Self Study - New Mexico Military Institute

The NMMI 2011 Self Study for the
Higher Learning Commission
The mission of NMMI is to educate, train, and prepare young men and women to be leaders capable of
critical thinking and sound analysis, leaders who possess uncompromising character, and leaders able to
meet challenging physical demands.

Table of Contents
Introduction .......................................................................................... 3
Criterion One: Mission And Integrity ...................................................... 7
Introduction ............................................................................................. 8
Core Component 1a: .................................................................................. 8
Core Component 1b: .................................................................................. 9
Core Component 1c: ................................................................................. 12
Core Component 1d: ................................................................................. 13
Core Component 1e: ................................................................................. 15
Conclusion ............................................................................................. 17
Criterion Two: Preparing For The Future ............................................. 18
Introduction ............................................................................................ 19
Core Component 2a: ................................................................................. 19
Core Component 2b: ................................................................................. 21
Core Component 2c: ................................................................................. 32
Core Component 2d: ................................................................................. 37
Conclusion ............................................................................................. 41
Criterion Three: Student Learning And Effective Teaching .................... 43
Introduction ............................................................................................ 44
Core component 3a: .................................................................................. 44
Core component 3b: ................................................................................. 50
Core component 3c: .................................................................................. 52
Core Component 3d: ................................................................................. 57
Conclusion ............................................................................................. 63
Criterion Four: Acquisition, Discovery, And Application Of Knowledge .. 64
Introduction ............................................................................................ 65
Core Component 4a: ................................................................................. 65
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Core Component 4b: ................................................................................. 71
Core Component 4c: ................................................................................. 75
Core Component 4d: ................................................................................. 78
Conclusion ............................................................................................. 79
Criterion Five: Engagement And Service ............................................... 80
Introduction ............................................................................................ 81
Core Component 5a: ................................................................................. 81
Core Component 5b: ................................................................................. 87
Core Component 5c: ................................................................................. 92
Core Component 5d: ................................................................................. 95
Conclusion ............................................................................................. 98
Conclusion ......................................................................................... 100
Appendix ........................................................................................... 101
Credits, program length and tuition ............................................................. 101
Student Complaints ................................................................................. 102
Transfer Policies ..................................................................................... 103
Verification of Student Identity ................................................................... 103
Title IV Program and Related Responsibilities ................................................. 103
Institutional Disclosures and Advertising and Recruitment Materials...................... 104
Relationship With Other Accrediting Agencies and With State Regulatory Bodies ..... 104
Public Notification of Comprehensive Evaluation Visit and Third Party Comment ..... 104
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Introduction
A Learning Institution on a Hill
To people reading our website or promotional materials it is sometimes known as ―the West
Point of the West,‖ and to people across the state it is known as NMMI, but to students and
their parents; to staff and faculty; to alumni, regents and friends, it is ―the Institute.‖ It
boasts the distinction of being the only school which prepares cadets for all five service
academies; it serves a student population ranging in age from fourteen to twenty-two; its
buildings were designed in the military gothic style; its alumni list contains the names of
more than forty flag officers; former graduates have become captains of industry, Pulitzer
prize winning authors, national news anchors, professional athletes and artists; enshrined in
the museum are a Rhodes Scholar and a winner of the Medal of Honor; it is both a college
preparatory high school and junior college; it faces all the challenges of a boarding school
and a land grant institution; it is funded publically; it offers one of the most advanced and
fully integrated library research and wireless access hubs in the Southwest; its athletics
programs boast participants from every continent except Antarctica; and legend has it that
somewhere on post there are secret tunnels containing all manner of historical paraphernalia
including vintage cavalry saddles and even a tank.
Every school has its own special qualities, but few have as diverse a population. Where else
do Mexican, Chinese, Korean, Polish, Russian, Samoan, and American cadets sit together in
classes of only fifteen students with an enrollment potential of about 1,100? As a world
unto itself, NMMI lives by the language of ―Duty, Honor, and Achievement,‖ the perfect
watchwords for an organization that continues to seek the best path into the future for all
those whose lives are spent here.
Brief Historical Profile of New Mexico Military Institute
Roswell, New Mexico, dates to 1866, when, known as Rio Hondo, it was a cowboy
outfitting station on a cattle trail. It acquired a post office in 1873 as well as the name
Roswell. This area of southeastern New Mexico around Roswell, the historic border between
the Comanche and the Mescalero Apache tribes, was only sparsely settled.
In 1891 Captain Joseph C. and Mabel Lea invited Robert Goss to start a military school
similar to the one that Goss directed in Fort Worth, Texas. That September Goss Military
Institute opened its doors to twenty-eight pupils. Struggling due to poor management and
insufficient funds, Goss Military Institute did manage to secure designation as a territorial
school and a new name, New Mexico Military Institute, but had to close its doors in 1895.
An appropriations bill passed by the territorial legislature and a generous donation by
resident philanthropist J.J. Hagerman of a forty-acre plot of land on North Hill helped re-
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open the doors of New Mexico Military Institute (NMMI) in its present location, on
September 6, 1898. The school provided eight years of academic work. After the Institute
inaugurated the junior college in 1915, the school offered four years of high school (NCA
accredited in 1917) and two years of college work (NCA accredited in 1938).
New Mexico Military Institute gained special recognition as one of ten distinguished military
schools in 1909. Retaining this distinction ever since, the school became a member of the
Reserve Officers Training Corps program in 1916. Shortly thereafter, NMMI sent 320
alumni and 163 officers into their country‘s service during World War I. The school‘s
service in World War II was profound, with over 170 former cadets losing their lives.
After experimenting with a four-year college program in the fifties, NMMI returned to its
high school and junior college structure with a strong ROTC Early Commissioning Program
in the junior college and special NCA recognition as a college-preparatory high school. The
school has consistently increased emphasis on academics. Approximately one hundred
cadets prepare annually for admission to the national service academies and join nine
hundred other young men and women in meeting the challenges of one of the nation‘s most
distinct and finest preparatory schools and junior colleges.
A major milestone in the history and evolution of the school occurred in 2010 when the
Governor of New Mexico proclaimed New Mexico Military Institute ―The official state
military college and college preparatory high school of New Mexico.‖ NMMI cadets,
alumni, faculty, and staff have a history of service to the nation in the military, the arts,
industry, and business. Historically NMMI is the top source of donated blood in Chaves
County.
Institutional Profile
The New Mexico Military Institute (NMMI) is a four year college-preparatory high school
fully integrated with a junior college and service academy preparatory programs. The fortyfive
acre campus is located on North Hill in Roswell—a city of approximately 50,000
located in southeastern New Mexico. The school serves a highly diverse population of
students from all over the world. The NMMI students, called cadets, are organized in the
tradition of a military cavalry regiment composed of a regimental headquarters, squadrons
and troops. Though students in the junior college may seek to become US Army Officers
through membership in the Early Commissioning Program (administered through ROTC),
the student body consists of a mix of students, only some of who plan careers in the
military. Students may simply seek a first-rate high school education. They may also seek
an Associate of Arts or Science degree. Though a portion of the student body attends for the
full six years offered, a significant number also attend for one year only as preparation for
attendance to one of the five federal service academies-the United Stated Military Academy
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at West Point, the United States Naval Academy, the United States Air Force Academy, the
United Stated Coast Guard Academy, and the United States Merchant Marine Academy.
Accreditation History
An outcome of the last accreditation visit in 2001 was a focus visit in March 2004. The
resulting report of that visit identified the following areas that needed to be addressed.
a) Complete Assessment Plan
b) Develop General Education outcomes and assessments for those outcomes
c) Provide leadership with functional responsibility for assessment
d) Clarify roles and responsibilities for individuals, committees, administration and
academic units
e) Show how assessment initiatives are included in its planning and budgeting processes
f) Summarize its use of the data collected and the results
(Report of the Focused Visit March 22-23, 2004 p8)
The staff analysis of this report concluded on February 23, 2006 that ―the organization had
not created a comprehensive structure to facilitate, monitor, and evaluate assessment
processes. The team questioned who had primary administrative responsibility for assessing
student academic achievement, and the roles and responsibility of other assessment leaders.
Further, it recommended that the organization‘s assessment plan include statements of
mission and purpose, processes to describe and facilitate the flow and use of information,
and means to identify resources and responsible persons. Commission staff further clarified
that the progress report should summarize changes and improvements made under the new
planning, data collection, and reporting models.‖ As a result the staff requested that NMMI
submit a monitoring report ―on the revision, implementation and documentation of student
learning in its academic and general education programs.‖ This report would be due on
December 31, 2007.
In the summer of 2007, the school applied for membership in the Higher Learning
Commission‘s Academy for Assessment of Student Learning. The new academic leadership
believed that membership in the Academy would provide the means to address the concern
of the accrediting agency. (Reference the application.) NMMI‘s application was accepted,
and as a result the school was not required to submit the monitoring report.
Upon acceptance, a new position within the Dean‘s office was formally created, the
Assistant Dean for Curriculum Planning, and an Assessment Academy Task Force was
established with representation from all of the NMMI mission elements (academic, military
and athletic). In the next three years the Task Force addressed the concerns identified in the
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Focus Visit Report, and they are detailed in this Self Study. Supporting evidence is contained
in the NMMI Strategic Plan 2020 which contains:
A comprehensive Assessment Plan
A list of general education and program outcomes
A description of an organization and process for continuous planning and assessment
of these outcomes and specifying responsibilities across the campus for the
implementation of initiatives to address the results.
NMMI Self Study Committee Members
Position Name Division/Department
Chair LTC Parish Palmer Humanities
Criterion One Committee Chair COL Jerry Klopfer Library
Criterion Two Committee Co-
Chairs COL Terri Castillo Business
Mr. David West Facilities
Criterion Three Committee Chair MAJ Charity Schwalm Mathematics
Criterion Four Committee Co-
Chairs MAJ Elizabeth Boese English
MAJ Kalith Smith Toles Learning Resource Center
Criterion Five Chair
COL Walter Hitchcock Social Sciences
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Criterion One: Mission And Integrity
New Mexico Military Institute operates with integrity to ensure the
fulfillment of its mission through structures and processes that involve
board, administration, faculty, staff and students.
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Criterion One
Introduction
New Mexico Military Institute‘s (NMMI) mission is:
To educate, train, and prepare young men and women to be leaders capable of critical thinking and
sound analysis, leaders who possess uncompromising character and leaders able to meet challenging
physical demands.
NMMI seeks to develop the whole person. This goal is expressed in our mission statement
and stated in the Catalog and in current and previous editions of the Institutional Self Study
dating back to at least the early 1970‘s. The phrasing may be different, but the values:
leadership, critical thinking, character development, and physical development are
consistent over a long period of time. Even as new faces working with a blank sheet of paper
are brought into the processes of shared governance, they articulate these enduring values.
NMMI has two statements of integrity which must be included:
The Cadet Honor Code: A cadet will not lie, cheat or steal, nor tolerate those who do.
The Faculty Credo: Treat them as you would like your own treated. Teach them as you would
like your own taught.
Core Component 1a:
New Mexico Military Institute’s mission documents are
clear and articulate publicly the organization’s
commitments.
Several documents direct the operation of New Mexico Military Institute: the Mission
Statement, New Mexico Military Institute Strategic Plan 2020, New Mexico Military Institute Board of
Regents Policy Manual, New Mexico Military Institute Operations and Procedures Manual, New Mexico
Military Institute Faculty Handbook, New Mexico Military Institute Catalog, New Mexico Military
Institute Blue Book Regulations for the Corps of Cadets, and New Mexico Military Institute Cadet
Leadership Model. These tools guide virtually every action or activity of NMMI. Some
documents are long standing, though all are reviewed and updated.
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The Family of Plans is the amalgam of documents which together execute the Strategic Plan.
Annex one explains in detail the process used to develop the Strategic Plan and how to use
the process to sustain the plan. Annex two lists action items, initiatives and proposals from
across campus and externally that have a strategic impact on NMMI. Annex three contains
the NMMI assessment plan.
All of the above documents, together with viewbooks, CD‘s, other recruiting, advertising,
marketing, and soliciting resources, convey the culture of NMMI to external and internal
audiences and constituencies. These resources exist in hard copy and are posted on our
website. The mission statement in particular is posted several times in each building and
copies are distributed to all employees. Over many years, though the words may vary, our
mission statement‘s core concept of educating leaders for the future remains constant.
Core Component 1b:
In its mission documents, New Mexico Military Institute
recognizes the diversity of its learners, other constituencies,
and the greater society it serves.
NMMI recognizes and supports the diversity of its family of local, regional, national and
international constituents. NMMI mission documents demonstrate this support: NMMI
Strategic Plan 2020, Board of Regents’ Policy Manual, NMMI Operations and Procedures Manual,
Catalog, Blue Book. The NMMI Website and the NMMI Annual Fall Corps Profile provide
additional documentation.
NMMI Strategic Plan 2020 – Shared Learning Outcomes
Tier One – Possess and Exercise fundamental Knowledge of the Human and Physical Worlds:
o Tier Two – cadets who demonstrate knowledge of an interdependent global
community
Tier One – Internalize Uncompromising Character:
o Tier Two – cadets who demonstrate respect for cultural and ethnic diversity;
cadets who demonstrate a sense of community and responsibility; and cadets
who practice a sense of service to one‘s community/society as well as our
global community.
Board of Regents’ Policy Manual – Policies and General Applicability Policy
Equal Employment Opportunity
NMMI policy, state and federal law and regulations forbid unlawful discrimination on the
basis of race, color, religion, national origin, physical or mental disability, age, sex, sexual
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preference, ancestry, or medical condition in recruiting, hiring, training, promoting, and all
other terms and conditions of employment. The NMMI Employment Application states
―NMMI is an Equal Opportunity Employer.‖ All personnel policies such as compensation,
benefits, transfers, layoffs, terminations, returns from layoff, school-sponsored training,
education, tuition assistance, social, and recreation programs will be administered without
regard to the characteristics or conditions listed above, except when one of these is a bona
fide occupational qualification. NMMI strives to establish procedures which assure equal
treatment and access to all programs, facilities and services.
Equal Educational Opportunity
The New Mexico Military Institute is committed to providing equal educational opportunity
and forbids unlawful discrimination on the basis of race, color, religion, national origin, age,
sex, sexual preference, or ancestry. In keeping with this policy of equal educational
opportunity, NMMI is committed to creating and maintaining an atmosphere free from all
forms of harassment.
Operations and Procedures Manual - Employee Performance Review Criteria
NMMI values the diversity of its people and their ideas. A diverse community is based on
tolerance and treats all individuals with the highest regard. Employees are rated by
supervisors on the following supporting criteria:
Provides quality customer service to cadets, parents, colleagues and the public;
demonstrates tolerance and acceptance of differences.
Takes advantage of opportunities to provide service to the department, the school and the
community as appropriate.
Catalog/ACALOG – Equal Opportunity Policy
NMMI is open to all persons regardless of race, color, religion, sex, or national origin who
are otherwise eligible for admission as cadets. The college is an Equal Opportunity
Employer and no applicant or employee will be discriminated against because of race, color,
religion, gender, or national origin concerning employment or during the course of
employment at this Institute.
NMMI course offerings are reflective of the school‘s commitment to diversity through some
of its unique offerings which include: College First Year Experience, First and Second Year
Arabic, Iraqi Language and Culture, Introduction to Russian Cultures and Languages,
Development of Western Civilization I and II, Modern World History, Introduction to
Sociology, Introduction to Cultural Anthropology, International Relations, and Ethics.
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The NMMI Blue Book Regulations for the Corps of Cadets (The Blue Book)
The diversity of the NMMI Corps of Cadets is reflected by the diversity of the Corps
leadership. In fact, one corps leadership competency is ―Develops Appreciation for
Diversity‖.
