1829 20120126 Focused Visit Mandated - Team Report

January 26, 2012
TO: President Nancy Barcelo,
Northern New Mexico College
FROM: Joyce Gardner
SUBJECT: Accreditation Evaluation Report, Focused Visit-Mandated
Enclosed is the institution’s copy of the evaluation report on Northern New Mexico College. At
the end of the document, you will find the recommendation on the accreditation relationship.
The Commission expects the President or Chancellor of the institution (or chief executive officer
if a different title is used) to acknowledge receipt of this report within two weeks of the date indicated
on the enclosed form. In addition, the institution may choose to submit an additional written response
in the form of a letter to the Institutional Actions Council. The letter should not exceed five pages and
is to be submitted electronically with the enclosed form within the two-week timeframe.
Please complete and return the enclosed form, along with any additional written response, to
Stephanie Kramer, skramer@hlcommission.org, no later than two weeks from the date indicated. The
institution’s response becomes part of the official record of the evaluation and is included in the
materials sent through the decision process to the next committee that reviews the institution.
If the Commission does not receive a response within two weeks, it will conclude that the
institution concurs with the accreditation recommendation and will forward the appropriate materials
to the Institutional Actions Council (IAC) for review and action. More information on the
Commission’s decision process is provided on the attached form and available on the Commission’s
website (www.ncahlc.org).
The institution will receive an official action letter, a revised Statement of Affiliation Status (SAS), and a
revised Organizational Profile (OP) following the IAC meeting. If you have any questions concerning the
evaluation report or the decision process, please contact Stephen D. Spangehl, your staff liaison.
Enclosures
cc: Linda Johnson, Team Chairperson

REPORT OF A
COMMISSION-MANDATED FOCUSED VISIT
Assurance Section
TO
NORTHERN NEW MEXICO COLLEGE
Espanola, New Mexico
November 13-15, 2011
The Higher Learning Commission
A Commission of the North Central Association of Colleges and Schools
EVALUATION TEAM
Dr. Linda G. Johnson, HLC/Assessment Coordinator/AQIP Liaison, Southeast
Technical Sioux Falls, SD 57107
Dr. Carolyn A. Haynes, Director of University Honors Program, Miami University,
Oxford, OH 45056

Assurance Section Northern New Mexico College/1829
2 November 14-15, 2011
CONTENTS
I. Context and Nature of Visit .......................................................................................4
II. Area(s) of Focus .......................................................................................................5
III. Affiliation Status ......................................................................................................12

3 November 14-15, 2011
I. CONTEXT AND NATURE OF VISIT
A. Purpose of Visit
This mandated focus visit to Northern New Mexico College (NNMC)
was conducted to determine the progress of the college in meeting
accreditation standards as identified by the Commission Evaluation
Summary Sheet (May 9, 2011) in three areas: implementation of the
Bachelorʼs Degree in Music and the Bachelor of Arts in Integrated
Studies, and progress of the overall assessment plan of the college.
B. Accreditation Status
In April 1982, the Commission granted initial accreditation to Northern
New Mexico Community College. On November 29, 2001, the
institution was admitted into AQIP and participated in Strategy Forums
in April 2002 and October 2005. The name was officially changed to
Northern New Mexico College in 2005, and the college requested
changes in its status from a two-year to a comprehensive four-year
baccalaureate-granting institution. Following an AQIP Quality Checkup
visit (October 2006), the institution was granted approval in December
2006 to offer Bachelorʼs Degrees in Business Administration, Biology,
Environmental Science, Information Technology, Integrative Healing,
and Teacher Education. The Commission granted approval in February
2009 to award Bachelorʼs Degrees in Integrated Studies, Mathematics,
Mechanical Engineering (Solar Energy), Music (Jazz Studies), Nursing,
and Software Engineering.
In 2008-2009, a Reaffirmation Panel completed a comprehensive
review of institutional documents, including the Systems Portfolio and
Appraisal, Quality Checkup Report, and Commission findings. The
Panel recommended continued accreditation with no Commission
follow-up required for any of the five criteria.
C. Organizational Context
Northern New Mexico College is a public higher education institution
authorized to offer associate degrees, bachelorʼs degrees (limited to
those indicated in B), and certificates. The college has two campuses:
the main campus at Espanola serves approximately 1900 students;
and the El Rito campus serves 300 students. Additionally, the college
offers courses at classrooms in the surrounding communities of
Chama, Dulce, Tierra Amarilla, Gallina, Penasco, Mesa Vista, Santa
Fe, Taos, and Questa, which serve approximately 200 students.
According to the 2006 Systems Portfolio, the institutionʼs origins reach
back to 1909 when it opened as a Spanish-American Normal School. It
has operated as a teacher-education center, boarding high school,

