajo Technical University (Navajo Nation Council Resolution CJY-35-13). Navajo Technical University developed swiftly into a respected technical-vocational tribal University that addresses the continually changing requirements of its students. The University offers a broad selection of certificate and degree programs, each designed to prepare students for entry into careers and further education. Other graduates' professional and academic success is living testimony to the quality of their education at NTU.

Today, in the high-tech, high-speed twenty-first century, the magnificent high desert country of the Navajo Nation remains largely unknown to the rest of the world. Remote, mysterious and unspoiled by the wider society that surrounds it, the Navajo culture not only survives, but flourishes. Since the desperate days of the Long Walk, a century and a half ago, when the possibility of extinction loomed above us, the Navajo population has grown to become the largest American Indian Nation in the United States. Now numbering some 300,000+, our population is young and proud, and is ambitious in its desire to preserve its heritage and to meet the challenges of a world in which changes is the only constant. The Navajo language is recognized by the Modern Language Association as one of the 30 major non-English languages spoken in the United States today.

Under the new designated University of the Navajo Nation, NTU has increasingly grew its academic arm to include BA degrees in several departments. Always Diné Studies has taken the lead to venture into new and innovative course offerings.

In 2012, School of Diné Studies was reformulated to include Education, Early Childhood Education, Weaving Arts, and Diné Studies. At appropriate times, part of the School of Diné Studies began to establish separate departments to operate independently of Diné Studies. The first of the Programs to go independent was Education to form its own

1 From History of NTU, NTU website

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department. Next to launch independently was the Early Childhood Education. Today, both of the former departments are operating successfully with full faculty and facilities. The Navajo Weaving Arts program is presently being recrafted to offer its own Certificate and Associate Certificate credentials. Under present discussion is a possible move of the Leadership program on its own or into another department.

The School of Diné Studies consist of courses in Navajo Culture, Navajo Language and Linguistics, and Leadership. These course are listed below under the degree checklist. All the courses combine into the BA degree program of study. Because of the composite BA degree, the School of Diné Studies is appropriate.

3. Organizational Structure & Governance The School of Diné Studies is experiencing growing pains. The unit’s name of the

former Navajo Studies gradually became known as Diné Studies. It’s been debated whether Diné Studies is a School or Department. Due to this uncertainty, it resides in NTU Organizational Chart as a non-academic service unit while other programs are integrated as

academic schools.

However, the School/Department of Diné Studies is a fully functional academic program. It takes the leadership to initiate degree programs while other departments follow this important lead.

There are two Chairs. Diné Studies is administered by the Dean of Graduate of

Graduate Studies and the Chair of Diné Studies – BA. The Dean has overall decision making authority while the Chair of Diné Studies – BA administers instruction and activities related to the undergraduate degree program. Hence, Chair of Diné Studies –BA. The Chair’s role, as far as this report is concerned is to complete the Self Study. The chair calls meetings to which the faculty and the Dean attend for issues related to the Self Study. The faculty meetings are not regularly scheduled so the meetings can occur whenever the Chair deems it necessary.

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The faculty take instructional responsibilities according the needs of the departments. For graduate studies Dr. Henry Fowler teaches culture, government, and leadership. He has a dual appointment with the Department of Math and Department of Diné Studies. Additionally, he serves as the Department - BA chair. Dr. Wesley Thomas serves as the Dean of Graduate Studies and teaches Navajo Gender/Politics and culture. Dr. Paul Platero teaches graduate and undergraduate courses in Navajo language and linguistics. Dr. Theodore Fernald teaches graduate Navajo and English linguistics. Dr. Fernald is Visiting Professor of Linguistics while he is on Sabbatical from Swarthmore College, PA. He is completing his second semester at NTU. Kelsey John is a graduate student from Syracuse University, NY. She teachers courses in Leadership. Kelsey is finishing her doctoral degree this semester while she teaches her course online.

Undergraduate Navajo culture courses are taught by Perry R. James. Lupita Chicag teaches courses on Navajo history and government. Prescilla Pablo is a recent graduate from Diné Studies with an MA degree. She is an adjunct instructor that teaches lower level Navajo language classes. David Nez is an adjunct instructor who teaches Navajo Philosophy of Education.