Additional Documentation
NMMI Website
Community Service: The Corps of Cadets has performed over 20,000 hours of community
service projects for the Roswell community. This includes literacy programs, partnerships
with local elementary schools, National Make a Difference Day, drug awareness, holiday
food baskets, highway clean-up, graffiti removal, Big Brothers/Big Sisters and helping the
elderly. The cadets also hold an all-night Cancer Awareness March each fall to raise cancer
awareness and funds for the American Cancer Society.
Annual NMMI Corps Profile – Highlights (Fall 2010)
82% Male, 18% Female
44% Caucasian, 20% Hispanic, 8% African American, 3% Native American, 3% Asian and
22% Other
44 States and territories represented
20 Countries represented
NMMI Cadet Clubs and Organizations: 58 total including Arabic Role Players, African
American Club, Mexico Club, Native American Club, and Pacific Islanders‘ Club
Diversity of faculty/executives/staff as of fall 2010
Faculty: 76
Male/Female: 46/30
Ethnicity: African – 1, African American – 1, Asian – 1, Caucasian – 63, Hispanic – 10
Executive: 11
Male/Female: 9/2
Ethnicity: African American – 1, Caucasian – 9, Hispanic – 1
Staff: 215
Male/Female: 144/71
Ethnicity: African American – 10, Caucasian – 123, Hispanic – 73, Native American – 1,
Unknown – 8
NMMI Celebrations: Black History Month, Cinco de Mayo, Mexican Independence Day,
Native American Month, Pacific Islanders‘ Luau
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Core Component 1c:
Understanding of and support for the mission pervade the
organization.
Military education at this level first and foremost teaches leadership. All cadets are required
to enroll in ROTC (Military Science I and II or equivalent) at the college level as members
of the Corps of Cadets. This is the foundation for leadership education. These courses are
not intended to produce warriors or soldiers, but strive to produce leaders. Participating in
the activities of the Corps of Cadets is not a game or activity, but part of the processes of
leadership education. It is one-third of the triad, with academics and athletics/physical
fitness being the other two-thirds. The three do not stand separately but are the
interdependent legs of a stool, which would collapse without all three. Robert Goss, our
founder, stated it succinctly, ―Let it be clearly understood that if this is not a military school
it is nothing.‖ Known as the Goss Quote, every cadet commits it to memory within hours of
matriculation. What they may not understand at that time is that they are learning the basis
of the mission statement.
The Strategic Plan 2020 supports the mission statement. Its elements are Shared Learning
Outcomes, NMMI Strategic Goals, and NMMI Objectives, another three-leg stool. Tied
directly to the Shared Learning Outcomes is our Assessment Plan. The Assessment Plan and
budgeting, marketing, communication, development, and recruitment are also tied to our
goals and objectives. Each division or department is developing statements of purpose which
are tied directly to the mission statement and strategic plan. Each course syllabus contains an
assessment statement and each course must in some way assess, thereby relating back
through the learning outcomes to the mission statement.
Over time, strategic planning and budgeting processes have evolved to include more and
more stake holders. Today, they not only provide input to the process, but help set
priorities and make decisions about which ideas and requests move forward. Often, with
greater communications and interaction, superior alternative solutions are found. In our
most recent development of the Minor Capital Outlay budget, stakeholders were required
to provide detailed requests, costs, rationale, and tie their requests directly to the strategic
goals and objectives.
Money provided by the New Mexico Military Institute Foundation, Inc. support many
needs. Funding scholarships is a primary function. The NMMI Foundation also provides
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funds for the Toles Learning Resource Center, a department of the Library and Cadet
Academic Services Division. By its charter, this department‘s charge is to develop programs
and services that do not fit into other departments or divisions. For example, our ACT/SAT
Test Prep course, College First Year Experience course, Writing Center, Reading Center
and faculty/staff development. All stakeholders clearly understand how these funds support
NMMI’s Strategic Plan.
Core Component 1d:
New Mexico Military Institute’s governance and
administrative structures promote effective leadership and
support collaborative processes that enable the
organization to fulfill its mission.
New Mexico Military Institute has the administrative structures in place to effectively lead
the school in a way that promotes collaborative governance to fulfill its mission. With recent
changes, NMMI has seen a return to the process of greater collaborative governance which
has proven to be an effective way of leading this organization to fulfill its mission. Some
committees have been reactivated and the input and opinion of key constituencies are sought
and receive serious consideration.
Board of Regents
New Mexico Statutes Annotated 1978, Section 21-2-3 et seq instruct the Board of Regents to
―…maintain and control, at Roswell, a military institute for the education and training of
the youth of this country, of as high a standard as like institutions in other states and
territories.‖ In order to fulfill this mission the Board of Regents is organized into
subcommittees that represent major areas of the school. The Board of Regents hold regular
meetings where the subcommittees, President/Superintendent, Deans, Commandant,
Athletic Director, Vice Presidents, Internal Auditor, Registrar, and invited representatives
from across campus give reports to the full board. The minutes of these meetings are a
matter of public record, in accordance with the New Mexico Open Meetings Act.
The Board of Regents in accordance with the New Mexico Military Institute Board of Regents
Policy Manual recently reviewed the strategic plan, mission, and policies of the school. The
Board of Regents solicited and received input from key constituencies of the school.
The Board of Regents support collaborative processes as indicated by the input gathered in
the review of the strategic plan, mission and policies of the school. The Academics‘
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subcommittee of the Board of Regents has also approved a request by the Faculty Senate to
have representation at any meeting of the subcommittee. Meetings of the Board of Regents
appear on the NMMI Master Calendar and are announced in newspapers in accordance with
the New Mexico Open Meetings Act.
President/Superintendent and Administration
The New Mexico Military Institute Board of Regents Policy Manual gives the following authority to
the President/Superintendent: ―The President/Superintendent of NMMI is its Chief
Executive Officer and reports directly to the Board of Regents. The
President/Superintendent is responsible for implementing the policies adopted by the Board
of Regents. The Board hereby delegates authority to the President/Superintendent to carry
out his or her responsibilities to manage the School, as set forth generally in this policy, and
to adopt administrative policies and procedures consistent with Regents‘ policies.‖
Some recent evidence of effect leadership and effect collaborative processes follow: Previous
administrative decisions created centers of excellence for academics, leadership, athletics
and physical fitness reporting directly to the President/Superintendent rather than
leadership to the Commandant and academics to the Dean. Now all leadership elements
report to the Commandant and academic programs to the Dean. These changes occurred as
a result of seeking and listening to input of constituencies. Similarly, a proposal to make the
wear of uniforms optional for faculty was defeated after the Faculty Senate voted to keep
uniforms mandatory. Another example is the re-constituted Employee Compensation
Committee, which deals with compensation issues in a transparent and collaborative manner
with representation from all groups at NMMI.
Faculty
The faculty is organized under the Academic Dean and Vice Dean/ High School Principal.
Associate Deans head each Academic Division, which are organized into Academic
Departments. The faculty selects nine at-large members to serve on its Faculty Senate. The
Board of Regents confers authority to the Faculty Senate by its approval of that body‘s
Constitution: ―…we the Faculty of New Mexico Military Institute, in order to provide for
the educational needs of our students; to sustain and enhance the academic excellence at this
Institution; and to promote free and open participation in all matters of concern to NMMI,
do hereby establish this Constitution for the Faculty Senate.‖ The Faculty Senate‘s purpose is
also in the Constitution of the Faculty Senate: ―The Faculty Senate shall provide guidance on
all matters of concern to NMMI within the areas of academic policy, faculty affairs, and
student affairs.‖
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Cadets
New Mexico Military Institute is a military school, thus student self-governance is a major
part of the school. The students are organized into the Corps of Cadets whose leadership is
responsible for executing the Plan of the Day and ensuring an accurate accountability at all
times. The Corps leadership meets weekly with the Commandant of Cadets to discuss
problems, accomplishments, and to make recommendations. There is no cadet
representation on the Board of Regents.
Core Component 1e:
New Mexico Military Institute upholds and protects its
integrity.
Board of Regents
NMMI guards its integrity through transparent policies that reflect due process and
accountability. These policies and procedures are found in the various documents listed in
Core Component 1a. The Board of Regents‘ oversight affirms financial integrity through
internal and external audits of NMMI‘s financial statements and practices. The Board makes
final approval of all budgets, audits, and financial practices. Evidence of the Regents‘
financial oversight of business operations occurs with review and approval of the following:
Annual audited Financial Statements
Annual Budget submitted to the New Mexico Higher Education Department (HED)
Annual Certification of Fixed Assets
Quarterly Financial Statements submitted to the New Mexico HED
Approval of the External Audit Contract
Approval of the Internal Audit Plan
Capital Projects Five Year Plan, updated and approved annually
In academic matters, the Board has final approval of curriculum additions, changes, and
deletions. Further, the Board of Regents certifies the awarding of all diplomas and degrees.
As stated above and elsewhere, NMMI and its Board of Regents is established and operates
under the Constitution of the State of New Mexico, New Mexico Statutes Annotated, and the U.S.
Code as it applies to education and ROTC.
Cadets
Cadets have many masters: academics, athletics and physical fitness, Corps activities, and
ROTC. Each has its own set of policies, procedures and guides. In academics for example,
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there are the Catalog, syllabi for each course, sections in the Blue Book relative to
attendance, dress, and decorum, and the Honor Manual. Though NMMI does not have
student government in the same form as exists elsewhere, the leadership laboratory and the
Corps of Cadets is comparable. The strength of our system over others is the many
opportunities cadets have for leadership. Faculty and staff assist these young leaders as they
learn from their mistakes at all levels of their development.
Alumni
Perhaps no junior college in America enjoys more generous support from its alumni.
NMMI Alumni are an active group of graduates dedicated to financially supporting Institute
programs. Many graduates have risen to prominent leadership positions in business,
education, the arts, military, and other professions. NMMI provides its Alumni Association
office space on campus, an arrangement that serves both organizations well. The Alumni
Association maintains a website and publishes in electronic and hardcopy formats. All of
these serve as channels of communication.
President/Superintendent
The President/Superintendent is the Chief Executive Officer and has the overall
responsibility for this institution. As an educational institution, the focus must always be on
people. People are our resources, products, and consumers. As such, the Chief Executive
Officer must always be in tune with the needs and well-being of people. As the Army says,
―Mission first, people always.‖ The Chief Executive Officer must also cultivate alumni and
donors and meet taxpayer and government expectations.
Administration
The Academic Dean is the Chief Academic Officer. The Vice Dean is his deputy and also the
High School Principal. Under them is the academic structure of Associate Deans,
Department Heads, faculty, academic staff, and Office of the Dean. Part of the purpose of
this structure is to channel two-way communications. The Commandant of Cadets is the
equivalent of a Dean of Students.
Faculty
Faculty members operate under the guidelines of the Faculty Handbook, Catalog, their
individual contracts, and all other policies, procedures and laws as they are applicable. All
faculty are expected to be on campus for the full school day.
Staff
The staff includes members in administrative, academic, commandant, athletic, information
systems, and facilities operations. They are represented by their supervisors, the Employee
Advisory Committee, and the Employee Compensation Committee. The Human Resources
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Director and Chief of Staff are also intended as impartial parties in handling grievances,
general complaints, and harassment allegations.
Research
NMMI is a teaching institution with an emphasis on pedagogy. Faculty are encouraged to
participate in staff and curriculum development activities more than research and publishing,
but these pursuits are not discouraged. There is no ―publish or perish‖ requirement.
Conclusion
New Mexico Military Institute fulfills its mission and guards its integrity. Deriving from the
laws which established NMMI and throughout its history, NMMI policies and procedures
ensure this. Integrity is the linchpin of this institution. This is reflected most clearly in The
Cadet Honor Code and Faculty Credo. These are not just words on a monument or wall.
They are powerful tenets to which all NMMI constituencies aspire.
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Criterion Two: Preparing For The Future
New Mexico Military Institute’s allocation of resources and its processes
for evaluation and planning demonstrate its capacity to fulfill its
mission, improve the quality of its education, and respond to future
challenges and opportunities.
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Criterion Two
Introduction
A New Mexico Land Grant institution, NMMI strives to fulfill its institutional vision and
mission through active participation across all constituencies in the strategic planning
process. NMMI established a dynamic Strategic Plan that provides for the assurance of
institutional stability to prepare young leaders as they face an ever changing world, both
nationally and internationally.
Core Component 2a:
New Mexico Military Institute prepares for a future shaped
by multiple societal and economic trends.
NMMI prepares for a future shaped by multiple societal and economic trends through a
unique educational institution as a world class center for academic excellence, physical
readiness, and leadership development to include relationships with national service
academies and the U.S. Army. We also fulfill the myriad obligations of being a state-funded,
constitutional institution and consider the needs of a diverse student population. Our
mission is accomplished in the setting of a unique campus atmosphere where all cadets are
housed full-time and encounter vigorous academic, leadership, and physical challenges.
Determining the Future through Affiliations
NMMI is governed by the State of New Mexico‘s Higher Education Department (HED) and,
as such, is guided by an obligation to deliver reporting documents to include organizational,
financial, athletic, and academic operations.
NMMI is a New Mexico constitutionally-created Land Grant Institution which influences the
organization's fiscal health and viability.
NMMI coordinates with with U.S. Army Cadet Command (USACC) for academic and
leadership training, the Army instructor‘s support, the Academic Dean's curriculum and the
Commandant‘s Leadership models.
NMMI has a Service Academy Preparatory Program which prepares cadets for The United
States Military Academy, The United States Naval Academy, The United States Air Force
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Academy, The United States Coast Guard Academy, and The United States Merchant
Marine Academy.
NMMI is a member of the New Mexico Independent Community Colleges (NMICC) which
allows NMMI to develop comprehensive strategies with and to gain input from similar-sized
institutions throughout New Mexico.
NMMI recently joined the Council of North Central Two Year Colleges, a national
organization that is the only sub-group of the Higher Learning Commission.
NMMI’s Resources of Cultural Diversity
NMMI cadets represent unique societal and economic backgrounds. NMMI‘s data research
of Cadet nationalities considers economic background, race, gender, culture, and other
factors. It is monitored by the Office of Institutional Research. The data includes
information on the categories of cadets, why they come to NMMI, why they stay, and what
we produce as an outcome.
NMMI also recognizes a unique societal and economic background of staff and faculty.
NMMI‘s data research of staff and facultyconsiders race and gender and is monitored by the
Human Resource Department.
NMMI’s Planning Process
NMMI has a Strategic Plan which is the base guideline for Institute direction. As a measure
of institutional effectiveness, NMMI uses the summary findings from the Office of
Institutional Research.
Further measures of institutional effectiveness include data gathered from enrollment
planning, retention, and outreach programs which deliver the organization‘s student
population data from the Admissions Department and the Office of Institutional Research.
Technology planning is employed by use of education and development of instruction as a
tool in the classroom.
NMMI uses financial planning through the budgetary planning process which encompasses
economic trends and influences along with meeting NMMI‘s strategic priorities. These,
however, were not always consistently applied which resulted in NMMI revamping its
budgetary process to ensure that the following principals are met:
Allocate resources and develop a comprehensive long-term financial plan based on
NMMI‘s Strategic Plan that articulates the financial requirements needed to support
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core educational programs, advance our strategic direction, and enhance our
performance
Ensure that the use of resources will not exceed estimates unless specifically
approved by the Board of Regents
Foster clear accountability at all levels of NMMI for the management of financial
resources and judicious use of resources
Commit to building and maintaining reserves in net assets in order to sustain the
overall financial health and a credit rating as determined by the Board of Regents
Address changes in priorities and/or growth first through reallocation or substitution
to ensure that limited resources meet highest priority needs.