4 November 14-15, 2011
technical vocational school, and the first community college in New
Mexico. The U.S. Department of Education designates NNMC as an
Hispanic-Serving Institution.
The institution serves a population in Rio Arriba County, which is
approximately 72% Hispanic, 12% American Indian, and 20%
White/Non-Hispanic. Median income for the county was approximately
$30,000 in 2007. The median age of the student body is 34 with 80% of
students testing into developmental mathematics and English.
D. Unique Aspects of Visit
NNMC has embraced a unique mission, which includes providing
“accessible, affordable, community-based quality learning opportunities
that meet the education, employment, and enrichment needs of our
culturally diverse region.” The Pueblo Studies program is the only one
known to exist in the country. One of the team members attended a
Pueblo Feast Day with the Director of Assessment, Director of BAIS,
the Director of Pueblo Studies, and the NNMC President. The Feast
Day provided valuable insight into the Integrated Studies program, and
the Native/Pueblo Studies program, the integral nature of the
institutionʼs relationship with the Native American community, and
importance of understanding the culture of the region.
Both members also attended a Fine Arts exhibit and concerts featuring
performances by faculty and students in the Music program.
E. Interactions with Organizational Constituencies
1. President
2. Board member
3. Provost, Academic Affairs
4. Dean of Arts and Sciences
5. Director of Assessment and Accreditation
6. Director of Integrated Studies
7. Director of Pueblo Studies
8. Student Learning Achievement Committee (SLAC)
9. Chair, Humanities
10. BAIS and Music faculty (full and part-time)
11. Film and Media Arts staff
12. General Education Committee
13. Faculty in Biology, IT, Mathematics, Engineering, Humanities,
History, Spanish, and Education
14. Undergraduate students in various programs, one alum.
F. Principal Documents, Materials, and Web Pages Reviewed
NNMC website
WEAVE online management database/system

5 November 14-15, 2011
Annual Student Learning Reports: General Education, Biology, Music
Assessment Plan
Focus Visit Report
NNMC Catalogs and marketing materials, including “Two Letters From
Northern” (student testimonial film) and Documentary on Santa Clara
Pueblo Fire (collaboration with Santa Clara community).
Selected course syllabi (Music, BAIS, and general education courses;
new Humanities 101 First-Year Experience Course)
Bachelor of Integrated Students “Conversation Course” readings; class
observation
White Shell, Water Place: Native American Reflections on the 400th
Anniversary of the Founding of Santa Fe by 2010 Sunstone Press
(includes essays by professor in Pueblo Studies).
II. AREA(S) OF FOCUS
A-1. Statement of Focus
The evaluation description included in the Evaluation Summary Sheet
issued by the Higher Learning Commission (dated May 9, 2011) called
for a focus visit to review the implementation of the Bachelorʼs Degree
in Music. Particular attention should be given to the institutional
capacity to support the degree program (including the number of faculty
and infrastructural support), narrowness of the program, the limited
FTE, alignment of offerings with National Association of Schools of
Music (NASM) accreditation, distinction between lower level and upper
level courses, faculty qualifications, the relationship of the general
education program with the degree program, and assessment of
student learning outcomes.
B-1. Statements of Evidence
• Evidence that demonstrates adequate progress in the area of
focus.
Since receiving notice of the focus visit in May 2011, Northern New
Mexico College has taken aggressive steps to improve its Bachelor
of Music (BMUS) degree program. It instituted a college-wide
program review process in which the BMUS program participated.
The institution hired an energetic new director who constituted a
Curriculum Revision Committee comprised of music faculty. Since
its inception in July, this committee has engaged in a benchmarking
exercise to explore similar music programs in the region, studied
the standards of the National Association of the Schools of Music
(NASM), identified ways in which their program was not aligned
with standard practices, come to a consensus on needed changes,
developed a proposal for a new and more general BMUS degree
with three concentrations (Western, Contemporary and Northern

6 November 14-15, 2011
New Mexico) and secured approval by the appropriate university
curricular committees.
Program documents, course syllabi and the creative performances
which team members observed demonstrated that the mission of
the new degree program is well aligned with the community-
focused and access-oriented mission of the institution and meets
the needs of NNMCʼs diverse student body. Interviews revealed
that faculty members, students and administrators were familiar
with and embraced the programʼs mission. Musical performances
were well attended by members of the college as well as the
community at large; and community members were well acquainted
with and enthusiastic about the activities and focus of the music
department. Performances consisted of experienced and novice
musicians, and it was clear that all students were well prepared,
took pride in their work, and were highly valued by the faculty and
local community members.
The establishment of an internal curricular committee and an
external advisory board as well as the appointment of a new,
diligent director have served to foster a collaborative and
transparent process and have provided a needed infrastructure to
ensure program success and sustainability.
Both part-time and full-time faculty members are remarkably
involved in student recruitment through intensive outreach to local
and regional high schools (e.g. giving public performances in the
school, offering dual credit courses, attending high school musical
performances, and teaching middle and high school students to
make and play instruments). These efforts have led to a modest
growth in the number of music majors over the past year.
The new BMUS program advances clear learning outcomes.
Lower- and upper-level courses are clearly delineated, and clear
measures (exit jury and skills examination) have been instituted to
ensure that only qualified students are allowed to advance to upper
level coursework. A thoughtful full-cycle assessment plan has been
created which includes measurable outcomes aligned with NASM
standards, a performance rubric and evaluation form, a newly
enforced jury requirement, and the institution of a standardized
skills examination. Because the new degree program has not yet
been implemented, no data have been collected.
• Evidence that demonstrates that further organizational
attention is required in the area of focus.
Although remarkable strides have been made to reform the BMUS
degree program and curriculum, the music faculty and institution
must remain vigilant in reaching the stated goals of the new degree
program. The most critical need is the incorporation of private