Former faculty members that left our program are Blackhorse Mitchell, Bonnie Yazzie, and Dr. Michele Kiser. Blackhorse Mitchell taught Navajo language and culture. Bonnie. Yazzie taught Navajo Weaving Arts and Navajo culture. Dr. Michele Kiser taught Navajo language in both undergraduate and graduate levels. The program misses them a lot.

Other former adjunct instructors are Jerry Kien and Warlance Chee. The adjunct instructors have been graduate students until they graduated.

The faculty of Diné Studies serve on NTU standing committees. Currently, Lupita Chicag and Perry R. James serve on the NTU Undergraduate Curriculum Committee; Lupita Chicag serves on the General Education Committee; Dr. Paul Platero serves on the NTU Budget Committee and the Graduate Curriculum Committee. Dr. Wesley Thomas serves on the Cabinet Committee, Navajo Philosophy of Education Committee, and Committee of Institutional Effectiveness

For the second year, Diné Studies was privileged to have a Visiting Scholar from another College or University. As Visiting Professor of Linguistics, Dr. Theodore Fernald, Swarthmore College, PA, helps teach upper level Navajo and general linguistics. This Visiting Professorship helped immensely. Our department gained from this new innovative program so that we limited faculty could reduce their teaching over loads. Hopefully, NTU will fully endorse our efforts and institutionalize it.

The Dean advises graduate students and the Chair advises undergraduates. 4. Curriculum Program description and degree checklist (Self-Study Team) The BA in Diné Culture, Language & Leadership requires 126 hours of coursework, including 70 hours of required courses. No electives are allowed. Eighteen hours of General Education Coursework is required as well as 18 hours of General Diné Studies courses. Bachelor of Arts degree. The program consists of formal, academic classroom instruction and online classes coupled with a variety of practical hands-on projects. It is designed to produce

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graduates with well-trained individuals who are able to perform duties required for entering cultural related occupations. The students will understand linguistics and leadership concepts to provide excellent leadership in teaching the language and linguistics sufficiently in all levels of education. Additionally, students participate in hands-on laboratory and field experiences while working with instructors and mentors in real life situations. Diné Culture, Language and Leadership Requirements (126 Credits)

General Education Requirement 38 Credits

CMP-101 Introduction to Computers 3 ENG-110 Freshman Composition 3 ENG-111 Composition and Research 3 COM-150 Interpersonal Communication 3 HUM Humanities / Social Sciences (Any course) 3 HUM Humanities / Social Sciences (Any course) 3 HUM Humanities / Social Sciences (Any course) 3 HUM Humanities / Social Sciences (Any course) 3 MTH-121 College Algebra 4 NAV-211 Navajo History 3 NAV-221 Navajo Government 3 SCI SCI w/ Lab (AST, BIO, ENV, GEO, or PHY) 4

General Diné Studies Program 18 Credits

ECM-116 Family and Community Collaboration 3 IT-275 Media Criticism 3 MTH-213 Statistics 3 NAV-110 Foundation of Navajo Culture 3 LAW-106 American Indian Law 3 NAV-225 Diné Philosophy of Education 3

Core Courses 70 Credits

NAV-101 Introduction to Navajo Language — Non-Speaker OR NAV-201 Introduction to Navajo Language — Speaker

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NAV-121 International Leadership 3 NAV-102 Introduction to Navajo Language -- Non-Speaker OR NAV-202 Introduction to Navajo Language -- Speaker

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NAV-210 Contemporary Navajo Life and Experiences 3 NAV-212 Navajo Historical Perspective 3 NAV-250 Introduction to Linguistics 4 NAV-301 Intermediate Navajo Language (Reading) 4 NAV-302 Intermediate Navajo Language (Writing) 4 NAV-310 Colonization and Decolonization 3 NAV-321 World Indigenous Leadership 3 NAV-401 Advanced Navajo Language (Reading) 4 NAV-402 Advanced Navajo Language (Writing) 4 NAV-410 Traditional Navajo Cultural Practices and Theory 3 NAV-411 Cultural Revitalization: Problems, Solution, and Possibilities 3 NAV-421 Native North American Leadership 3