Enable cross-boundary and cross-institution collaboration and efficiency
Facilities planning is developed through on-going infrastructure, evaluations as well as
funding and actions to support NMMI‘s multiple missions.
Emergency planning includes the implementation of the Emergency Operations Manual and
system consistent with National Incident Management System (NIMS), State and local
authorities as well as up-to-date health best practices and NMMI‘s maintenance of
emergency fund balances.
Core Component 2b:
New Mexico Military Institute’s resource base supports its
educational programs and its plans for maintaining and
strengthening their quality in the future.
Over past decades, NMMI‘s resources have effectively supported its educational programs
and continually adapted to meet the ever changing needs from the emergence of the Internet
and electronic media to the onslaught of a ―New Economy‖ caused by the recent economic
crisis. NMMI has leveraged all of its resources--financial, human, and physical plant--to
meet its plans and for maintaining a viable future.
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Fiscally Viable
In spite of the economic recession in 2008 and 2009, NMMI has maintained its financial
stability through sound financial management and diligent monitoring of economic trends.
This enabled NMMI to meet the demands of the diminished financial resources.
NMMI is constitutionally recognized as a Special School under the New Mexico Higher
Education Department. Other New Mexico higher educational institutions are funded
primarily from the New Mexico Higher Education Funding Formula which is based on
student credit hours. The recent financial crisis negatively impacted those institutions with
decreases to the State‘s General Fund. The FY 11 Higher Education General Fund was
reduced 6.6% from the prior year.
NMMI was minimally affected from these legislative reductions as NMMI‘s primary funding
source comes from distributions from the Land Grant Permanent Fund. The New Mexico
Military Institute is one of 21 other identified state institutions that are beneficiaries of the
Land Grant Permanent Fund (LGPF). The LGPF originated when the United States
transferred 13.4 million acres of Federal Land to the Territory of New Mexico in
anticipation of statehood. The Fergusson Act of 1898 and the Enabling Act of 1910
stipulated that such lands were to be held in trust for the benefit of New Mexicans, present
and future. The Commissioner of Public Lands and the State Land Office are the trustees
for the 9 million surface acres and 13 million mineral acres of trust land in New Mexico.
The revenues generated from the trust lands are deposited into the Land Grant Permanent
Fund held and invested under the supervision of the State Investment Council. All trust
land beneficiaries receive a fixed distribution of 5.8 percent of the five-year average market
value of the Land Grant Permanent Fund annually. The balance of the Land Maintenance
Fund, minus the State Land Office‘s operating expenses, is also distributed to the
beneficiaries.
22

Primary Revenue Trend:
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The Land Grant and Permanent Fund provides New Mexico students a military school
option that is accessible and affordable. Thus, students receive the benefit of low tuition and
fees.
NMMI has four endowments reserved for scholarships, capital projects and maintenance for
the Daniels Leadership building.
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The Fair Market Value (FMV) of those Endowments are as follows:
Further evidence of NMMI‘s financial stability is portrayed by several key financial ratios,
including the Composite Financial Index (CFI). The financial ratios utilized to monitor
NMMIs performance are:
Primary Reserve Ratio
Net Income Ratio
Return of Net Assets Ratio
Viability Ratio
The four core ratios are then combined and weighted to develop the CFI. The CFI is then
compared to a scale from 1 to 10. The standard guide indicates that a CFI composite score
of 3 is indicative of moderate financial strength. A CFI of 1 is financial weakness and a 10 is
financial superiority.
NMMI‘s CFI as of June 30, 2009 is a 4.6, thus indicating that NMMI is financially positioned
to meet its educational programs.
The Financial Statements and Budget Document can be found in the Assessment Financial
Resources located in the Office of the Vice President of Finance.
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Allocation of Resources by Function
The operating budget and resource bases are sufficiently allocated to support the educational
programs. The figures below show the distribution of the instruction funds as compared to
peer New Mexico community colleges. Even though NMMI is not considered a community
college, the data is determined to be a similar benchmark.
Human Resources
NMMI‘s personnel are the primary resource of the academic, leadership laboratory, and
physical fitness activities. NMMI places a high value on hiring full-time tenure track faculty
and maintaining a low student to faculty/staff ratio. The student to total faculty/staff for
Instruction and General at full capacity is 4.3. NMMI rarely uses part-time faculty.
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The allocation of the total Instruction and General (I&G) funds are as follows:
While compensation for staff and faculty has been frozen for the FY09 and FY10 year, the
quality of the staff and faculty remains an outstanding strength. The majority of the
tenured/tenure track faculty hold a master‘s or terminal degree. A master‘s degree is the
minimum for all faculty positions above that of Instructor.
The average faculty salary compared to peer NM Community Colleges as per the Mountain
States Association of Community Colleges 2009-10 Compensation survey:
College
Average Faculty Nine -Month
Santa Fe Community College $49,905
New Mexico Military Institute $49,500
San Juan College $49,429
Central New Mexico Community College $48,795
New Mexico Junior College $47,637
Clovis Community College $44,360
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The NMMI Foundation supports seven Professorships which are awarded annually with the
purpose to retain and support excellent faculty members in their current area of expertise.
A history of awards is as follows:
# of Professorships Amount
FY07 7 $45,500
FY08 7 $56,000
FY09 8 $60,000
FY10 8 $53,500
In SY 09/10, the Employee Compensation Committee was revitalized to review faculty and
staff compensation in an effort to ensure salary parity. An effort will be made to recognize
the relative values of the various jobs, to adapt realistic wage and salary ranges, and to make
comparative studies of area rates and changing job conditions to assure that the wage
structure is current.
Physical Resources
NMMI demonstrates its commitment to the integrity of its physical resources by allocating
funds to the operations and maintenance of its facilities. The chart below is evidence of
NMMI‘s support as it compares to other NM Community Colleges:
OPERATION AND MAINTENANCE OF PLANT
Budget $/ Percent Staff FTE Stdt Sq Feet/ $/
Institution $'s FTE Of I&G FTE /Staff Staff FTE Sq Foot
Central NM Community College 11,954.2 633 10.7% 118.1 159.8 12,560 8.06
Clovis Community College 1,662.8 796 13.2% 13.0 160.8 25,034 5.11
Luna Community College 2,008.4 1,956 18.4% 22.3 46.2 14,113 6.40
Mesalands Community College 720.1 930 13.3% 6.0 129.0 24,253 4.95
NM Junior College 3,023.5 1,436 16.3% 42.1 50.0 10,154 7.07
San Juan College 6,212.1 1,175 13.7% 72.8 72.6 10,858 7.86
Santa Fe Community College 2,842.9 934 10.4% 41.1 74.0 15,460 4.47
TOTAL INDEP CCs 28,424.0 856 12.3% 315.4 105.3 13,070 6.89
Northern NM College 2,233.8 1,580 16.8% 32.5 43.5 11,694 5.88
Western NM University 2,986.0 1,221 11.9% 49.0 49.9 11,139 5.47
TOTAL REGIONAL'S 5,219.8 1,353 13.6% 81.5 47.3 11,361 5.64
New Mexico Military Institute 3,319.2 3,373 18.7% 52.0 18.9 7,629 8.37
TOTAL NMICC MEMBERS 36,963.0 972 12.8% 448.9 84.8 12,129 6.79
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In addition to maintaining a beautiful campus, over the past decade, NMMI has completely
renovated all classroom space and built a new state-of-the-art building (Daniels Leadership
Center) primarily through State General Obligation Bonds and $20M from the Daniels
Foundation.
History of Major Capital Projects
NMMI‘s current challenge is that General Obligation Bonds support only space that is
recognized by the Higher Education Department as Instruction and General. Thus, future
capital planning may not necessarily align with the strategic priorities as external forces
override the availability of funding to fulfill strategic priorities.
Fiscal Support for Technology at New Mexico Military Institute
NMMI has been a future-oriented institution since the ‗70s. In that decade NMMI was one
of the first schools with an electronic Library Card Catalog and resource checkout system.
In the ‗80s, NMMI was a adopted systems for electronic record keeping and reporting.
Thanks to a generous donor, NMMI was on the cutting edge in campus-based TV and
Broadcasting during the ‗90s. NMMI was a leader in providing dormitory (barracks) access
to private phones, cable TV, and network (Internet) access.
Since NMMI‘s last accreditation in 2001, we enhanced our teaching and learning functions
to improve the education of our cadets. NMMI increased the network capabilities and
communications functions. NMMI‘s safety and security capabilities and operation have been
upgraded.
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Striving to meet our institutional vision and mission we invested operational funds in staff,
training, and maintenance contracts. NMMI increased equipment and infrastructure funds
in wiring, hardware, and facilities. We have invested extensive human and monetary
resources to position us for the future.
The following financial information visibly illustrates NMMI‘s commitment to the expanded
use of technologies. This increased financial support reflects the investment in people,
equipment, infrastructure, and NMMI‘s commitment to expand reliance on current and
future technologies and their ability to help us service our Cadets, Staff, and Faculty.
Operational Funding
Fiscal
Year
Ed Tech /
AV
Telephony
Network &
Operations
Application
Development
Safety &
Security
Total
6-May 58,000 95,000 740,000 893,000
7-Jun 59,000 97,000 785,000 941,000
8-Jul 86,000 96,000 950,000 1,132,000
9-Aug 62,000 137,000 1,015,000 1,214,000
10-Sep 50,000 115,000 1,135,000 1,300,000
11-Oct 90,000 151,000 999,000 1,240,000
Totals 405,000 691,000 0 5,624,000 0 6,720,000
Fiscal
Year
Equipment and Infrastructure
Ed Tech
Network & Application Safety &
/ AV Telephony Operations Development Security
Total
6-May 5,000 0 130,000 22,000 0 157,000
7-Jun 25,000 0 316,000 57,000 0 398,000
8-Jul 55,000 95,000 364,000 131,000 60,000 705,000
9-Aug 55,000 82,000 70,000 45,000 50,000 302,000
10-Sep 75,000 120,000 460,000 20,000 170,000 845,000
11-Oct 122,000 50,000 350,000 125,000 120,000 767,000
Totals 337,000 347,000 1,690,000 400,000 400,000 3,174,000
9,894,000
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Classroom Technologies
Current Baseline
Each classroom currently has a multi-function podium with a network connected computer,
CD/DVD player, document camera, sound system, and over-head projection system.
NMMI is currently so equipped at an 86% level.
Baseline Plus
A number of classrooms have been equipped with SmartBoards or Sympodieum systems for
touch and interactive displays. Others have been equipped with CPS (Classroom
Performance Systems) to provide instant feedback to the instructors.
Video Conferencing
Currently there are three high quality fixed / portable VTC operations available for
use either by staff or in the classroom
Business Operations
Document Imaging
Document imaging began in 2006 and has been implemented in several departments to
include Admissions, Registrar, Athletics and the Commandant‘s Office.
Network and Communication
BroadBand Access
NMMI has been working with Plateau Wireless to provide lower cost BroadBand services to
NMMI. This will allow for greater services to the Cadets, Staff, and Faculty such as Social
Networking, TV, and music. This will result in increased efficiencies and reduced costs.
Metering and Monitoring
NMMI is engaged in developing abilities and capabilities to control the network
environment that feeds technology campus wide. NMMI is developing and implementing
software to meter and monitor traffic and to alert us to any real or potential blockages. This
will ensure that the network can operate without extensive down-time.
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Core Component 2c:
New Mexico Military Institute’s ongoing evaluation and
assessment processes provide reliable evidence of
institutional effectiveness that clearly informs strategies for
continuous improvement.
NMMI demonstrates that its evaluation processes provides evidence that performance meets
stated expectations for institutional effectiveness.
NMMI‘s expectations for institutional effectiveness are stated in its Vision and Mission
statement.
Institutional Vision
The Institutional vision is to differentiate NMMI from other educational institutions as a
world class center for academic excellence, physical readiness, and leadership development.
Institutional Mission
The mission of NMMI is to educate, train, and prepare young men and women to be leaders
capable of critical thinking and sound analysis, leaders who possess uncompromising
character, and leaders able to meet challenging physical demands.
The Strategic Plan specifies how NMMI will accomplish its vision and mission.
Appropriate data and feedback loops are available and used throughout the organization to
support continuous improvement.
NMMI employs an Instructional Research Officer whose job is to collect, organize, and
analyze organizational information. This information is used for continual quality
improvement.
Internal Assessments
NMMI tracks and assesses the results of the Corps GPAs annually as well as by mid-term and
semester. The data is compiled in the Registrar‘s office. Course assessments are aligned
with department goals which are aligned with school goals.
NMMI has created the position of ―Associate Dean of Assessment.‖ The purpose of
this position is to assist other faculty members in the assessment process of all three
pillars of NMMI‘s Mission.
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NMMI cadets complete evaluations for each course and all instructors. (Refer to
Criterion Five.)
NMMI uses a 360-degree system evaluation for both faculty and administrators which
is contained within the Faculty Handbook.
NMMI uses an on-going system of evaluation of Physical Plant, Informational
Services, and Student Services. (Refer to Annex Three of the Strategic Plan.)
NMMI tracks and reports GPA data for all college level student-athletes. NMMI
reports GPA data to the NJCAA to ensure the eligibility status of the athlete. The
Athletic Department also keeps track of team GPAs in order to compare with the
Corps of Cadets.
NMMI uses a variety of surveys and other measures to monitor cadet satisfaction,
opinion, and climate. Data collection efforts occur at various times during the
academic year by a variety of methods. Results are written up, posted on-line, and
used by Institute organizational elements to drive changes in programs, organizations,
and resources. In the past four years, significant efforts to identify measures that are
appropriate and best suited for the unique educational experience at NMMI have
resulted in moving from the Community College Survey of Student Engagement
(CCSSE) and Noel-Levitz to the National Study of Living Learning Programs
(NSLLP) to compare to national level higher education surveys. These surveys can be
found in Annex Three of the Strategic Plan.
The Cadet Life Survey can be found:
http://www.nmmi.edu/IR/documents/AnnualPerformanceReportfor2009-10.pdf
Additionally, the Dean‘s office collects, reviews, and assesses the outcome of Classroom
Critiques which are completed by the Cadet population each semester. These critiques are
provided to the Academic Dean, Associate Deans, Evaluation Committees and Instructors.
The graph shown is considered best practice at NMMI originally developed by the Associate
Dean for Physical Education, but is planned for campus wide implementation:
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Assessment in the Corps of Cadets
Formal Evaluations of Troop Leadership Advisors (TLA) and Squadron Leadership Advisors
(SLA) are collected and assessed by the Commandant‘s office each semester.
Performance Review Boards are designed to help cadets who are having trouble adjusting to
the corps.
The Performance Review Board (PRB) is normally conducted for other than Academic
Review. The members include: Deputy Commandant of Operations (DCO) (Chair; the
Deputy Commandant for Support (DCS) will Chair the meeting in the DCO‘s absence),
Admissions Director, Vice Dean, Assistant Director of Physical Development, Cadet
Counseling representative, Student Assistance Center (SAC) representative, Adjutant/Legal
Advisor (Recorder). A PRB will be held at the end of the 4, 9 and 13 week grading periods
and at the discretion of the DCO to consider one time major or serious offense violators or
cadets who have accumulated five or more unexcused class absences at any time during the
academic year. Suspension, dismissal or other sanctions deemed appropriate by the PRB are
possible outcomes of appearing before the Board consideration. The referral to the Board of
any Honor Board (HB) or Honor Committee (HC) decision is prohibited.
The Curriculum and Standards Committee and the weekly meetings of the Associate Deans
provide continual review of efforts to contribute to improvement of NMMI junior college
courses.
Curriculum and Standards meetings address the following:
On-line courses for credit recovery which provide additional opportunities for our
cadets
Review of course curricula and program review (EMT, Nursing, Athletic Training,
Academy Prep, etc.)