7 November 14-15, 2011
music lessons into the curricular requirements. Without private
lessons, the BMUS program will not be aligned with NASM
standards, thus making transfer of their students to other
institutions challenging and preventing students from reaching their
full potential as musicians, music educators or music historians.
Although the BMUS faculty is qualified (with the vast majority
holding terminal degrees in their field and others having amassed
vast levels of musical experience) and is achieving the goals of the
degree program, new faculty resources and support, including
additional faculty with terminal degrees, are needed to ensure that
the program can sustain its broader-based curriculum and meet the
critical needs of its students.
attention and Commission follow-up are required.
None
• Evidence is insufficient and demonstrates that Commission
sanction is warranted.
None
C-1. Other Accreditation Issues [If applicable]
No evidence of other accreditation issues was found.
D-1. Recommendation of Team
Evidence sufficiently demonstrated. No Commission follow-up
recommended.
E-1. Rationale for the Team Recommendation
NNMC made impressive strides, including significant curricular revision
and development and additional infrastructural support, to respond to
the concerns about the BMUS program raised by the Higher Learning
Commission. The careful planning and active engagement of faculty,
students and community members in the degree program are evidence
that the program will soon gain the recognition it deserves.
The Evaluation Description included in the Evaluation Summary Sheet
for a focus visit to review the implementation of the Bachelor of Arts

8 November 14-15, 2011
Degree in Integrated Studies (BAIS). No specific areas of concern
were mentioned.
focus.
The BAIS degree program is in its first year of operation and is
scheduled for program review after its third year, in order to collect
sufficient student data, tentatively scheduled for 2014-2015. NNMC
has taken active steps to improve the BAIS program and create a
more coherent focus for the programʼs mission. In particular, a
director of the program has been appointed, student focus groups
conducted and data analyzed, and a department-wide symposium
on the meaning of integrated and interdisciplinary studies held.
BAIS faculty members have engaged the professional literature on
interdisciplinary and integrative learning, and the director recently
attended the national conference of the Association for Integrative
Students to glean new insights on the programʼs direction.
Interviews with BAIS faculty members revealed a highly qualified
faculty who are invested in the program and its students. Faculty
members and students were able to communicate a clear, coherent
and unique mission of the program: to explore the “human
experience” through multiple disciplinary and cultural perspectives,
including indigenous and traditional ones. Students not only
engage intensively with one another and a variety of primary source
texts from diverse cultures, but they also reflect purposefully on
how these perspectives and their learning relate to their own
personal development, career goals, and their responsibility to their
community. The seminar approach (known as “learning through
conversation”) is a unique feature of the program. The faculty
members purposefully decided to call the program “integrated”
rather than “interdisciplinary” studies because of the holistic and
expansive focus of their degree.
Using the data received through focus groups and the symposium,
the BAIS faculty members have recently revised the programʼs
curriculum so that it is more coherent and carefully sequenced with
learning outcomes that increase in complexity at each successive
level. A new introductory course has been designed and approved,
and the existing upper-level courses have been sharpened in their
focus and revised to move seamlessly in progression. To help
students better understand the intent of the program, a new
document, entitled “Learning Through Conversations,” which
explains the key program features has been created and
disseminated to students.

9 November 14-15, 2011
The new changes made in NNMCʼs general education program
(e.g., the addition of a foreign language requirement, a research
skills course, and a writing-intensive, upper-level course) will
reinforce and promote key BAIS learning objectives including
writing, inquiry and intercultural understanding.
attention is required in the area of focus.
The BAIS faculty members, in consultation with stakeholders from
the institution and community, need to develop a full-cycle
assessment plan that includes qualitative and quantitative
measures of student learning outcomes. Because the BAIS
program, like most integrative studies programs, is more process-
oriented rather than content driven, innovative assessment
methods and tools may need to be developed.
attention and Commission follow-up are required.
None
• Evidence is insufficient and demonstrates that Commission
sanction is warranted.
None
C-2. Other Accreditation Issues [If applicable]
No evidence of other accreditation issues was found.
D-2. Recommendation of Team
• Evidence sufficiently demonstrated. No Commission follow-up
recommended.
The review team was impressed with the commitment of the BAIS
faculty to the integrated nature of the program; they have a clear
understanding of the programʼs mission and the way that its three
areas of concentration (Pueblo Indian Studies, humanistic psychology,
and humanities) relate to one another. Class observations showed the
powerful impact of this program and its pedagogical approach on its
students. The students uniformly praised the programʼs curriculum,
pedagogical approach and faculty members.

10 November 14-15, 2011
The Evaluation Description included in the Evaluation Summary Sheet
for a focus visit to review the progress of the overall assessment plan
for the college.
focus.
Since the Quality Checkup in 2006 and Reaffirmation Panel Review
in January 2009, NNMC has continued to improve its assessment
program. Participation in AQIP has contributed to the collegeʼs
ability to approach assessment as a vehicle for continuous
improvement on multiple levels. Faculty reported that AQIP
processes and more specifically, participation in Process
Improvement Teams (PITʼs), have increased their ability to define a
challenge, convene a team to discuss the issues, and develop
solutions to address the challenge. The AQIP Council members
indicated that the process encourages re-imagining the college in
new ways and has brought “…the entire college into decision-
making and focus on assessment.” Faculty reported that data form
an important role in improving programs. Quality principles and
some team-based decision-making form the basis of assessment at
NNMC.
The Quality Checkup Report indicated that while quality principles
were well-developed in several areas of the college, they were less
apparent in Academic Affairs. The Focus Visit Team interviews with
the General Education Committee, the SLAC Committee, and the
Music and BAIS faculty indicated that improvement teams are now
embedded in processes for department discussions.
Furthermore, several best practices in assessment have been
implemented:
 A Director of Assessment and Accreditation coordinates
assessment at the college, guides the Student Learning
Achievement Committee (SLAC), supervises professional
development, and works collaboratively with faculty and staff
liaisons to complete reports.
 An Institutional Assessment Plan which defines roles, a cycle of
analysis and reporting, tools, terminology, etc. was adopted by
SLAC, Faculty Senate, the AQIP Council, and the Board of
Regents in fall 2008.