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NAV-431 Theoretical Indigenous Leadership 3 NAV-441 Traditional Navajo Leadership 3 NAV-442 Contemporary Native Gender, Politics and Leadership 3 NAV-443 Navajo Morals and Ethics 3 NAV-490A Researching Navajo (Senior Thesis) 3 NAV-490B Researching Navajo (Senior Thesis) 3

TOTAL REQUIRED CREDITS 126

It is not inconceivable to think about a BA for each of the composite programs of study. That is, a BA in Navajo culture, a BA in Navajo language, A BA in Navajo linguistics, and even a BA in Leadership or Navajo history. Taking these thoughts further it would entail required culture coursework consisting of 18 hours for BA in culture: NAV-210 Contemporary Navajo Life and Experiences NAV-212 Navajo Historical Perspective NAV-310 Colonization and Decolonization NAV-410 Traditional Navajo Cultural Practices and Theory NAV-411 Cultural Revitalization: Problems, Solution, and Possibilities NAV-443 Navajo Morals and Ethic Likewise, Navajo language could consist of 28 hours of required courses: NAV-101 Introduction to Navajo Language — Non-Speaker OR NAV-201 Introduction to Navajo Language — Speaker

NAV-102 Introduction to Navajo Language -- Non-Speaker OR NAV-202 Introduction to Navajo Language -- Speaker NAV-250 Introduction to Linguistics NAV-301 Intermediate Navajo Language (Reading) NAV-302 Intermediate Navajo Language (Writing)

NAV-401 Advanced Navajo Language (Reading) NAV-402 Advanced Navajo Language (Writing)

Of course, this arrange may be far into the future, but Diné Studies does take bold steps when necessary. 5. Alignment with University mission and strategic plan (Self-Study Team) Navajo Technical University’s mission is to provide college readiness programs, certificates, associate, baccalaureate, and graduate degrees. Students, faculty, and staff provide value to Diné community through research, community engagement, service learning, and activities designed to foster cultural and environmental preservation and sustainable economic development. Diné Studies meets and exceeds the University’s core curriculum. It is highly devoted to the core mission by teaching and providing the University’s sacred trust in the four Diné cultural principles: Nitsáhákees, Nahat’á, Iiná, Siih Hasin. This program stands fast in its contribution to the retention, revitalization and continuation of Navajo culture, language and leadership.

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Student satisfaction (Institutional Research) 33 students were emailed to complete survey, only 5 completed survey. Results of survey will be available by Office of Institutional Research Team soon. Job placement (Career Services)

Semester Fall 2015

Spring 2016

Fall 2016

Spring 2017

Fall 2017

Spring 2018

Fall 2018

Graduates Employed

0 1 0 1 0 1 0

Graduates Continuing Education

0 0 0 0 0 1 2

Total Number of Graduates

0 1 0 1 1 3 2

Total Placement 0 1 or 100%

0 1 or 100%

0 2 or 67%

2 or 100%

Employers:

● Many Farms Community School ● Navajo Technical University

Colleges/Universities Graduates Continue their Education:

● Navajo Technical University ● George Washington University

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Graduates Who Met with Career Services in AY 2017-2018: ● 1

Graduates Who Attended the Fall 2017/Spring 2018 Employment Expo:

● 2 Graduates Who Participated in an Internship in AY 2017-2018:

● 2 Note from Dr. Platero: Graduates from Diné Studies with at least a BA degree have served the Department as Adjunct faculty. Some of them were David Nez, Jerry Kein, Sharon J. Nelson, Prescilla Pablo, and Warlance Chee. All of them have come back to render service to their university as adjunct faculty. 6. Program Assessment and Improvements

7. Learning outcomes, measures, and results (Self-Study Team) Mission

The mission of Diné Studies is to equip graduates for employment as cultural teachers/instructors/professors, cultural interpreters, cultural social workers, health care workers, community service workers, community liaisons, health educators, various leadership roles and other relevant occupations.

Diné Studies prepares graduates for employment as Navajo language instructors and linguists, cultural teachers/instructors/professors, cultural interpreters, cultural social workers, health care workers, community service workers, community liaisons, health educators, various leadership roles and other relevant occupations (revised 1.16.19). Outcomes: Students should be able to… Direct measures

1. Speak and understand Navajo. Among fellow students, with professor/instructor, and in Oral language interview

2. Read materials written over several decades – pre-Ft Sumner; to 1960; and to present.

Read with accurate pronunciation; use punctuations correctly; and fluently

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3. Demonstrate ability to write Navajo.