Review of CLEP credit awards
Awarding of HS dual credit courses (high school students enrolled in college courses)
Appropriate expansion of electronic portfolios into College First Year Experience
courses
Review of all NMMI on-line summer offerings (MATH 1013/1073, English 1033)
Associate Dean Meetings have addressed:
A long‐range development plan linked to the Strategic Plan 2020
Establishing relationships with more Tier One colleges to recruit our JC graduates
4‐year calendar planning and updates
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Course additions to enhance cadets‘ learning opportunities (Chinese culture, Russian
Language, pre-med courses, higher level Calculus, pre-engineering).
Textbook options and cost to students
Course transferability
Standards and procedures for enhancement of instructor postings to NMMI web site.
External Assessments
NMMI is accredited by the Higher Learning Commission and AdvancEd.
Articulation agreements have been established through state-wide articulation
committees and task forces.
Physical Plant is assessed by Facility Condition Indices (FCI)
The Senior ROTC is inspected by Brigade Headquarters based at Fort Knox,
Kentucky. The Senior ROTC is inspected on a bi-annual basis.
State of New Mexico Higher Education Department (HED)
Each year, NMMI provides, through HED, an Annual Performance Review which is
forwarded to the appropriate Legislative Committees.
NMMI reports annually through the Registrar‘s office to National Center for Education
Statistics (NCES) which produces the Integrated Post-Secondary Education Data System
(IPEDS) report. NMMI reports an academic library survey, bi-annually, to the NCES. The
reports are kept at the NCES website.
Academy Preparatory Program
The Academy Prep Program serves all five Federal Service Academies. Each of these
academies, independent of NMMI, evaluates the performance of these cadets prior to their
admission to the academy and while attending the academy. NMMI uses the results of that
evaluation to assess its academy prep program.
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Core Component 2d:
All levels of planning align with New Mexico Military
Institute’s mission, thereby enhancing its capacity to fulfill
that mission.
The mission of NMMI is to educate, train, and prepare young men and women to be leaders
capable of critical thinking and sound analysis, leaders who possess uncompromising
character, and leaders able to meet challenging physical demands.
Individual goals have been aligned with departmental goals that are aligned with institutional
goals and mission. A new ten year Strategic Plan was created in 2010.
Admissions and Marketing Department
NMMI supports its mission, in part, by carrying out communication (marketing) and
increased awareness of NMMI activities that relate to the goals stated in "Goal A," and the
related objectives within the new Strategic Plan. Various constituents are involved in
communication efforts targeted at internal and external audiences.
NMMI currently promotes and improves awareness of offerings by using current and
emerging technologies. Websites such as DiscoverNMMI.com and the new NMMI.edu
website, along with an innovative effort to leverage social media are examples of our efforts.
An NMMI working group is completing a Social Media Handbook, and will soon implement
a Social Media Tactical Plan intended to focus efforts to use such items as Blogs, Facebook,
Twitter, and other outlets to communicate knowledge of institutional offerings, and the
student/parent experience at NMMI.
NMMI aggressively recruits new cadets to our two distinct programs (college-prep high
school and junior college) by following strategies and activities outlined in the admissions
Marketing and Recruitment Action Plan. This is the plan that directs the Admissions and
Financial Aid offices with regards to general awareness building, and impacting the decision
to apply and enroll. The plan contains descriptions of these activities, along with related
measurements of effectiveness and areas of responsibility.
Activities that are representative of general awareness building include the promotion and
improvement of awareness of what NMMI offers as a learning institution through the use of
current and future technologies to include our website DiscoverNMMI.com, our Empower
Social Media Campaign, and our Google, Boys Life and US News and World advertising
campaigns in addition to email and phone call campaigns to selected prospects.
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Those activities that impact the decision to apply and enroll at NMMI include numerous high
school and middle school campus visits throughout the year by recruiting teams. NMMI
admissions also conducts several open house events for prospective students and "Nights
with NMMI" featuring presentations from key staff to prospects. These "Nights with
NMMI" events are held at key metropolitan locations across the country throughout the
year. The Admissions staff also conducts daily campus tours with cadet tour guides
throughout the year.
In addition to the marketing and recruitment activities, outlined in the admissions Marketing
and Recruitment Action Plan, several other groups are actively involved in recruiting,
marketing, and retention enterprises. The Commandant‘s staff participates in ―Nights with
NMMI" and various presentations to groups on and off campus. The Senior Army Reserve
Officer Training Corps (SROTC) Early Commissioning Program is embedded in general
support to the NMMI marketing effort in addition to investments in social media,
advertising, and recruiting trips throughout the country and beyond. NMMI conducts many
events during each school year that have clear ties to generating interest and providing
information to targeted audiences including potential cadets, their friends and families. Each
year NMMI serves the Conquistador Council of the Boy Scouts of America as a base of
operations for their Camporall, attracting over 100 middle and junior high school scouts for
a three-day period showcasing the resources and venues available on the campus. Each June,
after the school year ends, 10-12 summer boarding camps support hundreds of potential
cadets exposing young people to leadership techniques, history, physical fitness, unit
cohesiveness, and a host of other competencies not readily available anywhere else.
During the school year, cadets support multiple community service projects and requests
ranging from the entire Corps to small groups and individual cadets. The presence of the
Corps in the community generates many appreciative comments and thank you messages
each year, maintained on file in the Commandant‘s office. Cadets may be involved in citywide
trash clean up days, a cancer awareness march, color guards, drill team
demonstrations, and classroom assistance to multiple elementary and middle schools. NMMI
supports three major, multi-day blood drives and each year wins recognition as the largest
organizational donor for blood product needs in our portion of the country. (Annual
community service summaries are available from the Deputy Commandant for Support).
The diverse Corps personality composed of domestic and international students is
distributed throughout the community through a large number of local "Ambassador
Families" who volunteer to take in cadets over furlough periods and provide cadets more
opportunity to be off-post on their free time. This program not only presents the cadet to
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the community, but increases positive experiences of participating cadets effective rates of
retention and a greater feeling of belonging and identity.
The Parent‘s Club is involved in fund raising activity directly supporting cadet quality of life
and advocating cadet issues with a direct line of coordination to the Commandant of Cadets.
The Parent‘s Club is also a vital source of communication between the parents and NMMI.
Faculty and Staff members volunteer to serve one of twelve troops during the school year as
troop mentors. These mentors bring their perspectives and experiences into the Corps.
They enhance the connection between Corps life and the classroom or other departments.
Many volunteer as guest speakers at troop etiquette dinners.
Cadets are provided with individual and collective opportunities to influence cadet services.
Cadets participate in surveys that provide recommendations for improvements in Corps life,
and troop and squadron cadet staff officers serve on the Cadet Services Committee. Cadets
have influenced immediate and long term change or strategic planning through their
comments on food service, entertainment, barracks life, laundry and dry cleaning, and cadet
store services. Several substantive changes were made in SY 2010/11 toward increased
vegetarian options, 6-week cyclic menus that include favorite selections, increased healthy
option variety, and more resources and investments.
The Commandant of Cadets provides focus to the Corps "Leadership Laboratory" where
classroom theory and leadership education can be combined with practical application. The
Corps experience is driven by providing a series of learning outcomes to encourage cadet
leader planning, organizing, and execution of individual and unit missions. Likewise, these
outcomes drive a connection with members of the Commandant‘s staff through Troop and
Squadron Leadership Advisors, Deputy Commandants, and the leadership and military
structure in the JROTC and SROTC departments in a combined and coherent example for
cadets to develop their own personality designed to make each cadet more successful in life
skills.
The Learning Outcomes are:
Know and live by NMMI standards of conduct and personal appearance
Demonstrate self-control, self-discipline and personal accountability
Adhere to the Honor Code, displaying ethical and moral behavior
Become a productive and supportive team member
Embrace respect and consideration for others
Develop excellent time management skills and an eye for attention to detail
Demonstrate respect for authority, military bearing and social etiquette
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Demonstrate positive character development and personal integrity
Successfully live in a shared community environment, develop a healthy lifestyle and
habits
Make the right choices and avoid high risk behavior
Demonstrate knowledge of NMMI customs and traditions
Become a positive leader with an understanding of authority, responsibility and
accountability
The Cadet "Blue Book" provides many of the standards to meet and exceed the expectations
of success as well as the limitations and risks associated with a failure to achieve them.
This goal corresponds to evidence of an appreciation of the health and physical condition of
the current and upcoming generations. NMMI provides the tools, education, and relevant
technologies to develop lifetime health and wellness. Through deliberate curriculum, cadets
are presented with the opportunities to establish and achieve measurable lifelong fitness.
Cadets have the opportunity to put fitness into practice as part of the Corps physical fitness
program, separate military training programs, and/or athletic team programs. Cadets
develop appropriate communication and literacy skills related to health and wellness as they
participate in or lead physical training. Cadets have a wide range of opportunities to engage
in both competitive and recreational physical activities at NMMI.
The cadets are integrated into physical assessment and training programs embedded into the
Plan of the Day, athletic competitions, SROTC Ranger Challenge, the Early Commissioning
Program Physical Fitness Program, and the Academy Preparatory Physical Training Program
tailored to academy testing criteria. Cadet activities take place on alternate days and cadets
are evaluated in the Strength‘s Quest program with their individual strengths annotated into
their Cadet Record Review. The Strength‘s Quest assessment provides opportunities for
staff and faculty to focus on individual strengths and leverage these strengths into more
leadership opportunities.
Assessment
Implementation of the organization‘s planning is evident in its operations:
The Corps of Cadets demonstrates development of leadership skills and leaders in the
day-to-day operation of the Corps.
The Cadet Honor Board demonstrates how NMMI is developing individuals of
character.
The Assessment outcomes, test scores, and quantitative data of how many students
go on to 4 year institutions, demonstrates how we are developing individuals capable
of critical thinking and problem solving.
40

Resource Management/Budgetary planning supports ongoing and planned initiatives
as well as maintains flexibility to surge to changing priorities
Long-range strategic planning processes allow for reprioritization of goals when
necessary because of changing environments.
A strategic plan committee has been formed with campus wide representation. This committee
brings forward the initiatives, programs, policies, and opportunities within each department in
order to insure a coordinated effort to the planning process ensuring the cadets are served best.
The committee will re-evaluate the strategic plan on an annual basis and goals can be
reprioritized at that time.
Planning processes involve internal constituents and, where appropriate, external constituents.
School committees and groups exist to evaluate and deal with current school issues (e.g. Faculty
Senate, Technology Information Group). Committees are representative of all divisions and
various faculty members participate in statewide articulation task forces.
Accountability to the New Mexico Military Institute Board of Regents is built into Strategic
Planning goals and objectives and is reviewed at least annually.
Routine planning and coordination occurs with the US Army Cadet Command and the various
Service Academy Preparatory Programs.
The NMMI goal to "Increase awareness of NMMI" touches all sources of recruiting and
marketing to the external "customer" base.
Conclusion
Reflecting on our rich History, Unique Student Profiles within a Military-type setting,
NMMI is focused on the future.
NMMI draws from history as a State of New Mexico Constitutional School. NMMI has
developed a scenario of success centered on a unique set of circumstances to all other
schools in the State of New Mexico and furthermore to any others within the United States.
NMMI has developed a set of focused strategies which have enabled the Institution to
successfully manage the highs and lows of economic and social issues. NMMI has a proven
track record of being prepared for the significant events by drawing from a diverse group of
Faculty, Staff and Students. NMMI has an on-going planning process through Institutional
planning, assessment and review processes which enable all elements of the Institution to
41

measure, learn and develop from past experiences. NMMI has accomplished tremendous
successes along the way. NMMI represents a collection of Faculty and Staff which are
proud, but never satisfied. There is always room for improvement.
42

Criterion Three: Student Learning And
Effective Teaching
New Mexico Military Institute provides evidence of student learning and
teaching effectiveness that demonstrates it is fulfilling its educational
mission.
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Criterion Three
Introduction
NMMI strives to fulfill its mission through effective teaching and student learning. Since the
last HLC visit, NMMI has made great strides in the areas of assessment and the use of
technology in the classroom to include usage of web-based instruction. Independent mission
elements collaborate to work toward the common goal of achieving the educational mission.
NMMI has faced challenges since the last HLC visit. Through a joint effort of staff and
faculty, innovative methods have been used to meet these challenges. Participation in the
process has exceeded expectations. NMMI continues to seek methods to ensure student
learning and effective teaching.
Core component 3a:
New Mexico Military Institute’s goals for student learning
outcomes are clearly stated for each educational program
and make effective assessment possible.
NMMI has recently created and implemented a dynamic plan for the assessment of student
learning. This plan includes previously stated learning outcomes for each educational
department as well as newly formed institutional student learning outcomes.
Assessment of Student Learning Provides Evidence at Multiple Levels: Course,
Department, and Institutional
New Mexico Military Institute has chosen to structure its learning goals using tiered learning
outcomes. The learning goals for departmental level outcomes are located in the Tier Three
Learning Outcomes.
Tiered Learning Outcome Structure
Tier 1 Outcomes: Based on NMMI‘s mission statement
Tier 2 Outcomes: Shared institutional learning outcomes
Tier 3 Outcomes: Department level outcomes
Tier 4 Outcomes: Course level outcomes
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Total number of courses
that applied the rubric
Total number of students
Percentage of students
regarded as Superior
Percentage of students
regarded as Excellent
Percentage of students
regarded as Competent
Percentage of students
regarded as Substandard
There are 15 distinct departments with a total of 109 different Tier Three Outcomes. Each
department is responsible for the creation of their outcomes and to maintain the relevancy
of the outcomes to their department. These Tier Three Outcomes are to be reviewed by
term.
NMMI implemented the plan for assessment of student learning in Fall of 2009. Until Fall of
2010, NMMI did not have a way to uniformly collect data of each of the Tier Two Learning
(or institutional level) Outcomes. Since the use of institutional level matrices were
introduced Fall of 2010, only one semester of easily quantifiable assessment data has been
collected and this has been at the pedagogy level. The data collected by the matrices flows
into the Tier Two Learning (or institutional level) Outcomes and therefore NMMI also has
data on the institutional level. Currently only eight of the 23 Tier Two Learning Outcomes
have matrices. These eight Tier Two Learning Outcomes are shown below with their
respected averages. An analysis of this data is part of the assessment plan and will be
implemented in Spring of 2011.
Tier Two (Institutional Level)Outcome Rubric Percentages
1
Tier Two Outcome
Demonstrate knowledge of an
interdependent global community
2 43 53.5% 23.3% 16.3% 7.0%
2 Demonstrate quantitative literacy 2 118 21.2% 41.5% 22.0% 15.3%
3 Demonstrate information literacy 18 737 28.8% 20.5% 25.8% 25.0%
4 Demonstrate written communication 28 710 24.8% 31.1% 25.4% 18.7%
5 Demonstrate oral communication 4 165 37.6% 35.2% 21.2% 6.1%
Demonstrate sound reasoning and problem
6 solving skills as a foundation for critical
thinking
41 1045 26.3% 25.0% 22.5% 26.2%
7 Apply technology in a variety of contexts 19 825 26.8% 20.1% 24.7% 28.4%
8
Explain the basic principles of the
mathematical, physical, social and scientific
worlds
70 2001 25.9% 23.3% 22.0% 28.8%
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NMMI has collected data for the Tier Three (department level) Outcomes which are
connected to the Tier Two Outcomes. The analysis of the data with respect to each
department is currently in development as that part of the plan for assessment has not yet
been implemented.
The assessment plan of student learning has a timeline of when and how the course and
department levels will be implemented. A brief description of each follows. Please refer to
the Assessment of Student Learning Plan to see complete descriptions.
Course level: (To be Implemented Spring 2011)
All faculty teaching the same course should meet at the end of each semester to review
overlying issues or problems within the course including the curriculum itself.