11 November 14-15, 2011
 The WEAVE online management tool for storing and archiving
assessment data is used regularly by faculty to organize
program and course-level outcomes. The majority of programs
have completed documentation within this system.
 Professional development for assessment is provided in various
workshops and during an “Assessment Day,” which includes
speakers, sharing of effective practice, and awards and
recognition. Further education about assessment is
accomplished by the SLAC Committee members working with
program faculty to improve student learning.
 Student Learning Achievement Committee (SLAC) members
serve as assessment coaches for faculty. The Committee
reviews the Annual Program Reports and offers suggestions for
improvement (program report cards). Faculty on the committee
reported that a primary benefit of the “report cards” created by
SLAC for various programs provided valuable external input and
opened the conversations about improving programs and
student learning.
 Programs are using the data about student learning to effect
changes. Faculty cited several examples of conversations
around data analysis which have led to changes in the program,
curriculum, and pedagogy. Examples include: (1) In response to
assessment data, the Mathematics Departmentʼs development
of a common final exam and a summer bridge program -- the
latter of which resulted in the successful graduation of 37 high
school students; (2) the Biology Departmentʼs revision of its
mission statement, website, course catalog, and course
sequencing in response to assessment data; and (3) the
addition of hands-on laboratory work in the engineering major
as a result of benchmarking against ABET standards.
 An Institutional Academic Program Review process adopted in
September 2010 comprises another key aspect of overall
assessment. The peer review process is required for all
programs every three years or as deemed necessary.
• Evidence that demonstrates that further institutional attention
is required in the area of focus.
A review of WEAVE online program learning outcomes and annual
Student Learning Reports, as well as interviews with faculty, the
Assessment Coordinator, and the Dean of Arts and Sciences
suggests that the WEAVE system and current requirements for
program and course reporting on a majority of outcomes every year
could be streamlined. Reviewing and revising the structures and
reporting timelines for assessment could lead to a less complex and
more manageable process, further increasing sustainability of the
assessment program. The AQIP quality improvement processes

12 November 14-15, 2011
and Action Projects may provide a foundational tool for streamlining
the program.
All programs should engage in a complete cycle of assessment
(e.g., defining learning outcomes, collecting data, and making
improvements based upon data). While many program faculty
indicated that they understand the need to fully implement
assessment for their programs, implementation of the complete
cycle of measurement including analysis and reporting is uneven.
For a strong and comprehensive assessment program, all degree
programs must identify appropriate learning measures of their
outcomes, develop a manageable process for analysis, and
participate in a reporting cycle which can inform improvements.
Assessment of general education outcomes is progressing. Three
years ago, the General Education Committee began investigating
general education and what it should look like. Working within the
state mandates for five general learning areas, the committee
members had multiple conversations around the question: “What
should every student on campus know?” Those conversations,
coupled with the analysis of annual reports for courses in the core
areas (communication, mathematics, lab science, social and
behavioral, and humanities and fine arts) have led to improvements
such as the creation of the first-year experience course and
implementation of a professional development course for faculty
focused on teaching principles for writing intensive courses.
The General Education Committee works within the constraints of
required state standards for general education while honoring the
unique needs of NNMC. Furthermore, there is no department of
General Education per se; no single individual functions as
department chair or team leader to coordinate these activities.
Some key strategies which might further strengthen the role of
General Education as a foundation for associate and bachelorʼs
degrees include these:
1. Continue to identify valid, appropriate, and practical measures
of learning for general education outcomes.
2. Foster and build on the creative conversations which the GE
Committee has begun for strengthening General Education.
3. Consider designating a General Education team leader,
department chair, or other position with authority to coordinate
the several areas of general education.
4. Participate in conversations with leaders at the state level to
change the need to comply with state mandates for assessing
all areas of GE every year to a more manageable process
which meets the needs of NNMC and accomplishes the spirit of
the state requirements.

13 November 14-15, 2011
Since the Quality Checkup Visit and the Reaffirmation of Accreditation
in 2008-2009, NNMC has accomplished significant progress regarding
the its assessment plan, and more importantly, in its application of the
principles of effective assessment: faculty ownership of the program,
meaningful measures of learning, data analysis which leads to practical
and appropriate changes, and infrastructure which supports
assessment.
While the tools for measuring learning in every program are not fully
developed and analyzed, the Coordinator of Assessment, SLAC
Committee and faculty do understand what steps should be taken to
complete the process. As NNMC continues to improve its assessment
program, the benefits of applying continuous quality processes will bear
fruit.
III. STATEMENT OF AFFILIATION STATUS
Affiliation Status No change.
Nature of Organization
Legal status No change.
Degrees awarded No change.
Conditions of Affiliation
Stipulation on affiliation status No change. Degrees limited to Business
Administration, Biology, Environmental Science,
Information Technology, Integrative Healing,
Teacher Education, Integrated Studies,
Mathematics, Mechanical Engineering (Solar
Energy), Music (Jazz Studies), Nursing, and
Software Engineering.
Approval of degree sites No change.
Approval of distance education degrees: No change.
Reports required None.
Summary of Commission Review
Year for next Quality Checkup visit: 2014-15
Year for next Reaffirmation of Accreditation: 2015-16