Writing rubric: use appropriate vocabulary in descriptive writing; spell correctly; use acceptable grammar; and present meaningful discourse.

4. Demonstrate basic understanding of Navajo culture, history, and government.

Presentations with rubric

5. Analyze the grammatical systems of Navajo. Exams, presentations that demonstrate knowledge of the grammar of Navajo; correct order of parts of speech; and in conformity with cultural based semantics.

6. Organize family- and community-based events for revitalizing Navajo culture.

Project with rubric

7. Analyze leadership skills based on Diné Philosophy of Education.

Research paper rubric

8. Produce narratives that promote Diné Philosophy of Education.

Booklet rubric

9. Produce a professional portfolio that demonstrates workforce readiness.

Portfolio guide with rubric

Indirect measures Enrollments Retention Program completion

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1. Among fellow students, with professor/instructor, and in oral language interviews

2.Read with accurate pronunciation; use punctuations correctly; and fluently

3.Writing rubric: use appropriate vocabulary in descriptive writing; spell correctly; use

acceptable grammar; and present meaningful discourse

4.Demonstrate basic understanding of Navajo culture, history, and government.

5.Analyze the grammatical systems of Navajo.

6.Organize family- and community-based events for revitalizing Navajo culture.

7.Analyze leadership skills based on Diné Philosophy of Education.

8.Produce narratives that promote Diné Philosophy of Education.

9.Produce a professional portfolio that demonstrates workforce readiness.

NAV 101 & 102 Nav Lang Non-Spr

i i i i

NAV 121 Int’l Leadership

i r

NAV 201 & 202 Nav

r r r r

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Lang Spr

NAV 210 Cont Nav Life Exp

r i r

NAV 212 Nav Hist Persp (N)

r i r

NAV 250 Intro to Linguistics (Spring 2019) Dr. Platero

i/A Spring

2019 Dr. Platero

r

NAV 301 Int Nav Lang (N) r&c

r r r

NAV 302 Int Nav Lang (N) w

r r r

NAV 310 Colonization & Decon

r r r

NAV 321 World Indg Leadership

r r

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NAV 401 Adv Nav Lang r&c (Fall 2018) Dr. Platero Gather Data Implement December 2018 Reading class

A Fall 2018

Dr. Platero

A Fall 2018

Dr. Platero

r r

NAV 402 Adv Nav Lang w/ writing (Spring 2019) Dr. Platero

A Spring 2019 Dr.

Platero

r r

NAV 410 Trad Nav Cul Prac Theo

a r r

NAV 411 Cult Rev: Prob, Sol, Poss (Fall 2018) Mr. James Gather

A Spring 2019

James

r

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Data Implement December 2018

NAV 421 Nat North Am Leader

r r

NAV 431 Theor Indig Leader

r r

NAV 441 Trad Navajo Leader

a r

NAV 442 Cont Nat Gender

r r

NAV 443 Nav Morals & Ethics (Spring 2019) Mr. Fowler

A Spring 2019

Fowler

r

NAV 490A & 490B Sen Thesis (Fall 2018) Dr.

A Spring 2019 Dr.

Thomas

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Thomas

KEY

(i) = introduced, (r) = reinforced, and (a) = assessed 8. Program improvements based on assessment results (Self-Study Team)

9. Strengths and Challenges 10. What are the program's strengths? (Self-Study Team)

1. The program has bilingual Faculty. All the faculty are bilingual including our Visiting Professor. Many of our students tend to be monolingual English speakers while some older students tend to be bilingual but heavy on the Navajo side. So it’s essential for our faculty to conduct classes bilingually and at times entirely in Navajo to clarify concepts in greater detail. This is helpful Navajo is better equipted to enhance Navajo culture and language in greater depth.

2. Highly qualified faculty in the program of Navajo studies. Of the six professors in Diné Studies, four of them have terminal degrees or 66%: three with PhD and one with ED. The other two faculty have earned MA degrees and comprise 33% of the staff. One of the MA faculty has been accepted into a doctoral program away from NTU. All of our faculty members are experts in their fields.