Department level: (To be Implemented Spring 2011)
Department Heads assess course level summaries and make simple broad statements
concerning any changes needed in their department. This includes any cooperative changes
between academic departments to enhance student learning.
Following NMMI‘s mission statement, the Athletic division, SROTC, and the Corps of
Cadets all have institutional learning outcomes directly correlating to them. As the plan for
assessment of student learning is newly implemented the matrices needed to assess those
specific Tier Two learning outcomes have yet to be created. Through the Assessment
Academy Task Force, NMMI will implement a plan for assessing co-curriculars in fall of
2011. This plan will work to bring two programs per year under the umbrella of
assessment.
Assessment Academy
NMMI‘s primary project for the Assessment Academy is called EMAP (Electronic
Multimedia Assessment Portfolio). EMAP is a twofold project. First, it is to be a means of
assessing a cadet‘s maturity level by capturing a snapshot of a new cadet and comparing it to
a snapshot of a graduating cadet. Video interviews are assessed by the Assessment Task
Force by means of a rubric. These interviews are directly linked to the shared institutional
outcomes. Second, EMAP is a compilation of students‘ work throughout their time at
NMMI. Faculty are encouraged to choose sample assignments to place into the EMAP
folder. Assignments include but are not limited to papers, videos of oral presentations,
power point presentations, and team and individual projects. The Assessment Task Force
has plans to connect the EMAP to the student learning outcomes in the future. While
participation in EMAP may change the landscape of education at NMMI, it has not been fully
utilized by the faculty. Through continued efforts of the assessment academy task force we
are making progress toward greater implementation.
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The Organization Clearly States Learning Goals for Undergraduate Programs.
NMMI has two undergraduate programs: Associate of Arts (AA) and Associate of Science
(AS). The course requirements for each and the connected learning outcomes are displayed
in the matrices below. The shaded lines indicate the General Education courses and
outcomes.
Associates of Arts
Number
Course Type of hours Connected Tier Two Learning Outcome
required
English 6 #4 Demonstrate written communication
Humanities 6
#6 Demonstrate sound reasoning and problem solving skills
as a foundation for critical thinking
Military Science 4 #9 Employ the theories and dynamics of leadership
Health 3
#20 Integrate psychomotor, cognitive and affective skills
necessary for lifelong health and wellness as related to the
individual, organizational and global environments.
College First
2
Year Experience #10 Demonstrate the skills necessary for continued learning
Communication 3 #5 Demonstrate oral communication
History 6
#6 Demonstrate sound reasoning and problem solving skills
as a foundation for critical thinking
Lab Sciences 8 #2 Demonstrate quantitative literacy
Mathematics 3
#8 Explain the basic principles of the mathematical, physical,
social and scientific worlds
Social Science 6
#1 Demonstrate knowledge of an interdependent global
community
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Associates of Science
Number
Course Type of hours Connected Tier Two Learning Outcome
required
English 6 #4 Demonstrate written communication
Humanities 6
#6 Demonstrate sound reasoning and problem solving skills
as a foundation for critical thinking
Military Science 4 #9 Employ the theories and dynamics of leadership
Health 3
#20 Integrate psychomotor, cognitive and affective skills
necessary for lifelong health and wellness as related to the
individual, organizational and global environments.
College First
Year Experience
2
#10 Demonstrate the skills necessary for continued learning
History 3
#6 Demonstrate sound reasoning and problem solving skills
as a foundation for critical thinking
Lab Sciences 12 #2 Demonstrate quantitative literacy
Mathematics 6
#8 Explain the basic principles of the mathematical, physical,
social and scientific worlds
Social Science 3
#1 Demonstrate knowledge of an interdependent global
community
The analysis of the program data is included in the plan for assessment. As NMMI defined
the program learning outcomes just this February 2011 the analysis has not yet taken place.
NMMI has 13 distinct concentrations. These concentrations have been defined by a set of
required courses, but have not yet been assigned appropriate learning outcomes. These
outcomes will be taken from the department level outcomes and will be assigned by
appropriate division and department heads.
General Education Requirements and Assessments
NMMI has chosen to define the general education requirements by using the overlap of the
AA and AS programs. Theses overlaps were then defined by Tier Two (Institutional level)
Outcomes. Please see the matrix below. The analysis of the general education requirements
is included in the plan for assessment. As NMMI defined the general education outcomes in
February 2011 the analysis has not yet taken place.
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General Education Requirements
Number
Course Type of hours
required
Connected Tier Two Learning Outcome
English 6 #4 Demonstrate written communication
Humanities 6
#6 Demonstrate sound reasoning and problem
solving skills as a foundation for critical thinking
Military Science 4 #9 Employ the theories and dynamics of leadership
Health 3
#20 Integrate psychomotor, cognitive and affective
skills necessary for lifelong health and wellness as
related to the individual, organizational and global
College First Year
Experience
2
environments.
#10 Demonstrate the skills necessary for continued
learning
Assessment of Student Learning Includes Multiple Direct and Indirect
Measures of Student Learning
Direct measures of assessment of student learning takes place in the form of rubrics used by
the assessment process of courses and teacher implemented assessments. NMMI is in the
process of designing a rubric for each of the 23 institutional level outcomes (Tier Two). As
of Fall 2010 we have 8 such rubrics with the expectation of completing the remaining 15 by
Spring 2013. If a Tier Two outcome does not yet have a rubric associated with it, faculty
members are instructed to use an appropriate assessment method.
Indirect measures of assessment of student learning take place in the form of the Dean‘s
survey of the course and instructor and other surveys by the internal research personnel.
The Dean‘s survey is connected to individual courses and will also to be connected to
appropriate Tier Two Outcomes.
Faculty is Involved in Defining Expected Student Learning Outcomes and
Creating the Strategies to Determine Whether those Outcomes are Achieved
The assessment task force was created in October of 2007. It was comprised of faculty
members, counselors, and commandant staff. They were charged with defining the
assessment process and creating the institutional (Tier 2) outcomes.
The rubrics to evaluate each Tier 2 outcome were created and refined by faculty members
who have the greatest level of expertise in the area of the particular rubric. For example,
49

English faculty designed the written communication rubric while faculty members from the
Social Sciences, Mathematics, and Science worked on the critical thinking rubric.
Core component 3b:
New Mexico Military Institute values and supports effective
teaching.
Effective teaching is at the top of NMMI‘s campus-wide priorities. The Faculty
Development Grant System, professorships and chairs, an active curriculum and standards
committee, academic freedom in the classroom and an academic performance evaluation
system all work to facilitate effective teaching. NMMI also has a generous alumni
foundation that is supportive of effective teaching.
The New Mexico Military Institute Faculty Handbook Documents the
Creation of Faculty Academic Development Grants (FADG)
FADG facilitate teaching suited to varied learning environments, provide services to support
improved pedagogies, support faculty in keeping abreast of research on teaching, learning
and technological advances that can positively affect student learning and the delivery of
instruction.
The FADG program for course work and professional development disbursements can be
viewed below. Other funds are allocated for various chairs such as the Burton Chair and
professorships which are intended to further professional development and learning. The
chart below breaks the requested and awarded FADG money into departments and years
awarded.
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NMMI provides all full-time faculty the opportunity to attend and participate in professional
development activities. These activities include coursework, conferences, and/or
workshops. Funding for these activities are based on a set of criterion and priorities set by
the FADG committee as defined in the Faculty Handbook. Upon request and approval by
the FADG Committee, funding may be used for travel, registration fees, tuition cost, meal,
and/or lodging. For professional development, NMMI makes available $20,000 to
$25,000. In the future the FADG Committee will record awards by coursework,
conferences, and workshops.
NMMI has a strong alumni base which continues to support faculty development. In
addition to FADG fund, there are several professorships available on a competitive basis.
These are awarded annually to individuals who have been selected by a committee as
appointed by the Academic Dean. Each professorship has its own criterion and allows for
the faculty member to share experiences and knowledge gained with other members of the
campus community.
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The New Mexico Military Institute Faculty Handbook Provides for the
Creation of the Curriculum and Standards Committee, Academic Freedom,
and Teaching Faculty Performance Evaluation
The Curriculum and Standards Committee consists of members as determined by the
Faculty Handbook. A number of innovative courses have been proposed and implemented
that fill gaps in the curriculum, introduce offerings in groundbreaking areas or address
concerns that have been identified through assessment.
Academic freedom for faculty members is protected under the Faculty Handbook, Section
J.1. Academic Freedom and Professional Ethics
A. Faculty members are entitled to freedom in teaching, research, and in publication.
Within the assigned curricula, they are entitled to classroom freedom consistent with
professional norms and expectations. Guided by professional judgment, they must
accept responsibility for their classroom presentations and must not abuse their
positions.
B. In public speeches and publications, faculty members should state that they are not
spokespersons for the Institute.
C. Faculty members should be free to join various educational groups or to refrain
from joining.
D. While observing the regulations of the Institute, NMMI faculty, as effective
faculty members and scholars, reserve the right to offer criticism and to seek
improvement.
NMMI strives to hire teachers with experience and advanced degrees in their fields. The
Faculty Senate has created Teaching Faculty Performance Evaluations to ensure the teaching
faculty members are being comprehensively evaluated. All faculty undergo an annual
performance evaluation in accordance with the procedures adopted by the Faculty Senate.
Non-tenured faculty will be evaluated in accordance with the procedures of their assigned
divisions.
Core component 3c:
New Mexico Military Institute creates effective learning
environments.
Assessment Results Inform Improvements in Curriculum, Pedagogy, and
Instructional Resources
The newly developed assessment process was implemented in Fall 2010. The process of
―closing the loop‖ will not begin in full until May 2011. Currently the assessment process
52

has had a positive impact on pedagogy. A complete set of searchable ―closing the loop‖ data
is available to all faculty in the ―Assessment Database.‖ Examples of how two faculty
members used the process to improve instruction follow.
Course: CHEM 1214- General Chemistry I
Tier 2 Learning Outcome:
#4. Demonstrate written communication
Tier 3 Learning Outcome from Science Department:
Obtain factual information from various sources and be able to present it in a
clear, well-organized manner.
Year Semester Assessment Method Observations Conclusions
2009 FALL
Write a paragraph explaining how a real
life function and its domain works. A
loose rubric will be used to grade the
paragraph.
57% of submitted paragraphs
obtained a maximum score.
The goal is to improve the percentage by
clarifying instructions verbally and in
writing.
2010 SPRING
Write a paragraph explaining how a real
life function and its domain works. A
loose rubric will be used to grade the
paragraph.
43% of submitted paragraphs
obtained a maximum score.
The goal is to improve the percentage by
clarifying instructions verbally and in
writing.
2010 FALL
Write a paragraph explaining how a real
life function and its domain works. A
loose rubric will be used to assess the
paragraph.
71% of submitted paragraphs
obtained a maximum score.
The previous goal was reached. The goal
is to continue to exceed or maintain
66.7% of submitted paragraphs obtaining
a maximum score. The goal will be
achieved by providing reminders and
better explanation.
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Course: MATH 1614- Calculus I
Tier 2 Learning Outcome:
Tier 3 Learning Outcome from Mathematics
Department:
#7. Apply technology in a variety of contexts
Employ current technology for individualized learning, problem solving, and
the preparation of assignments.
Year Semester Assessment Method Observations Conclusions
2009 FALL
Analyze Lab scores from Lab #1 to Lab #4
to see if scores are improving or not.
Average on Lab #1 - 66.2%
Average on Lab #2 - 89.1%
Average on Lab #3 - 75.9%
Average on Lab #4 - 69.1%
All labs were better than the first
lab indicating that students were
learning to improve their scores.
All labs were better than the first lab
indicating that students were learning to
improve their scores.
I need to see why Lab #3 and Lab #4
have a downward trend.
I should also do more in-depth
assessment on which problems the
students are messing up.
2010 SPRING
18 of 26 students scored above
Analyze Lab #4 to see whether students
80%.
have mastered how to define a function,
graph a function, and interpret questions
about the function using Derive.
The average score for both classes
on Lab #4 was 75%.
However, 18 of 26 students got
some or all points taken off of
problem #8 which asks for the
coordinates where the slope of the
tangent line is -1.
All labs were better than the first lab
indicating that students were learning to
improve their scores.
I need to see why Lab #3 and Lab #4
have a downward trend.
I should also do more in-depth
assessment on which problems the
students are messing up.
2010 FALL
Use Derive to complete the Newton's
Method of approximating roots of
equations. Very clear instructions were
given on how to do assignment.
Students were told to choose an integer
"x sub 1" and use Newton's Method to
approximate all zeros to 8 decimal
degrees of accuracy. They were to label
each iteration and underline how many
decimal degrees of accuracy each
iteration was.
7 students completed this
assignment. 2 were absent. 3/7
students completed the task with
100%. 3/7 students scored 19/20
because they incorrectly underlined
how many decimal degrees of
accuracy an iteration had (primarily
the last iteration, which can't be
determined w/o finding next
iteration.) 1/7 students really
messed up one of the
approximations, didn't correct it,
and consistently had wrong decimal
degrees of accuracy for several
iterations.
I like the assignment still. The directions
are very clear. Now to see how well the
students for a couple of semesters.
The Organization Provides an Environment that Respects a Diverse Student
Population
Various ethnic, cultural and religious groups are represented at NMMI and are given the
opportunity and participate in organizations that promote their unique identities.
The Pacific Islanders Club
The Pacific Islanders Club brings together Islanders from across the Pacific as well as others
who would like to learn about the Polynesian and Melanesian cultures. The Club sponsors a
54

campus Luau where native dances are performed and members of the club teach the corps of
cadets about the culture of the various countries represented. Approximately 700 people
attend this event.
Native American Club
Beginning in 2000, the club was organized to help Native American cadets feel welcome and
able to share experiences with other Native American cadets. The club hopes to help
overcome the challenges of Native American students adjusting to an Anglo boarding school
in a military setting - all environments that are alien to many of our Native cadets. New
cadet club members will learn from Old Cadet members how to adapt and adjust to this
new environment outside the reservation. The club's programs include field trips to natural
history sites (Carlsbad Caverns) or Native American history sites and events. Guest speakers
and cultural programs are arranged to celebrate Native American Heritage Month in
November. The Club receives full funding for its activities from a private donor. In
addition, the donor provides approximately $30,000 a year in financial aid to qualified
Native American cadets at NMMI. Through a federal grant, we offer full scholarships to any
Native American cadet who is admitted to NMMI and majoring in Criminal Justice.
For the past several years, the number of Native American cadets enrolled at NMMI was
between 23 and 30, a number higher than the federal Military Academies. This year we
have 41 cadets enrolled.
Mexican Club
The Mexican Club is not limited to cadets from Mexico. Traditionally, members decorate
for the 16th of September Celebration (Mexican Independence Day) and recite the ―El
Grito,‖ a traditional Independence Day recitation.
Asian Club
The Asian Club promotes the study of Asian languages, history, and culture with an
emphasis on learning about traditional Asian culinary fare and prominent holidays. This
organization includes cadets from Japan, China, the Philippines, South Korea and the United
States.
Chapel Spiritual Life Program
The NMMI Chapel Program provides worship services. A Bible Study Club meets on
Tuesdays and Thursdays and a Chaplain's Ecumenical Bible study is held on Sunday evenings.
Catholic Confirmation Classes and LDS Seminary are also held. Approximately 100 cadets
attend services.
The Chapel Program observes a Holocaust Remembrance day event, Jewish New Year
candle lighting, and a Jewish Seder Meal for Passover. (Note that Jewish cadets sometimes
55

participate in the Christian Seder meal to help Christian cadets understand its origins in
Jewish tradition. Jewish cadets are currently trying to organize a weekly Jewish prayer
service.) The program sponsors an "Eid" or meal at the end of Ramadan for Muslim cadets.