Advancement Section Northern New Mexico College/1829
1 November 14-15, 2011
REPORT OF A COMMISSION-MANDATED FOCUSED VISIT
Advancement Section
TO
NORTHERN NEW MEXICO COLLEGE
Espanola, New Mexico
November 13-15, 2011
The Higher Learning Commission
A Commission of the North Central Association of Colleges and Schools
EVALUATION TEAM
Dr. Linda G. Johnson, HLC/Assessment Coordinator/AQIP Liaison, Southeast
Technical Sioux Falls, SD 57107
Dr. Carolyn A. Haynes, Director of University Honors Program, Miami University,
Oxford, OH 45056

2 November 14-15, 2011
ADVANCEMENT SECTION
CONSULTATION OF TEAM
A. Observations of Team Regarding Area(s) of Focus
Since the Quality Checkup Visit in 2006 and the Reaffirmation Review
in 2008-2009, Northern New Mexico College has undergone a number
of personnel changes relative to the areas of focus. The new president
hired in July 2010 has advanced a vision to “reimagine the college” in
meeting the “educational, cultural and economic needs of the region.”
In collaboration with the cabinet, AQIP Council, faculty, staff, and
community members, including governors from local Indian tribes, she
has encouraged partnerships with the surrounding Hispanic and Pueblo
Indian communities. Because of their strong emphases on local
cultures, the BAIS and BMUS programs are central to this vision. A
Director of Music was hired in August 2011, and the one-year-old BAIS
program includes both a Director of BAIS and a Director of Pueblo
Indian Studies. In General Education, a Director of Writing and Rhetoric
was hired. A Director of Assessment and Accreditation was appointed
in spring 2011.
NNMC has leveraged AQIP quality processes to educate the campus
community about the importance of accreditation and to make
significant improvements in the BAIS and BMUS programs as well as
the overall assessment efforts at the college. Process Improvement
Team (PIT) members reported the benefits of continuous improvement,
including team-based and data-informed decision-making. As one
member noted, “We have been able to collectively come together and
remove silos.”
B. Consultations of Team
Bachelor of Music
The Bachelor of Music Program (BMUS) has made impressive strides
in improving its program. To maintain this momentum and ensure long-
term program success, the review team recommends that the BMUS
faculty continue collaborating with each other as well as faculty from
other appropriate departments to develop any or all of the following:
1. Strategic plan for music or the fine arts at NNMC with key goals,
including target enrollments, NASM accreditation, and measurable
student achievement, as well as action steps and a timeline.
Special consideration should be given to resource allocation among
the three areas of concentration within the BMUS program.
2. Learning community or community of practice to explore the
interrelationship and possible synergies among the three
concentrations with the BMUS program as well as between the
BMUS program and other relevant programs and majors.

3 November 14-15, 2011
3. Public relations/communication plan which leverages multiple forms
of media (website, brochures, newsletters, DVDs, etc.) to help
students, NNMC faculty and community members understand the
three areas of concentration and the value of each. Special
attention should be devoted to showcasing the most unique
features of the BMUS program, such as its concentration on
Northern New Mexico music and culture.
4. Fundraising plan developed in consultation with the BMUS advisory
board, community foundations and other appropriate units on
campus. The plan could also include strategies for identifying
partners who could support student scholarships.
Bachelor of Arts in Integrated Studies
The Bachelor of Arts in Integrated Studies Program at Northern New
Mexico College is unique on multiple levels. It encompasses three
disparate fields (Pueblo Indian Studies, psychology, and humanities)
that are not generally combined within one program. It serves a
diverse population of students, and it is housed within an institution
which has historically focused on associate technical or scientific
degrees. In addition, it asks its students to traverse multiple cultural
and disciplinary boundaries and to synthesize traditional academic
disciplinary knowledge with knowledge derived from communities and
lived experience outside of the academy. Because of its unique nature,
there exist no ready-made models it can follow. Faculty members and
other stakeholders must co-construct the program through careful study
and modification of existing models, open and honest deliberation, and
collective decision-making.
From reviewing the program documents and interviews with students
and faculty, it is clear that the program focuses a common theme—the
human experience—and several broad questions: What is the self?
How does the self relate to others within a community? Moreover, it is
clear that all members value the three concentrations or pathways
available in the program.
Identifying a common theme is a significant progress step. Yet, the
review team noted that more attention could be devoted to cultivating
even greater program coherence. We would encourage faculty along
with other key stakeholders (students, staff, administrators and
community members) to come together in a “learning community,” a
community of practice or an intensive retreat to review relevant
professional and scholarly literature, benchmark against similar
integrative programs (Appalachian State University, Gallaudet
University, Utah Valley University, Ferris State University, Weber State
University, Great Basin College, Miami University), and address the
following questions:
1. How do the three areas of concentration under the BAIS umbrella
differ in terms of their purposes, assumptions about truth, inquiry