3. Producing undergraduates students. Diné Studies was the first University program to grant BA degrees in 20___. Following that the Department graduated its first BA degree in 20___. Never before in the history of the Navajo Nation, a MA degree was ever granted. NTU was the first through the Department of Diné Studies. In the near future the Department expects many more graduates in all degree levels available.

4. Work with outside organizations to promote Navajo culture and language. In addition to all the work towards education students, the Department devotes a great amount of effort to relate our work with the communities of Crownpoint and Chinle and communities where other branches of NTU are located. We promote all phases of the Department outside or off campus to ensure that mutual understanding of the other is well established. We work with areal elementary and high schools. Everyone is welcome.

11. What opportunities exist to extend existing strengths? (Self-Study Team)

1. Increasing the number of bilingual faculty We will continue to recruit and retain bilingual faculty. Furthermore, we actively recruit bilingual persons who are qualified to assist us meet the demands of our three degree programs. Because other colleges and universities also recruit the type of faculty we desire, we have to double our efforts. However, we are not very successful in our recruitment due in large part to lack of sufficient funds. Our salary scale is not as lucrative as the colleges that have funds and

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other benefits we’re not able to offer at this time. There is very limited housing available and the faculty housing units that are on campus are occupied. We lost a very qualified person who wanted to live on campus. We weren’t able to offer housing.

2. Recruitment drives The Department plans to systematize its recruitment efforts. We have a vacant position that we have not filled. Before any serious recrutement, we realize that we must have our best offer available.

3. Increasing more online courses We have two online courses. We know a standing demand exist to offer online courses. Many of our students have to travel long distances for night classes. Commuting at night during bad weather puts our students at risk. First we offer night classes so those who have families to take care of or are working during the day. Some of our students come over those long distances two or three nights per week because of work. We are addressing online courses in all areas. We feel this will meet their immediate needs but we do require some coursework on campus.

12. What are the program's challenges? (Self-Study Team)

1. The Program description and check off list gives no mention to that solid portion of the program: Language and linguistics. Hence, the BA degree is predominately Navajo culture. The degree should then be a BA on Navajo Culture and Leadership and leave Navajo language and linguistics to other institutions to fulfill.

2. There is insufficient support and opportunity for faculty development for enhancement of academic credentials. The budget for Diné Studies is limited. Staff development budget items have been introduced in budget proposals but NTU has yet to grant faculty development. One long time faculty member needs to take up studies towards a doctoral degree.

3. There is insufficient support, time and opportunity for faculty development of grants. 4. The Departmental operating budget is minimal and no or little

support is given by NTU Finance Office to what balances are available to the department.

5. Faculty stretched thin for a department that offers both undergraduate courses, BA and MA degrees. The Department relies upon adjunct instructors in the lower level courses while we use our Visiting Professor for graduate courses in linguistics. NTU’s doctoral program in Diné Studies in pending Fall Semester 2019 when it’s planned to launch. We will be overwhelmed with all the new requirements at that time.

6. Hogan and MOD 10 & 12 classrooms need internet access along with SMARTBOARD . MOD 10 and the Hogan are the main buildings used for our classes. We have been using MOD 12 more and more each semester when the it’s not being used. Diné Studies program is in dire need of additional facilities for all our classes.

13. What are plans for overcoming the challenges? (Self-Study Team)

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1. The Program description and check off list should state that students must follow degree check off list throughout their four year stay.

2. Provide financial support to advance degrees for our faculty through more appropriation from NTU budgeting process. These are necessary to meet requirements for our teaching faculty in advance degree programs.

3. Provide training for faculty grant writing Our faculty should and must be involved in research and other studies commensurate with other neighbor universities. To do so, the faculty will benefit from training on grant writing.

4. Finance department needs to learn and understand the demands in operating a program. 5. Hire with competitive pay grade and recruitment of bringing in new faculty . We plan to

approach the University for additional faculty positions. We will establish our arguments on the basis on what it takes to operate three degree programs of study with detailed financials to support us.