The First Sergeants and Sergeants Major sponsor a Christmas candle lighting and carol sing
in the chapel before Christmas break. All cadets may attend any of the events to promote
understanding and tolerance.
There is also a Cadet Chaplain Program. We train cadets of various faiths to do first line
counseling, represent their faith group to the Corps of Cadets, and assist in informing their
fellow cadets of Chapel events.
The Corps is a Learning Environment that Prepares Cadets to be Successful in
the World
The corps is a learning environment, enhancing the capacity of cadets to be leaders and
managers, members of groups, and effective individuals by immersing cadets in a militaryschool
organization. The corps enables learning tacit and explicit knowledge about living
away from direct parental influence in a military structured environment. Besides the
influence of the corps‘ structure, the chief learning process is social interaction. Under the
supervision of Troop Leadership Advisors (TLAs), a cadet chain of command, modeled after
a cavalry unit, leads and manages the daily regimen of the corps. A series of different leader
development and training exercises constitute learning opportunities.
The Character and Leadership Development System
Adherence to established standards by all cadets is at the core of leadership development and
must be met to remain a NMMI cadet. While several interventions are codified in the Blue
Book NMMI may dismiss, suspend, or otherwise penalize any cadet who does not properly
adapt to academic, disciplinary and/or physical readiness requirements. The disciplinary
system helps to ensure that cadets learn and practice self-control that will help them to be
good citizens and leaders in the future.
Small Class Sizes
NMMI has small class sizes and favorable student to teacher ratios. The policy is followed by
each division and is also enforced by physical limits in classroom spaces. NMMI has only a
small number of classes in specialty areas such as Senior ROTC that have large numbers of
students in one classroom. NMMI attempts to have classes with at least 7 students. The
optimal class size for NMMI is 15 students.
NMMI has always considered that reasonably small class sizes help us fulfill our mission to
educate young men and women by allowing for a minimum of distraction in class and
56

providing the maximum opportunity for instructor attention to each student. We design our
classroom spaces and create semester schedules with this goal in mind.
Core Component 3d:
New Mexico Military Institute’s learning resources support
student learning and effective teaching.
Maintaining current and functional resources that support teaching has long been a top
priority for NMMI. The school currently employs a variety of human and physical resources,
some of which are possible because of the unique character of the school. These learning
resources enhance the school‘s ability to carry out its mission to educate, train, and prepare
young men and women to be leaders capable of critical thinking and sound analysis, leaders
who possess uncompromising character, and leaders able to meet challenging physical
demands.
Funding Controlled by the Director of the Toles Learning Center to be Used
for Speakers and Workshops
NMMI supports activities such as faculty development workshops and visiting speakers that
fall outside of the more established funding channels such as Faculty Development Grants,
professorships, and lyceums. Over time this process has been centralized by making these
funds available to the Director of the Toles Learning Center. Funds come from the Joullian,
Marmaduke, and Elliott endowments and not the regular NMMI budget. This arrangement
means that the amount of funding available in any given year depends on the financial health
of the corresponding funds during that fiscal year. Funds have been used recently to invite
speakers to campus for presentations to classes and the Corps of Cadets, workshops, and
other faculty development or student enhancement activities.
Course Management Software
NMMI has long had a policy of remaining current in the use of technology and maintaining
functional equipment in classrooms and labs. We have made use of course management
software as it has developed over the last decade. During the Fall of the 2009-2010 school
year, NMMI joined a New Mexico state consortium of schools which gives us access to the
course management software (CMS) through a state license. This allows NMMI to use CMS
at minimal expense. It also allows us access to pre-existing statewide course offerings online.
As NMMI looks to the future, we hope to implement a more robust slate of course
offerings. Not only will we be able to offer our on-line courses, but take advantage of a type
of clearinghouse for on-line college offerings across the state.
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During the Fall semester of 2010, Information Services reported 150 CMS sections in use.
They estimate that this represents about 60 course titles from around campus. Some of these
courses have multiple sections, which result in the total number of 150.
Tutoring
Private Tutors
The Toles Learning Resource Center helps students arrange for private tutoring. Private
tutors are provided space to meet with students in the Toles Learning Center. This is an
extra service provided by professional tutors in addition to tuition and fees.
Faculty Tutoring
One of the duties of NMMI faculty is to provide tutoring outside of the classroom for
students who need additional help or who have missed class for some reason. Faculty are
available during three regular time periods. Faculty maintain regular office hours prior to
classes four days a week during which students may stop by for extra help. Some faculty
members run regularly-occurring tutoring sessions while others help on a more ad hoc basis.
There are various faculty members available during night study hall, which is a two and a
half hour study period five nights a week. Faculty members and professional staff assist
cadets each evening in several locations on campus. NMMI schedules an academic weekend
four times each semester. On these weekends, faculty members are available on Saturday
morning. In addition to these regularly-scheduled opportunities for help, some teachers set
up special opportunities for help when there is a specific need. The school does not
currently keep track of overall numbers of students seeking help for most of these tutoring
opportunities although from time to time the Dean‘s office seeks anecdotal evidence on the
number of students attending in order to determine the efficacy of these help times.
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Histogram for Night Study Hall Usage of Toles (Library) 2009
Histogram for Night Study Hall Usage of Willson Hall (Math/Science) 2009
59

As NMMI attempts to fulfill its mission to educate young men and women, we realize that
some students will need extra help. Because we are a residential school, we can provide
many opportunities for tutoring or additional help with academic work at different times
throughout the day. Making faculty members available and giving students the opportunity
to engage in peer tutoring takes advantage of the human resources available and provides an
effective way to help students.
Technology in the Classrooms
NMMI views the use of technology as paramount to modern education and has made
attempts to make technology available in its learning environments. As new technologies
become available or older technologies evolve, beneficial technologies are integrated into
the infrastructure as much as possible. In addition to the labs mentioned below, all of the
current academic buildings have wireless networking installed and many of the classrooms
are equipped with computers, projectors and document cameras. The school‘s network is
also accessible from many other buildings on campus, including the cadet barracks via
traditional wired connections and in some cases, wireless connections. Most of the school‘s
computers are running at least Windows XP and Microsoft Office 2007. Plans are being
made to adopt Windows 7 in the near future. Finally, various ideas are in the planning stage
for how to continue providing technology in the classrooms such as having laptop docking
stations for teachers or virtual computing. The school has various arrangements for acquiring
computers for the classrooms and labs, but in all cases, keeping the machines current is a
60

priority. There are very few older computers which would be incapable of running current
software efficiently.
NMMI still faces a few challenges with regard to technology in the classroom. First, while
the availability of technology in the classrooms is widespread, a number of classrooms in
Willson and McClure Halls, are not yet equipped with technology. Second, in some cases,
technological devices have been purchased that have not been used with great frequency.
Efforts are currently being made to improve the communication process to better determine
which devices are desired by teachers and would be used by them.
Many teaching methods incorporate the use of technology and many materials and tools are
available for technology-based delivery. Providing modern technology in the classroom is
beneficial to the school‘s mission to educate our cadets. The continued incorporation of
technology makes a number of the school‘s logistical tasks such as course registration,
communication with students and parents, the centralization of course materials and the
submission of grades more efficient.
Specialized Labs
The school has created a number of specialized labs that have equipment or staff dedicated to
the subjects taught at the school. These labs allow students to get hands-on experience in the
disciplines they are studying as well as make use of the latest technology-based materials.
Some of these labs, such as the keyboarding lab, the language lab, and the writing center are
often used in conjunction with daily classroom learning. In other cases, the labs are used for
special events or after-hours tutoring and extra help. In the latter case, some of the labs are
staffed by faculty or tutors who are available to assist the students as they make use of these
labs. The labs which employ computers and technology have been maintained and updated
with new software and equipment on a regular basis. These labs allow NMMI to provide
students with the opportunity to enhance their educational experience in ways that make
them current in latest procedures and practices.
Writing Center
The Writing Lab started as part of the English Department and was moved in 2001 to the
second floor of the Toles Learning Center where several English teachers and tutors are
available five nights a week. The Writing Lab is interdisciplinary in nature and is available to
assist students with any kind of writing assignment from any class on campus. The number
of cadets in attendance each night depends on the assignments and the time of year. This
year the largest number was 43 students in one night.
Language Lab
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All college foreign language classes include a lab. The Language Lab is also shared by the
English Department for writing essays and assignments including Technical Writing. Classes
use this computerized lab almost every period of every day. The lab is also utilized to
administer placement tests such as the COMPASS at the beginning of each semester.
Gateway Lab (in progress)
This lab was provided to NMMI by the state under the Supercomputer Initiative. The
equipment in the lab is 3-D capable. The lab is also teleconference capable and is equipped
with cameras. Currently students are able to do some rudimentary 3-D projects using free
software. NMMI is awaiting the arrival of additional equipment and software for the lab.
This lab is housed in the Toles Learning Center.
Willson Hall Math Labs
The Math Lab is also used for on-line math assignments (MyMathLab and WebAssign). The
Math Lab is used extensively during the day and also during Night Study Hall. Three years
ago NMMI added a position to open another room to handle the overflow of students.
Keyboarding Lab
This lab has several uses. The Keyboarding Lab is a classroom lab which teaches touch typing
and how to use Microsoft Word to create letters, reports, and documents. Along with its
use as a classroom, it is used for workshops to train teachers to use the enhanced classroom.
The lab is also used to test Virtual Computing.
Willson Hall Mobile Labs
There are two mobile computer labs that consist of laptops that can be brought to any
classroom. These are frequently used by the Math and Science departments when the
regular labs are unavailable.
English Lab
This is a computer lab primarily for English, but utilized by other departments and open to
all students. Implicit in the school‘s mission to educate and train leaders is the utilization of
the latest technology, equipment, and on-line resources.
Electronic Multimedia Assessment Portfolio (EMAP)
The EMAP system is explained in Section 3a. From a faculty perspective, the system can
produce a set of assessments the students can evaluate themselves with as well as provide
valuable feedback with respect to improving classroom delivery. It must be emphasized that
EMAP is not the exclusive domain of academics. The Corps, ROTC, and athletics are
encouraged to use EMAP in a similar fashion.
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Leadership Resources
In 2003, a decision was made to pursue the construction of facilities to enhance the
leadership training opportunities at the school. The concept was derived from various visits
to other schools and military installations. The results of this project are the ropes course,
Yates Leadership Reaction Course (LRC), and Daniels Leadership Center. The ropes course
and Yates LRC provide physical equipment that can be used to develop leadership by helping
students gain confidence as well as make leadership decisions as they progress through a
graduated series of obstacles and challenges of increasing difficulty. In addition to providing
leadership development opportunities for our own students, one of the central goals of all
three of these facilities is to include groups from the local community and state. Currently,
these facilities host students from local schools, institutes, and academies as well as
leadership conferences. As the organizational philosophy of the school has evolved over the
last few years, these facilities have experienced changes in their relationship to the
organizational structure and mission of NMMI. While the ropes course and the Yates LRC
continue to be an integral part of leadership training, the exact role of the Daniels
Leadership Center remains in flux. One of the challenges the school faces is to bring current
uses as well as potential future uses of the building in line with the mission of NMMI and the
long-range vision being developed for facilities.
The use of these specialized facilities enhance the mission of NMMI by allowing us to
develop leadership skills both in a general sense and in conjunction with the types of
leadership training exercises our students might become involved with as they move to the
next step in their education.
Conclusion
NMMI is dedicated to the achievement of its mission. In an effort to ensure that this occurs,
NMMI has adopted a culture of assessment by developing and enacting a new assessment
process. Though this was not an easy development, it has had a very high ―buy-in‖ rate. All
involved in the process, from students to teachers and campus-wide staff, look forward to
continuous quality improvement through ―closing the loop‖ thus ensuring the mission is
met. NMMI is going beyond the 2004 Focus Report by embracing a culture of assessment
across campus. As with any new development, this is a work in progress. NMMI is
dedicated to this process and anticipates that changes will be made as necessary in an effort
to ensure student learning and effective teaching in keeping with its mission.
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Criterion Four: Acquisition, Discovery, And
Application Of Knowledge
New Mexico Military Institute promotes a life of learning for its faculty,
administration, staff, and students by fostering and supporting inquiry,
creativity, practice, and social responsibility in ways consistent with its
mission.
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Criterion Four
Introduction
NMMI values faculty, administration, and staff professional development. The current
administration has re-emphasized its responsibility to provide opportunities for growth. The
NMMI curriculum encourages students to be pro-active in their education. NMMI provides
support services that are designed to help students learn how to function independently.
Core Component 4a:
New Mexico Military Institute demonstrates, through the
actions of its board, administrators, students, faculty, and
staff, that it values a life of learning.
Board and Administrators
Since his arrival in July 2009, President/ Superintendent has encouraged professional
development at every level of NMMI. This attitude is accepted and perpetuated by the
Academic Dean. In August of 2009, notes from the Faculty Senate Retreat record this
initiative:
The Academic Dean stated his goal for a faculty development plan at all levels in
order to codify the continuum of learning as an instructor proceeds through his/her
career. The Dean would like to see a plan in place by June 2010. The second phase of
the plan is to look ahead ten to twenty-five years – what can we predict about faculty
needs?
The Superintendent also emphasized his commitment to ensuring that the faculty has
the tools needed to meet accreditation including continuing education in their
discipline as well as in the area of pedagogy. The Superintendent made a
commitment to supply the funding required for substitutes in extended absences. He
reiterated the comments made earlier regarding standardizing the substitute rules and
policies.
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These comments include two initiatives: (1) NMMI faculty and staff should have a
prescribed way to incorporate lifelong learning in correlation with continued tenure at
NMMI. (2) NMMI will support, through substitute teacher rules and policies, a faculty
member who participates in approved programs such as tenure as a Fulbright Scholar.
The Academic Dean requested the Faculty Senate create a professional development track
for faculty in the September 2009 Faculty Senate Meeting:
The Academic Dean indicated that this plan would include new faculty
orientation, sabbaticals, technical training, summer programs, i.e. any
training that a faculty member would require to be current within their discipline
or their methods. This plan would include opportunities that would be
available for all faculty members during their career at NMMI. The
Chairman reminded the senators that the Faculty Status Committee actually
developed the orientation component of the plan last year and asked if
senators felt comfortable in assigning them the responsibility of developing
the remainder of the program. After considerable discussion, MAJ Burnell
motioned that the Faculty Status Committee be given the responsibility of
drafting a development plan. MAJ Patton seconded the motion. One member
voted against the motion, but a majority approved the motion.
The President/ Superintendent reiterated his support when he addressed the Faculty Senate
in September, 2010 and noted the need for teachers to be current in their subject areas and
pedagogy. He is committed to providing all support necessary to help teachers remain
current.
Cadets
Since our inception, NMMI has been dedicated to making quality education affordable. The
Land Grant and Permanent Fund provides New Mexico students a military school option
that is accessible and affordable. Thus, those students receive the benefit of more affordable
tuition and fees.
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In addition to the low cost of attendance, New Mexico residents are eligible for the Knowles
Legislative Scholarships covering the whole cost of education and the NMMI Trust
Scholarships are open to students based on a variety of qualifications.
NMMI strives to use resources wisely. The operating budget and resource bases are
sufficiently allocated to support the educational programs. The below figures shows the
distribution of the instruction funds as compared to the peer New Mexico community
colleges. Even though NMMI is not considered a community college, the data is determined
to be a similar benchmark.