4 November 14-15, 2011
methods, biases, economies of labor, norms, modes of
communication, language, tone, etc.?
2. How are they similar?
3. What knowledge or skills do students need to learn from each area
or field?
4. What outcomes should all BAIS students achieve upon graduation?
5. How can we best teach students to understand and practice within
each area of concentration?
6. What, if any, pedagogical approaches should we use in addition to
the “conversations” approach? How might we know which
approaches are effective in promoting student learning and
development?
7. How can we ensure that students are able to integrate these and
other fields of knowledge?
8. How can we as faculty members model integrated learning? What
signature assignments or experiences can we offer our students to
promote the program outcomes and build greater coherence within
the degree program?
9. How might we assess those assignments and the development and
learning of our students?
Once these key questions are addressed, attention can be devoted to
developing a strategic plan or timeline for curriculum development and
the creation of an assessment plan to ensure program viability and
sustainability. Careful thought should be devoted to whether, how and
when new areas of concentration should be added and old ones
removed.
The assessment plan should be focused on significant questions you
have about your students, their learning and development or on
significant assignments (e.g., inquiry, service-learning, or multimedia
projects) in which multiple learning outcomes are advanced and high
impact learning occurs. Because the program outcomes are likely to be
developmental, process-oriented and affective as well as cognitive,
special attention should be given to generating qualitative as well as
quantitative methods of assessment. Possible examples include:
• Asking the students to develop a resume and personal statement at the
beginning and end of the program to track their perceptions of their
personal and intellectual growth;
• Self-reflective questionnaires administered at key milestones in the
program;
• Focus groups with different cohorts of students to assess how they
develop in terms of their understanding of integrated learning;
• Service learning project and reflection statement which addresses their
perceptions of how they integrated knowledge within the project and
how the project contributed to their growth in terms of key outcomes or
competencies;
• Semi-structured interviews with students from different cohorts.

5 November 14-15, 2011
A good starting place for discussion might be Allen Repkoʼs brief review
of the literature on assessment of interdisciplinary learning outcomes at:
http://www.uta.edu/ints/faculty/REPKO_Outcomes_AEQ.pdf.
Other possible areas for program development include the creation of the
following:
Communication plan in which clear messages that convey the program
mission, outcomes and benefits to various target audiences and in
various media (website, Facebook, brochures and viewbook, videos,
student handbook, alumni and student newsletters).
Student organization whose members design and organize key co-
curricular programs, such as an orientation for new students (in which
they explain the meaning and value of the degree program, offer tips on
the “conversation” pedagogical approach, and provide “insider” tips for
college success), lectures, symposia, exhibits of student work, etc.
Assessment
Since 2008, NNMC has laid a solid foundation for assessment practices
upon which to build. Sustainability of the assessment program depends
on the ability of faculty to view the infrastructure, reporting requirements,
and timelines as manageable. Discussions with the Director of
Assessment and Accreditation and the SLAC Committee suggest that
with some revision, the assessment program can become robust.
The majority of programs have defined learning outcomes within the
current WEAVE management system. While the system is rather
cumbersome and complex, it does provide a repository for data and a
consistent format throughout the institution. Adjusting the requirements
for exactly how many learning outcomes are analyzed and reported
annually, as well as adjusting the due dates (for example, to the month
the program chooses, rather than at the end of the year) might make it
easier for faculty to complete analysis and reports in a timely manner.
Additionally, measuring discrete learning outcomes with separate
instruments adds to the complexity and hence to the challenges of
completing all the work. Faculty might investigate the possibility of
designing tools which measure several learning outcomes with one
instrument. Interviews with the General Education Committee and BAIS
faculty indicated that faculty members are open to designing tools such
as portfolios, capstone projects, or service-learning projects. The General
Education Committee had several innovative suggestions for creating
interdisciplinary assignments. Moreover, tools such as service learning
projects seem to be a natural fit with NNMCʼs mission and relationship to
community.
A review of the WEAVE system and several annual reports revealed
another challenge for the analysis of assessment results: the numbers in

6 November 14-15, 2011
some programs are too small to make useful generalizations for any
given semester. Therefore, some way to develop comparisons with
similar courses or programs in the state or nationally becomes important.
As faculty and staff investigate ways to improve assessment, some
consideration should be given to benchmarking, both with peer
institutions and at the program level (as Engineering is doing with
investigating ABET membership and BMUS faculty did with NASM
standards). During Systems Portfolio documentation, the choice of peers
can be justified. For example, institutions who are peers for the BMUS or
BAIS programs may not be appropriate peers in composition or
mathematics. Benchmarking could also lead to collaboration and an
effective way to conserve resources.
Interviews with faculty and a review of annual reports indicate that faculty
understand and practice a key concept in assessment—having
meaningful conversations about the results of student learning. Leaders
should continue to ensure that resources, including the space and time
for conversations (beyond standard faculty and staff duties) are available.
Practices such as the Assessment Day are an excellent start.
Other suggestions include these:
 Create an institutional calendar which includes due dates for
assessment activities throughout the year.
 Consider developing multiple year trend reports for some learning
outcomes rather than analyzing all outcomes in one year.
 Continue to share positive models as departments develop these.
Share what did not work as well as what was successful.
 All programs should review their targets, direct measures of learning,
and documented results, ensuring that specifics represent the best
(most valid and appropriate) evaluation for the program, not simply an
evaluation to meet compliance.
Finally, in the next phases, NNMC should discuss how to publicly share
assessment results. The BMUS department student performances and
Fine Arts shows already constitute an effective way to engage the
community and celebrate student achievement. The collegeʼs newsletter
pages, a Presidentʼs Report or an Annual College Report to the
Community might accomplish that last stage in public reporting.
There is a wealth of resources regarding assessment. The new
Association for the Assessment of Learning in Higher Education (AAHLE
http://aalhe.org/) and the National Institute for Learning Outcomes
Assessment (NILOA http://www.learningoutcomeassessment.org/)
offer conferences, listserv conversations, and other resources on their
websites. Among the many excellent print resources on assessment,
some of the most practical include P. Makiʼs Assessing for Learning
(2004), Assessment to Promote Deep Learning, edited by L. Suskie
(2007), and other publications from Stylus Publishing.