6. Upgrade internet and audio visuals for hogan, MOD 10 & 12 in working with the IT Department

14. Describe improvements that can only be addressed through additional resources (Self-Study Team)

With additional resources, (1) Diné Studies program will be able to offer a wider range of courses per semester for the BA, MA, and PhD students. This would prevent students from continuing additional semesters due to lack of needed courses. Students will be graduating on time and thereby saving money. (2) More faculty would ease the strain on existing faculty members. They would be recruited to fill unmet needs. New faculty members would bring with them different points of view and backgrounds to enhance delivery of instructions. The students would benefit as a result. Additionally, the department will present attractive faculty recruitment materials for distribution regionally. (3) Administrative staff, i.e., admin assistant, would be central point of contact with faculty and other departments. The Admin would, among normal duties, maintain student records, assist students, and schedule classes. The AA would establish and maintain a library of theses and dissertations from other colleges and universities on Navajo culture and linguistics (4) Upgrade department equipment such as computers, Smartboards, and equipment to enhance online department courses.

15. Faculty

Faculty demographics (Human Resource)

AY 15-16 AY 16-17 AY 17-18 Full-time 5 5 5 Adjunct 9 10 11 Total 14 15 16

Dr. Wesley Thomas, PhD from University of Washington. He is the Dean of Graduate

Instructions. Prior to his service as the Dean, he was the Department Chair for Diné Studies. As Department Chair, he taught courses in culture and research courses. As

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Dean, he continues to teach upper level research courses and is the single committee member of BA and MA theses. Currently he remains Dean and also Department Chair of the Graduate Diné Studies program. Dr. Thomas sponsors programs such as ___________ that are taught by students from Juilliard School of Music and the Diné Bizaad Research Institute.

Dr. Paul Platero, PhD from MIT. He is Professor of Linguistics. Dr. Platero was Department Chair for a year and half. He stepped down because he wanted to devote his time to teaching. He serves on the University’s Budget Committee. He teaches upper level BA and MA courses.

Dr. Henry Fowler, EdD from Northern Arizona University. He is Assistant Professor. He serves as the Department Chair. He also sits on the Assessment Committee. He teaches government and culture courses.

Lupita Chicag MA from Northern Arizona University.. She is Associate Professor. She teaches Navajo history and government structure. She is longest serving professor at NTU with over 15 years of service.

Perry R. James, MA from Navajo Technical University. He is Assistant Professor. James teaches Navajo culture.

Kelsey John, ABD from Syracuse University. She teaches online courses from New York while she is finishing her dissertation. She taught courses on campus in Spring 2018 and Fall 2018. Her teaching expertise is colonization and decolonization. She teaches as adjunct.

Adjunct instructors that are teaching Spring semester 2019 are Priscilla Pablo who is a recent

graduate with MA for NTU. She is faculty at Diné College but teaches at NTU as an adjunct. David Nez is also a recent graduate and he teaches for NTU as an adjunct in the area of Navajo Culture.

16. Recognition 17. Faculty accomplishments (Self-Study Team)

1. Dr. Wesley Thomas appointed as a full faculty professor 2. Perry R. James, Graduate student of NTU of Navajo Studies. He was hired as

full time faculty 3. Perry R. James accepted into Doctoral Program with Fielding Graduate

University 4. Dr. Henry Fowler inducted into the Navajo Nation Hall of Fame for

Community Service in promoting math education. 5. Dr. Henry Fowler wasd appointed Chair of Diné Studies

18. Program recognition (Self-Study Team)

1. The program conferred three masters degree to its students Perry R. James was the first ever to receive a MA degree NTU and was the first to graduate from an institution located on the Navajo Nation. The was widely

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welcome and was a stunning event when the graduation exercises stopped to give this honor to our graduate. Mr. James later applied for and hired to teach at NTU as a full time Assistant Professor of Navajo Culture. James also applied to and was admitted to Fielding University to pursue studies leading to his doctoral degree in the near future. Aurelia Yazzie was the second graduate with an MA degree from our Department. Her night school courses and other courses helped her to acquire this degree. She was a teacher at Toadlena School and is now advancing to school administration at the same school. Prescilla Pablo was the third person to graduate from our Department with MA degree. She was immediately hired to teach full time at Diné College. While at Diné College, she has provided valuable service to the Department as an Adjunct Professor.

2. The program conferred seven baccalaureate degrees to its students Many students who have earned a BA degree from the Department are either studying for their MA degree or have transferred to other colleges and universities or have taken jobs. Students that are continuing their studies at NTU are Sharon Nez. Sharon used to teach beginning Navajo language classes but is now “retired” so she can devote all her time to research and studies.