NMMI not only supports instruction financially, but also strives for continual improvement
in meeting the ever changing needs of today‘s students. Academic Academy is a series of
eight one-hour periods of instruction designed to prepare incoming cadets for the rigors of
academic life at NMMI. After review, the Toles Learning Resource Center (TLRC) faculty
found that the program as then constituted was difficult to assess appropriately and did not
demonstrate that students had reached the learning outcomes. TLRC informally surveyed
the Academic Academy faculty who indicated they do not have time to cover topics assigned
in appropriate depth. The recommendation was to simplify Academic Academy topics to
allow for greater coverage of some topics and to move others, like critical thinking, to the
College First Year Experience (CFYE) class.
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With the addition of College First Year Experience (CFYE) classes to cover some topics
during the academic year, the TLRC piloted a program in January 2011 to create a more
engaging/substantive Academic Academy. Through the use of technology, coupled with
discussion and our student response system, we not only had more engagement by the
students, but gathered useful data about the thought processes of the incoming cadets with
regards to the Honor Code and other NMMI and general college topics.
Junior college cadets at NMMI are required to take Military Science 1 (MS 1) or an
equivalent. ROTC as a curriculum builds on the expectation that education continues either
through classes in a formal school setting, correspondence courses, or on-line courses.
Military Science employs the experience of former military members to emphasize lifelong
learning. MS 1 requires that students look at developing a lifelong civilian or military career
through education which is pivotal to success. Instructors emphasize academic, research, and
application skills in all areas of personal development. MS focuses on conducting exercises
that expose students to unfamiliar content and challenge them to apply existing skills in
accomplishing the objectives or achieving an outcome. The second semester of MS 1
emphasizes the development of leadership skills in relation to teamwork. The students learn
operations orders, emergency management scenarios, and issues that may arise in crosscultural
circumstances.
Faculty
The most valued and honored traditions among the faculty at NMMI are the yearly
professorships. The Ward, Kost, Burton, Bogle, and Wilder professorships are
administered through the NMMI Foundation and amount to nearly $25,000 combined
awarded to faculty across the divisions. Faculty members are encouraged to apply to either
pursue individual studies to deepen their understanding in their particular areas of
specialization and develop programs for the direct benefit of classroom students. Tenured
faculty members with a decade or more of service are also eligible to apply competitively for
the Funk Excellence in Teaching Award (FEITA). Typically two professors each year are
awarded this honor at $10,000.00-$15,000.00 each.
In the past six years, eleven faculty members have become fellows of the National Writing
Project (NWP), which stresses the pedagogy of writing across the curriculum. NMMI
hosted the 2010 Invitational Summer Institute (ISI) of the High Plains Writing Project
(HPWP), in conjunction with Eastern New Mexico University. The ISI is a graduate-level
course funded through a grant from the NWP designed to teach educators the pedagogy of
using writing to learn in their classrooms.
Faculty members reach out to the surrounding community through a variety of organizations
to lead in life-learning for the citizens of New Mexico. For the past three years, NMMI
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professors serving on the HPWP leadership team have chaired a community-wide reading
program, Roswell Reads, which encourages residents of all ages, to become part of a
community-wide read of a chosen novel. The HPWP originated the program seven years
ago. NMMI supports Roswell Reads financially through foundation funding and in-kind
contributions.
Charged with creation of a comprehensive development plan, the TLRC has created a
matrix that a faculty member would follow through his/her NMMI career. This plan
codifies several activities that are already taking place at NMMI and presents a basic plan for
development for areas reporting to the Academic Dean. Once the Dean approves the
comprehensive professional development plan draft, he will present it to the Faculty Senate
and the Superintendent/President for final approval.
Staff
NMMI Human Resources (HR) sponsored several programs for faculty/staff development in
the 2009-2010 school years. The topics were decided by popular request of the faculty and
staff of NMMI through a survey. Topics this year included: (1) Smoking Cessation, (2)
Living Will, (3) Nutrition, (4) GAC Weight Room Orientation, (5) Aerobic Classes, and
(6) Black Bear, a team-building exercise.
Even though the programs offered were requested and time was provided for staff to leave
work thirty minutes early so that they could participate, attendance was lackluster with a
total of 22 faculty and staff. HR will continue to ask for input regarding program offerings
and will build a training schedule around those requests. HR is currently working on a way
to increase attendance at the programs.
NMMI allows faculty and staff to take a NMMI course per term without cost. While this
must be approved, 2-3 NMMI faculty and staff members take advantage of this opportunity
each term.
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Specialized training for staff to increase competence in work areas is provided. Facilities staff
training falls into three primary categories:
Basic how-to training for jobs such as custodian and grounds – those include best
practices, safety, and hazardous materials
Job-required training such as certifications for Defensive Driver Programs,
Swimming Pool Operation and Chemical Testing, Safety Training (lifting, hazardous
situations, clothing, etc.)
Professional development required for licenses such as electrician, plumbing, HVAC,
Architectural Standards, Energy Management Programs, Commercial Driver‘s
License
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Core Component 4b:
New Mexico Military Institute demonstrates that
acquisition of a breadth of knowledge and skills and the
exercise of intellectual inquiry are integral to its
educational programs.
Cadets
NMMI demonstrates the breadth of knowledge and skills and intellectual inquiry nowhere
more than in the classroom. Both the Associate of Arts (AA) and the Associate of Science
(AS) degrees develop a broad base of knowledge for students to take courses across the
curriculum. The chart below indicates the number of required courses in each program:
Associate of Arts Associate of Science
English 2 2
Communication 1 0
History 2 1
Humanities 2 2
Lab Science 2 3
Math 1 2
Social Science 2 1
Health 1 1
Military Science 4 4
We also work to be responsive to cadet needs. In response to cadet input from Academic
Academy, College First Year Experience (CFYE) was created as a pilot in Spring of 2009.
This class is designed to facilitate a life of learning by establishing the groundwork for
academic life at NMMI and beyond. Through a review process being conducted in Spring
2011, TLRC faculty have determined that there is a need for the curriculum to have
increased focus on academic success as well as the use of library skills and information
literacy. The syllabus for Fall 2012 is being revised to include several new topics that faculty
and students indicated would be useful as well as removing portions that were redundant
within the NMMI curriculum. For example, military rank and insignia, while important at
NMMI, are taught in our Military Science classes and our Health and Wellness course covers
aspects of nutrition, life skills, and social behavior. A four-hour orientation to the library
and information literacy has been added and has proven to be a highlight of the course in
Spring 2011 and will be included in future classes.
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One of the most unique programs at NMMI that exemplifies acquisition of a breadth of
knowledge is the ROTC Early Commissioning Program (ECP). The mission of the NMMI
Army ROTC Early Commissioning Program is to recruit, retain, train, and commission the
future leaders of the U.S. Army and to motivate young people to become better citizens.
To achieve this mission, the Army ROTC department structures its curriculum to support
the development of a junior commissioned officer as someone who will support the United
States Constitution and serve as a steward of society. The Army ROTC curriculum includes
the following elements:
Effective Writing
Leadership Development
Counseling
Career Management
Sexual Harassment and Assault Prevention
Suicide Prevention
Equal Opportunity
Ethical Conduct and Leadership
Combat Stress Management
Uniform Code of Military Justice/ Law of Land Warfare
Cultural Awareness/Non Governmental Organizations/Host Nation Support
These topics are formally taught in the classroom. Cadets exercise practical applications
during a weekly two-hour lab and a three to four-day Field Training Exercise (FTX) each
semester. Each cadet is exposed to situational training exercises. Given a mission, each
cadet has to consider all the variables and lead a 12 cadet unit through a 2-hour scenario in
which cadets may encounter people from a different culture, conduct simulated combat
operations, or provide humanitarian support. They are assessed on their leadership,
communication, and decision- making skills using the Army‘s 17 leadership dimensions. At
the end of the mission, the unit conducts an After Action Review (AAR) to discuss what
should have happened, what happened, and how the mission could have been conducted
more effectively. The leader then conducts a self-assessment and discusses his/her
performance with the assessor. The assessor provides feedback on how the cadet could
improve his/her performance as a leader.
The classroom instruction and practical leadership scenarios facilitate real-world learning
experiences prior to graduating and commissioning from NMMI. Training is a pre-cursor
for the Leadership Development and Assessment Course (LDAC) that every ECP candidate
must be successfully complete. The LDAC graduation percentages at Ft. Lewis serve as the
measure of success for ECP. The program has experienced great success in the last three
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years: 97% of NMMI ECP cadets graduated in 2008; 89% of the NMMI ECP cadets
graduated in 2009, and 97% graduated in 2010.
Faculty
NMMI‘s faculty have won numerous awards and professorships both nationally and locally.
One of the most prestigious winners was a Fulbright Scholar to Germany in 2009. The
granting of a sabbatical of a Fulbright professorship raised a concern about long-term
substitutes. While NMMI was supportive of the appointment as a Fulbright Scholar, the
manner in which NMMI handled class coverage was not viewed as fair and equitable by the
faculty covering the classes. In response to this, the Faculty Senate reworded the faculty
handbook to clarify the issue of long term substitutes:
Section M-1 Substitute Instructors
Senators recommend that the statement from the current handbook be
replaced with the following: ―Requests for hiring a substitute teacher are
initiated by the Academic Vice Dean in the event of an extended absence
(those lasting more than 3 days or those expected to exceed three days). In
general, funds are provided to acquire a substitute if the department faculty
cannot cover the classes assigned to the absent faculty member. Even in
those cases where the absence is authorized, it is preferable to use in-house
faculty to cover classes instead of using substitute funds because such funds
are limited. Funding for long term substitutes will originate from sources
determined by the superintendent and not from the faculty salary fund.‖
This change in policy provides for faculty to participate in long term professional
development activities.
Faculty Academic Development Grants (FADG) are also available to faculty across divisions
for conferences, studies, and special programs. Funds are determined by the administration
based on available monies. Monetary awards vary by semester and are determined by the
FADG Committee, which is appointed from the faculty through the self-governing body of
the Faculty Senate. These awards are perhaps the most utilitarian in the pursuit of learning
and sharing in the academic community as they fund travel, fees and materials for
conferences, classes and degree programs. Recipients travel to professional gatherings as
well as accredited universities for acquisition of higher degrees. The awards are egalitarian
since, unlike professorships, the applying faculty members are eligible from their first year
of employment, and need only gain the approval/support of their division heads to be
considered for funding. A year might see the following distribution of funds:
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Department
FADG Funds Provided Percentage
Athletics $4,894.48 26%
Business $3,763.28 20%
Counseling $2,589.00 14%
Mathematics $2,273.86 12%
English $1,557.54 8%
Foreign Language $1,398.15 7%
Music $1,067.20 6%
Science $878.50 5%
History $425.00 2%
Though the campus is full of lifelong learners, there are areas for strengthening the
commitment. The administration has made special arrangements to support faculty in
pursuit of unique opportunities, including a Fulbright Scholar and two Nationally Board
Certified Instructors. However, no commonly administered pathway to sabbatical is
available. Adding this opportunity to travel to larger communities for an extended time,
whether a semester or a school year with the assurance of pay and continued employment,
would greatly increase the school‘s ability to attract and retain the highest level scholars
across the fields of academia.
Another area identified as needing improvement in professional development is training for
faculty advisors. The present system is designed so every junior college instructor serves as
an advisor for at least three incoming cadets; however, some professors advise as many as
thirty students. In 2010, the Dean and Board of Regents were required to approve three
waivers of requirements for graduation. The goal of NMMI is zero waivers. The new
position of Deputy Director of the Toles Learning Resource Center is tasked with
implementation of a standard training program for advisors. Faculty training to this point has
been minimal, with most help coming from reading the on-line documents and asking other
faculty members or the Registrar for help. The first step in improving student advising is
better training for the advisors. There are three primary sources for information on
advising:
(1) the catalog,
(2) on-line resources such as the schedule of classes and on-line forms, and
(3) the graduation plan.
Training of advisors on these three main points has been implemented and will be evaluated.
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Core Component 4c:
New Mexico Military Institute assesses the usefulness of its
curricula to students who will live and work in a global,
diverse, and technological society.
Faculty Participation in Professional Organizations
NMMI Faculty and staff are encouraged through the generous FADG program to maintain
professional associations with organizations in their field. A significant number of faculty are
involved as editors and reviewers for professional journals and magazines, board members in
leadership positions of educational organizations, and continuing participants in professional
on-line discussions. These activities maintain the essential communication and conversation
of faculty with the changing dynamics in their discipline and the changing dynamics of
educational research and practice. Furthermore, they ensure a seamless transmission of
innovative ideas. Thus, departments continually evaluate their curriculum affecting both the
method and content of instruction.
The impact of these relationships is further enhanced by NMMI in its support of continuing
education through the FADG. As described under Criterion 4a, financial support allows
NMMI faculty to pursue individual studies and to keep current in their areas of
specialization.
Current Evaluation of Educational Programs
The effectiveness of NMMI‘s junior college education program is demonstrated by its
sophomore‘s Collegiate Assessment of Academic Proficiency (CAAP) results that evaluate
the average learning outcomes for NMMI junior college graduates. From 2004 to 2009,
NMMI student averages exceeded the national averages 57% of the time. Scores for the
2009 graduates did show a small increase from the previous years. Graduating college
sophomores were offered an incentive for taking the 2009 CAAP test because proctors for
the test had commented that students did not take the exit measurement seriously. Further
study is needed to evaluate the use of incentives and the types of incentives that would
improve student motivation for this important assessment.
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NMMI views the CAAP results as one standardized assessment tool. For example, in 2008
NMMI added the Critical Thinking component. We thus closed the loop on what was seen
as a short fall in meeting an essential part of the NMMI mission. Further evidence of meeting
this significant drop in Critical Thinking scores in 2010 is being addressed through changes
in the College First Year Experience curriculum.
We recognize that while regular academic program reviews take place at the departmental
and division level, the results of standardized testing data in program review has not been
fully available to the faculty. The Institutional Research office, the Associate Deans, and the
Academic Deans must work more closely to ensure that detailed information from each test
reaches individual faculty members. In this process, it is important to track testing data to
ensure improving quality.
The Service Academy Preparatory Program is responsive to the needs of cadets seeking
appointments to the five federal service academies. Specific courses are tailored to meet the
needs of the different academies while adjusting entry level courses to meet the needs of
prep students thereby promoting their academic success. NMMI has adjusted these
courses/classes at the request of the academies and added or substituted classes with the
approval of the various academies. For example, in AY 10-11 the U.S. Naval Academy
(USNA) Foundation asked to change the curricula for sponsored USNA Preps to add a
Physics class because of changing admissions requirements at the USNA. NMMI
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implemented this change immediately. In a different situation NMMI added a College First
Year Experience course for all US Merchant Marine and Coast Guard Academy Preps (with
the active involvement of the USMMA and USCGA) as a proactive measure to help
transition these cadets to the university-parallel academic environment of NMMI. In past
years, NMMI sponsored faculty visits to the academies in order to establish collegial
relationships between the professors at NMMI and those at each academy. These visits
improved the communication with the academies about student expectations and further
enabled the transition of cadets from NMMI to their respective academy. NMMI works with
the academies for the placement of cadets in the different levels of math, science, and
English courses to help ensure entry-level academic success.
The usefulness of the NMMI Academy Preparation Program is attested to by the fact that
preps from all five United States military academies enroll at NMMI and successfully acquire
appointments. The graph below represents overall percent appointed to an academy results
for those completing the program.
NMMI Academy Prep Appointment Rate
Sponsored Preps Self Prep Overall
85.14%
76.92%
71.15% 70.41%
87.76%
76.34%
95.71%
88.10%
36.67%
45%
42.42%
50%
2006-2007 2007-2008 2008-2009 2009-2010
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Core Component 4d:
New Mexico Military Institute provides support to ensure
that faculty, students, and staff acquire, discover, and
apply knowledge responsibly.
Faculty and Facilities
Cadets at NMMI enjoy liberal access to facilities, faculty, and staff. All faculty are on campus
at 7:15 AM and their work day does not end until 3:30 PM, though many are available
additional hours. Faculty are on campus and available for students if they are not in class.