7 November 14-15, 2011
Many colleges have assessment web pages, guidebooks, and other
useful tools. A few with a history of successful assessment programs
include colleges such as these: Winona State College, Mesa Community
College, Johnson County Community College, Rose-Hulman Institute of
Technology, Arizona Western College, and Alverno College.

CIP CodeDegree Code Degree Major Code Major/Concentration
260101 BS Bachelor of Science BIOL Biology
520201 BBA Bachelor of Business/Administr BAA Accounting
520201 BBA Bachelor of Business/Administr BU25 Business Administration/Manag
520201 BBA Bachelor of Business/Administr OA15 Management Infor Systems BBA
131202 BA Bachelor of Arts ED2 Elementary Education
030104 BS Bachelor of Science ES3 Environmental Science
030104 BS Bachelor of Science ESF Environmental Science-Forestry
143501 BE Bachelor of Engineering BENG Information Engineering Tech
240101 BAIS BA in Integrated Studies ISH Humanities
240101 BAIS BA in Integrated Studies ISP Psychology
240101 BAIS BA in Integrated Studies ISPI Pueblo Indian Studies
500901 BM Bachelor of Music BMUS
270101 BS Bachelor of Science MATH Mathematics
150505 BE Bachelor of Engineering BEME Mechanical Engineering
511601 BS Bachelor of Science NU3 RN to BSN
150399 BE Bachelor of Engineering BESE Software Engineering
CIP CodeDegree Code Degree Major Code Major
500701 AA Associate in Arts ART Art
520201 AA Associate in Arts BU1 Business Administration
430104 AA Associate in Arts CJ2 Criminal Justice
500301 AA Associate in Arts DANC Dance
131210 AA Associate in Arts ECE Early Childhood Education
131202 AA Associate in Arts ED9 Elementary Education
500602 AA Associate in Arts FDMA Film and Digital Media Arts
240102 AA Associate in Arts GENS General Studies
440701 AA Associate in Arts HS2 Human Services in Soc Sci
500901 AM Associate in Arts AJS Jazz Studies
500901 AA Associate in Arts FA1 Music
050202 AA Associate in Arts PIS Pueblo Indian Studies
500701 AA Associate in Arts FA6 Southwest Folk Art
511501 AA Associate in Arts SAC3 Substance Abuse Counselor
500501 AA Associate in Arts FA8 Technical Theatre
Academics at Northern New Mexico College

500501 AA Associate in Arts FA7 Theatre
260101 AS Associate in Science BIO1 Biology
143501 AE Associate in Engineering AEIE Information Engineering Tech
143501 AE Associate in Engineering PREE Pre-Engineering
511601 AS Associate in Science NU1 Nursing (ADN) AS
400101 AS Associate in Science SCI Science
150399 AE Associate in Engineering AESE Software Engineering
519999 AAS Associate in Applied Science HO1 Allied Health
470604 AAS Associate in Applied Science AT1 Automotive Technology
120402 AAS Associate in Applied Science BB Barbering
151301 AAS Associate in Applied Science DR10 Computer-Aided Drafting
400501 AAS Associate in Applied Science CTT Chemical Technician
520201 AAS Associate in Applied Science BU22 Constru Trades MGMT
469999 AAS Associate in Applied Science CON2 Constru Trades Technology
120401 AAS Associate in Applied Science COS2 Cosmetology
030104 AAS Associate in Applied Science ES5 Environmental Science
500712 AAS Associate in Applied Science FB1 Fiber Arts
261201 AAS Associate in Applied Science LABB Laboratory Biotechnology
250301 AAS Associate in Applied Science LT1 Library Technology
513501 AAS Associate in Applied Science MAS4 Massage Therapy
030101 AAS Associate in Applied Science REM Natural Res-Range Ecology MGN
511601 AAS Associate in Applied Science NU2 Nursing (ADN)
520401 AAS Associate in Applied Science OA9 Office Administration
460503 AAS Associate in Applied Science PLB2 Plumbing Technology
430107 AAS Associate in Applied Science PS1 Police Science
030101 AAS Associate in Applied Science PREF Pre-Forestry
410299 AAS Associate in Applied Science RAD2 Radiation Protection
510907 AAS Associate in Applied Science RAD1 Radiologic Technolog
150503 AAS Associate in Applied Science RE Renewable Energy
480702 AAS Associate in Applied Science SCF2 Span Col Cabt/Furn Making
511501 AAS Associate in Applied Science SAC2 Substance Abuse Counselor
480508 AAS Associate in Applied Science WLD2 Welding Technology