3. _3?? BA students entering accepted into NTU the MA program 4. Three students entered in internship programs 5. 10 undergraduate scholarships for full time students 6. The program sponsored speakers forum: Medicine Mem/Women, 7. Community enrichment with NLA, Heartbeat Music Project, Horse Seminar, Gender

Symposium, Sheep to Wool, annual program butchering feast 8. Hosting Navajo Language Academy’s Annual Navajo Linguistics workshops for the

second time. Some of our students have been in attendance to learn more of the scientific and technical aspects of the language. They worked alongside professionals who teach and study Navajo linguistics. Once again the NLA will conduct workshops at NTU the summer of 2019. From prior experiences, students are eager to become a part NLA summer workshops.

9. The program instituted a Visiting Professorship to bring Dr. Ted Fernald of Swarthmore College, PA. Swarthmore College is a college highly regarded for the students they teach. It is very prestigious. Dr. Fernald is a professor of linguistics there. In the near future, we will be inviting other Visiting Professors from other universities to work with our students and teach a graduate course or two per semester. They come at no real cost to NTU due in large part to the Visiting Professor being on Sabbatical from their institutions. The Department has provided some funds to offset living and travel expenses. It’s a great program and Diné Studies will seek funds to continue this very important program. Some future Visiting Professors include Margaret Speas, UMass-Amherst and Joyce McDonough, University of Rochester.

10. Field trip to Dinetah. Students and faculty did a field trip to Dinétah, the original homeland of the Navajo people for centuries before the Long Walk of 1865. Upon a peace treaty and land withdrawal in 1868, the treaty land was set west of Dinétah. However, not too long after the return to the new established reservation, parts of Dinétah was reacquired. Students in the Diné Studies program had a first hand look at

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the ancient homeland and viewed some petroglyphs that still exist. Much of the old petroglyphs have been stolen or destroyed.

19. Costs Program funding: permanent (Business Office)

AY 15-16 AY 16-17 AY 17-18

Program funding: grant(s) (Business Office)

AY 15-16 AY 16-17 AY 17-18

20. Action Plan 21. Improvements plan (Self-Study Team) The Department of Diné Studies recognizes that as a small program, it has accomplished much but at the same time it admits that plenty of improvements are needed in all areas with respect to faculty, facilities, budgets, etc. to name a few. The University as a whole does not have a lot of extra funds lying around to meet our needs. However, we have to be picky on what to include in our action plan. Those needs that are possible given the budget shortfall are here listed. 1. Lack of internet and wireless support.

Diné Studies utilizes two Modular buildings (MOD 10 and MOD 12). For the last three years, there has been limited internet support in both buildings. Lupita Chicag has her office in MOD 10 and Dr. Platero has his office MOD 12. Often Dr. Platero has to use vacant offices in the Hogan because of no internet and wireless feed into the building.

The Department operates nine workstations for students in the Hogan. Each place is equipped with a PC desktop computer, tables, and chairs. The computers are wired to a central color print machine. All supplies for the printer is furnished by Department. The workstations are used by both undergraduate and graduate students to carry out research. Many students use their personal laptop computers and need wireless connections to have equal access to printing similar to the workstations.

The computers are passcode locked by IT. Although students are required to install the software, Navajo Keyboard that’s based on Unicode, the desktop computers lack the fonts. Unicode is superior to those fonts that are modifications of Truetype fonts. When students transfer work over internet, the receiver computer has to have a similar set of fonts, otherwise, the fonts come through as garbage. Non-Unicode fonts

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are very limited and highly undesirable in today’s advance computer age use. Thus, on the receiver end of those transfers, the Navajo language which is highly marked come out in unrecognizable print. With fonts written in Unicode, the outcome of any written documents come out the same it was sent. The Navajo Keyboard is required in some Navajo language classes.

The department will work with IT to resolve these issues in the Hogan, MOD 10, and MOD 12. As student work gets more sophisticated, the department of IT needs to work alongside the Department to enhance learning and research activities. 2. Smartboards and overhead projectors

MOD 12 has an aging Smart Board that needs replacement. Its connection to computers is often complex or not working. Despite its age, it is a wonderful tool to use. The other classrooms used by Diné Studies need to have Smart Board or similar capabilities to project works of research, student works, and instruction. MOD 10 has had ceiling mounting plates installed for mounting overhead projectors three years ago. The equipment has not been installed.

The Hogan does not have a permanent overhead projector. The Hogan is used as a classroom, research room, and lecture hall. Presenters have to furnish their own equipment or use the Department equipment to show images on a roll down screen. Instructors have to use a mobile whiteboard. The Department will work through the annual budgeting process to secure more up to date equipment to make instruction more easier. 3. Faculty Development.

Faculty self evaluation and Professional Development Plan (PDP) are required every year. The goals set forth are to attain Initial Licensure/Certificate, Re-Licensure, Technical Skill, AA/AAS, BA/BS, MA/MS, or Doctor. In fulfillment of PDP, faculty are to indicate what training or classes to meet the goals indicated in their PDP.

Each year the Department has requested faculty development funds. Each year, the budget line item has been deleted by the budgeting process. There are Diné Studies faculty that do not have terminal degrees. The Department would like to enhance those instructors to work towards achieving their ultimate college degrees. One faculty member has worked for NTU for over 15 years at the MA level. The Department feels it important to have all its faculty with terminal degrees. This is important in light of recent changes from NTU being a college to now being a university. That advancement is enough reason to have the best qualified faculty.

In this Department, Navajo Medicine man/Medicine woman are considered to be the equivalent to faculty who have academic doctoral degrees. This is an unsettled matter the Department will have settle with the University. There is no question that the medicine people have deep intrinsic knowledge of Navajo culture and societal

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mores but beyond that, they do not necessarily possess knowledge to the same degree of faculty that have earned academic degrees. The Department will seek funds for whatever source necessary to allow existing faculty to retool, update, and/or attain the highest academic degree possible. 4. Classrooms and Graduate Student Research Center.

The Department utilizes three classrooms for all the courses taught for undergraduate and graduate studies. The three classrooms allows only a very limited array of courses to be taught per semester. At times we have to use other classrooms to relieve the overused classrooms. MOD 12 used to be used exclusively by the English Department. We have gradually moved into that building. Soon the Department will have to begin teaching MA and PhD courses on a regular basis. The are no clear indications that the Department will have adequate classrooms to fully meet degree requirements in future years.

The Department will work with facilities management to allow us to expand into another classroom in the near future. We will do that by convincing the administration that we do, in fact, need additional classrooms to meet the University’s mandate for MA and PhD degree programs of study. 5. Upgrade Department Classroom and Office equipment.

Office space is limited. Our faculty offices are scattered all over campus. Desktop computers either need upgrades or new ones installed in all the offices. Office furniture need to replace those that came from classrooms. Electrical wires run on floors and at times trip faculty and students. Those need to be made safe and to remove all risks to everyone.

As discussed earlier, we need permanently installed overhead projectors or smartboards in all the classrooms we use.

6. Faculty Recruitment. Our faculty recruitment has not been very attractive. We realize the need to develop a set of brilliant, attractive literatures like brochure, introductory materials, posters, and even billboards to induce language experts and linguists to come to NTU to teach. Those should be professionally developed and printed. Many of the Department faculty are willing to give tours on our campus to inquiring minds. 7. Establish Department Library on Navajo Language and Culture. The Department acknowledges the need to establish and maintain the most up to date library of research papers, MA theses, dissertations, circulars, books in hard copy and/or digitized format. It is our desire to house this library somewhere within the Department. Students and faculty will have access to these studies.

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The activity would be the collection of dissertations on Navajo language, linguistic studies and research, and culture and leadership studies. When funds are secured, we would put funds for book acquisitions and other hard and digitized copies. 8. Department Support Staff. The Department needs administrative support staff to take care of routine Department business and work with students. Without Administrative Assistant, for example, inquiries, mail, email, students requests, travel arrangements, conference details may go without adequate attention or miss vital deadlines. However with an office staff, planning for student events, lectures, and other important planning would go forward in sync with other near future developments. We will work harder to my our case before the Budget Committee.

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Documents

D i n é S tu d i e s S c h ool of D i n é S tu d i e s Diné ......Diné Studies - Spring 2019 Self Study T ab l e of C on te n ts 0. Introduction and Background information 2 1