430203 AAS Associate in Applied Science WFS Wildland Fire Science
000000 ALTER Alter Licensure Program ALT ALT Elementary(K-8)
000000 ALTER Alter Licensure Program ED11 ALT Secondary(7-12)
000000 ALTER Alter Licensure Program ED4 ALT Special Education
520401 CERT Certificate Program OA1 Administrative Assistant
469999 CERT Certificate Program ADOB Adobe Construction
470604 CERT Certificate Program ABR3
Auto Body Repair Unibody Nonstructural
Analysis & Damage
470604 CERT Certificate Program ABR2 Auto Body Repair Refinishing
470604 CERT Certificate Program AT3
Automotive Service Fundamentals
Automotive Powertrain Repair
470604 CERT Certificate Program ABR8 Automotive Service Advisor
470604 CERT Certificate Program ABR4 Automotive Structural Analysis & Damage
470604 CERT Certificate Program ABR5
Automotive Suspension and Drivetrain
Repair
470604 CERT Certificate Program ABR6 Automotive Under-Hood Repair
120402 CERT Certificate Program BB1 Barbering
520301 CERT Certificate Program BU4 Bookkeeper
151301 CERT Certificate Program DR15 Computer-Aided Drafting
120401 CERT Certificate Program COS1 Cosmetology
520701 CERT Certificate Program ENSP Entrepreneurship
100201 CERT Certificate Program FTT Film Technician
520901 CERT Certificate Program HTRM
Hospitality, Tourism, and Restaurant
Management
250301 CERT Certificate Program LT2 Library Technology
513501 CERT Certificate Program MAS3 Massage Therapy
460503 CERT Certificate Program PLB1 Plumbing
511613 CERT Certificate Program NU5 Practical Nurse
520901 CERT Certificate Program RESA Residential Assistant
480702 CERT Certificate Program SCF1 Span Col Cabt/Furn Making
480508 CERT Certificate Program WLD1 Welding Technology
430203 CERT Certificate Program WFS1 Wildland Fire Science

000000 000000 Undeclared NDED Non Degree Grad Education
000000 000000 Undeclared 0000 Non-Degree

Staff Recommendations for the
STATEMENT OF AFFILIATION STATUS
INSTITUTION and STATE: Northern New Mexico College, NM
TYPE OF REVIEW (from ESS): Focused Visit-Mandated
DESCRIPTION OF REVIEW (from ESS): A visit focused on the progress meeting the areas of concern
in regards to the implementation of the Bachelors degree in Music and the BA in Integrated Studies. Visit
should also report on the progress of the overall assessment plan of the College.
DATES OF REVIEW: 11/14/11 - 11/15/11
No Change in Statement of Affiliation Status:
Nature of Organization
LEGAL STATUS: Public
RECOMMENDATION: No change
DEGREES AWARDED: A, B
Conditions of Affiliation
STIPULATIONS ON AFFILIATION STATUS: Degrees at the Baccalaureate level are limited to
Teacher Education, Business Administration, Biology, Environmental Science, Information
Engineering Technology, Information Technology, Integrative Healing, Integrated Studies,
Mathematics, Mechanical Engineering (Solar Energy), Music (Jazz Studies), Nursing, and
Software Engineering.
APPROVAL OF NEW ADDITIONAL LOCATIONS: Prior Commission approval required.
APPROVAL OF DISTANCE EDUCATION DEGREES: New Commission policy on institutional
change became effective July 1, 2010. Some aspects of the change processes affecting
distance delivered courses and programs are still being finalized. This entry will be updated in
early 2011 to reflect current policy. In the meantime, see the Commission's Web site for
information on seeking approval of distance education courses and programs.
REPORTS REQUIRED: None
OTHER VISITS REQUIRED: AQIP Quality Checkup: 2014 - 2015; ; Focused Visit-Mandated:
2011 - 2012; A visit focused on the progress meeting the areas of concern in regards to the

Staff Recommendations for the
STATEMENT OF AFFILIATION STATUS
implementation of the Bachelors degree in Music and the BA in Integrated Studies. Visit should
also report on the progress of the overall assessment plan of the College.
RECOMMENDATION: : AQIP Quality Checkup: 2014 - 2015
Summary of Commission Review
YEAR OF NEXT SYSTEM APRAISAL: 2012 - 2013
YEAR OF NEXT REAFFIRMATION OF ACCREDITATION: 2015 - 2016

ORGANIZATIONAL PROFILE
INSTITUTION and STATE: Northern New Mexico College, NM
TYPE OF REVIEW (from ESS): Focused Visit-Mandated
_x__ No change to Organization Profile
Educational Programs
Program
Distribution
Recommended
Change (+ or -)
Programs leading to Undergraduate
Associate 51
Bachelors 18
Programs leading to Graduate
Masters 0
Specialist 0
First
Professional
Doctoral 0
Off-Campus Activities
In-State: Present Activity: Recommended Change:
(+ or -)
Campuses: None
Additional
Locations:
Espanola (Espanola Campus)
Course
Locations:
8
Out-of-State: Present Wording: Recommended Change:
(+ or -)
Campuses: None
Additional
Locations:
None
Course
Locations:
None
Out-of-USA: Present Wording: Recommended Change:
(+ or -)
Campuses: None
Additional
Locations:
None
Course
Locations:
None
Distance Education Programs:
Present Offerings:
None

Recommended Change:
(+ or -)
Correspondence Education Programs:
Present Offerings:
None

1829 20120126 Focused Visit Mandated - Team Report

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