Faculty and staff sponsor cadet activities, attend cadet events, and host cadets through the
NMMI Ambassador program. The hallmark of the faculty and staff is their 24/7 support of
cadets.
Facilities at NMMI meet the needs of the cadets through availability of space and cadet access
and right to reserve spaces for their use. The NMMI Library, Math Lab, Writing Lab and
Science Lab are open during Night Study Hall (NSH) from 7:00-9:30 PM with faculty and
staff available at each location to answer questions and facilitate student learning. Group
study at NMMI is available in the College and Career Center, also staffed by NMMI faculty.
NMMI Honor Code, Faculty Handbook, and the Operations and Procedures
Manual
Responsible acquisition, discovery, and application of knowledge result from NMMI‘s
Corps of Cadet‘s Honor Code, the Faculty Handbook, and employee Operations and Procedures
Manual (O&P). As part of the College First Year Experience course, faculty discuss
plagiarism and the need for compliance with Copyright Law and Fair Use Doctrine. All
course syllabi contain a Department/Division Policy on Academic Dishonesty statement that
details the three versions of conduct that constitute plagiarism, how to avoid plagiarism, and
the academic consequences for violators.
New cadets receive a pocket-sized Honor Manual during the initial Recruit-at-Training
(RAT) orientation. Every day cadets place the Honor Manual on top of the Blue Book for Daily
Room Inspection (DRI). The Honor Code belongs to the Corps of Cadets who administer it
through the Honor Board. The Honor Code is: ―A cadet will not lie, cheat or steal, nor
tolerate those who do,‖ influences all aspects of cadet life, as the foundation for character
development in the classroom, in leadership and in athletics. Members of the
Superintendent‘s and Commandant‘s staff provide instruction for cadets on the Honor
Code.
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The annual crime statistics, as required by federal law, can be found on the NMMI website
and show few incidents. Non-criminal violations of the Honor Code go to the Cadet Honor
Board for disposition. The graph below indicates the number of Honor Cases in which the
Board found the accusation to be true.
Faculty instruct students on the elements of plagiarism as it relates to course assignments.
Of equal importance is helping students understand why they must protect intellectual
property. Since 2000 NMMI faculty has used the school‘s turnitin.com account to evaluate
suspicious documents. Using turnitin.com has led to a marked decrease in plagiarized
student work. The library provides current Copyright and Fair Use documents to the faculty
and staff. In addition to providing circulation and reference assistance, library faculty
provide information literacy instruction in the CFYE course. They also are available to
present to individual classes or lead library tours as requested.
Conclusion
NMMI has long valued all facets of intellectual development of the cadets, faculty, and staff.
Through new leadership this commitment is continuing. While we have hurdles to
overcome, we have outstanding opportunities for self-improvement. NMMI continues to
encourage cadets to take advantage of all the opportunities that the school provides; NMMI
strives to meet the needs of students, faculty, and staff as they arise.
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Criterion Five: Engagement And Service
As called for by its mission, New Mexico Military Institute identifies its
constituencies and serves them in ways both value.
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Criterion Five
Introduction
As NMMI seeks to introduce and inculcate an appreciation and commitment to personal
integrity, sound analytical skills, and the habits of good health; the school also intends to
develop citizen student-scholars who will live a life of community service. In light of these
goals and due to our unique identity as a junior college set in a military boarding-school
environment, NMMI provides a multitude of programs that address the needs and
expectations of both our internal and external constituencies. Our primary constituency is
our student body, and NMMI remains committed to providing a university-parallel
education for those enrolled. Internal constituencies include the NMMI Corps, athletes,
faculty, staff, and alumni. External constituencies at the local level include the Roswell
Independent School District, Roswell Symphony, youth programs such as First Tee,
Veterans and service organizations, Community Improvement Commission, and Roswell
Teen Leadership Institute. At the State level NMMI supports Character Counts, Bataan
Memorial March, State of New Mexico, state-wide sports camps, scouting programs, and
Science Olympiad. At the regional level NMMI serves as the Emergency Management
Operations Center. National constituencies include the Homeland Security Education
Program, Department of the Army, the five federal service academies, Association of
Military Colleges and Schools of the United States, and the Federal Law Enforcement
Training Center. At the International level NMMI hosts the International Law Enforcement
Academy and international sports camps.
Core Component 5a:
New Mexico Military Institute learns from the
constituencies it serves and analyzes its capacity to serve
their needs and expectations.
Academic Excellence
NMMI is dedicated to meeting the diverse needs of its primary internal constituencies: the
Corps of Cadets, and the physical well being of all. In fact, the institutional mission focuses
on providing enrollees with critical thinking skills, leadership tools, and physical training. In
addition, NMMI recognizes the integral role that the faculty and staff play in accomplishing
our mission. NMMI also works closely with its primary external constituencies: the five
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national service academies, the United States Army Senior ROTC program, and an athletic
program which includes intercollegiate athletes. Those three external constituencies
directly produce 79% of NMMI‘s junior college enrollees. NMMI prides itself in offering a
university-parallel junior college academic program. It is the caliber of academics that has
gained NMMI the endorsement and enrollment of cadets preparing for all five national
service academies. NMMI is proud of this unique distinction and works hard to integrate
the expectations and advice afforded by those elite institutions. Their oversight helps NMMI
to improve curriculum, athletic facilities, and the leadership program. Even so, NMMI‘s
traditional approach to academic excellence is based – in part – on the following:
Academic placement testing to ensure that students start in the appropriate classes,
especially in the areas of Mathematics and English proficiency
Low Student/Teacher ratios, normally averaging approximately 15 students per class
Extensive student access to computer labs and technology conducive to a wellrounded
inclusive learning experience
Tutoring time with instructors at designated hours during the week and tutoring for
Mathematics, Physical Sciences, and English composition five nights per week.
Provision of non-credit ACT/SAT coursework to improve test scores to enhance
course placement at the student‘s chosen four-year college or university.
Offer of degree plans leading to either of the Associate of Arts or Associate of Science
to enable the students to concentrate coursework in their chosen fields of study.
Intensive working relationships between students and academic advisors are critical
in planning courses of study.
Institutional initiatives ensure that all junior college classes completed at NMMI
transfer to the students‘ chosen four-year colleges or universities. A recent graduate
accepted at Cornell University was awarded full credit for every course taken at
NMMI.
A number of cooperative 2+2 Gateway agreements with various four-year
institutions for specific fields of study, ensure acceptance of all NMMI courses and
admittance to those programs.
NMMI has implemented pedagogies to introduce and refine the skills that enable students to
learn how to think critically and analyze material in appropriate contexts. Faculty
instructors have devised individual methodologies that are discipline specific, NMMI‘s
Division of Behavioral and Social Sciences, Business, Leadership, and Criminal Justice
departments have instituted an across-the-board rubric that hones those skills. Statistical
and observational evidence show marked improvement as students progress from course to
course, especially in reading comprehension and integration of the key perspectives of an
author‘s thesis and supportive evidence, the historical context, and the students‘ evaluation
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of the written or visual material. These short, but practical exercises highlight the emphasis
placed on inculcating these invaluable skills in students‘ repertoires for success.
Character Development
Besides NMMI‘s quality academic programs, we provide a unique learning environment as a
military boarding school. The Corps of Cadets is the ―heart and soul of our school.‖ It is
organized similar to an Army Cavalry unit and functions as a regiment comprised of cadet
squadrons and troops. The Corps is led by a cadet chain of command supervised by the
Commandant‘s staff. Weekly staff meetings and daily follow-ups, up and down the military
hierarchy, keep the Corps informed of the uniform of the day, physical fitness, or military
formations and duties. NMMI‘s philosophical model for leadership engagement is based on
the popular systems paradigm developed at Massachusetts Institute of Technology (M.I.T.).
Conceptually, the focus is on multiple means of engagement – from telling, selling, testing,
consulting, and co-creating that involve students, parents, faculty, staff, and alumni at the
local, state, regional, and international levels. NMMI‘s internal constituencies – especially
the Corps – engage in varying degrees with every agency. The levels of engagement are
dynamic and overlapping. Examples of ―Telling‖ ranges from the wear of the uniform to
participation in public functions; ―Selling‖ ranges from recruiting to staff and faculty
discussions with parents; ―Testing‖ involves training and various competency evaluations;
―Consulting‖ ranges from issue resolution, surveys, and implementing suggestions; ―Co-
Creating‖ ranges from community service activities to developing sound leadership traits.
Faculty and staff members participate in these Corps activities and support the Corps values
of ―Duty, Honor, Achievement.‖ All members of the faculty and staff take pride in shaping
young men and women who are learning the professional qualities of self-discipline, unit
cohesion, empathy for others, and service to all. Of utmost importance is the Honor Code
and Honor System, which was adopted in 1921 and is officially recognized as the primary
means by which character development is examined at NMMI. Simply stated, ―A cadet will
not lie, cheat or steal, nor tolerate those who do.‖ Every cadet is obligated to support and
enforce the Honor System. The implementation of such a strict code of behavior is a
daunting task given the recent revelations of widespread cheating in some schools. A
rigorous education program is part of all cadets‘ initiation at NMMI, with special emphasis
on avoiding plagiarism. The usual result of cheating in a junior college course is a failing
grade and submission of the offense to the Cadet Honor Board. Developing habits of
professional integrity and personal character is always a work-in-progress and requires the
full participation of all members of the NMMI community. Learning good leadership traits
is an integral part of the NMMI experience.
Physical Fitness
The third key component of NMMI‘s mission is to provide students with sound habits of
good health and physical fitness. Lessons learned on the playing fields mirror those taught in
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the academic classroom and the Corps of Cadets – commitment to excellence, teamwork,
personal leadership, and fair competition. NMMI fields intercollegiate teams in football,
baseball, basketball, track, tennis, golf, and volleyball. Teams compete in the Western
Junior College Athletic Conference and the National Junior College Athletic Association.
Of special note is NMMI‘s ―Outdoor Fitness Factory,‖ a unique training facility that
accommodates the multiple training needs and philosophies of all campus groups, such as
Physical Fitness classes, Corps Physical Training, Academy Prep and Senior ROTC Physical
Training, and the Bronco intercollegiate athletic teams. This facility focuses on the
development of speed, agility, power, strength, endurance, and flexibility. Not only has
this program benefitted NMMI cadets but the U.S. Army (Ft. Knox), and the Washington
Redskins professional football team has adopted our design and equipment features.
Service Academy Preparatory Programs
NMMI‘s traditional focus on providing a well-rounded and integrated learning and personal
development program is also the primary reason why all five national service academies and
the U.S. Army Senior ROTC program are attracted to NMMI.
The Service Academy Preparatory Program is responsive to the needs of the five national
service academies: the United States Military Academy at West Point, the United States
Naval Academy, the United States Air Force Academy, the United States Coast Guard
Academy, and the United States Merchant Marine Academy. NMMI has tailored specific
courses to meet the needs of the different academies while adjusting the introductory
curriculum to facilitate the academic success of the cadet. NMMI has modified courses at
the request of the academies and added or substituted courses with the approval of the
various academies. For example, if the NMMI placement exam indicates that the cadet
would be best served by placement into College Algebra and Trigonometry rather than the
academy-preferred Pre-Calculus or Calculus in his/her first semester to better prepare for
higher mathematics, it is done. The same is true of Physics and Chemistry courses.
Recently, the United States Naval Academy Foundation asked to change the curriculum for
sponsored USNA Preps to add a Physics course due to changing admissions requirements at
the Naval Academy. This was immediately instituted and is an example of a reactive
response. As a proactive measure, NMMI added a College First Year Experience course for
all Merchant Marine and Coast Guard Academy Preps (with the active involvement and
approval of the academies) to help transition those cadets into the university-type
atmosphere of NMMI and the service academy. Feedback data from the various service
academies indicates that NMMI cadets who received full appointments consistently rank
above the median for all service academy cadets.
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United States Army ROTC
Another long-standing program has been NMMI‘s support of the United States Army ROTC
program. NMMI has served its ROTC constituency in four ways. The first is providing an
opportunity for gaining an Associate Degree, one of the criteria for commissioning under
the Early Commissioning Program (ECP). The second is by offering a United States
Military History course which is a mandated ROTC requirement. A third way is by being
the sponsoring institution for Ranger Challenge, a national ROTC competition, as well as
offering spring and fall Field Training Exercises. The final way NMMI serves ROTC is by
providing opportunities for ROTC cadets to learn through training and evaluating other
NMMI cadets. The following duties illustrate these responsibilities:
Bataan Memorial March
Cadets enrolled in the NMMI ROTC program train several teams and provide cadre
oversight during the annual marathon memorial run which is conducted at White Sands
Missile Range, New Mexico.
Squad/Platoon Leader School
Cadets enrolled in the NMMI ROTC program provide instruction and leadership training
for cadets who will be in Corps leadership positions. This covers everything from proper
wear of the uniform to corrective counseling.
21-day Event: Cadets enrolled in the NMMI ROTC program provide instruction
and oversight for several activities, including first aid and the obstacle course.
March-On and Parade Grading: Cadets enrolled in the NMMI ROTC program
provide training and evaluation for the Corps of Cadets for drill and ceremonies to
ensure proper military commands, good order, and discipline.
Room Inspection
Cadets enrolled in the NMMI ROTC program assist TLAs in Health and Welfare inspections
to ensure proper military standards are being followed.
Army Physical Fitness Test (APFT)
Cadets enrolled in the NMMI ROTC program conduct the Commutation APFT for the
Academy preps to ensure that they receive commutation pay for their uniforms.
NMMI supports the ROTC constituency requirements through its curriculum, as the
sponsoring institution for ROTC activities, and by providing opportunities to practice
learned elements of leadership.
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Faculty and Staff
In addition to the obvious constituencies of our students and their sponsoring organizations,
NMMI also relies on and serves its faculty and staff. In fact, these teachers and support staff
are the reason NMMI enjoys such a high standing in academic circles. Teaching at NMMI
requires a dedication and commitment only seen elsewhere at the national service
academies. Faculty members not only teach a full load of classes but also are available for
tutoring during the week and on four Saturdays each semester. Professors are also required
to be in their offices and available for students when not in class. Most instructors also carry
a number of advisees to ensure that their students are ―on track‖ to graduate with their AA
or AS degrees. There is little doubt that faculty and staff go ―above and beyond‖ in fulfilling
their responsibilities both in-and-out of the classroom.
Unfortunately, during the 2004 - 2009 administration, support for faculty initiatives was less
than responsive. Largely, faculty and staff concerns and needs were ignored. Those days
and that attitude now appear to be over. The new administration, after eliminating some
senior positions that were redundant, ineffective, and wasteful, is committed to
transparency and re-constituting beneficial programs and agencies such as Health Fairs and a
Compensation Committee to address campus-wide shortfalls in salaries and benefits. The
new Superintendent and Dean have put into place a new dynamic institutional assessment
mechanism to periodically adjust the new Strategic Plan that was developed from the
bottom-up, incorporating the ideas of all NMMI‘s constituencies. This institutionalized
process is based on sound business principles and focuses on the classroom and the physical
plant. This approach also applies to the Superintendent‘s ambitious 2020 Plan for new
infrastructure. These initiatives are a huge breath of fresh air for all NMMI constituencies.
If an evaluation system of senior staff had been in place that allowed all members of NMMI‘s
internal and external constituencies to comment on the policies of the previous
Superintendent and some senior staff, ―much ado about nothing‖ may have been avoided.
Nevertheless, the faculty and staff are fiercely loyal and find NMMI a great place to work –
primarily because of the professional commitment to teaching and working with some of the
nation‘s finest young men and women.
Local Community
The final constituency that plays a critical role in NMMI‘s identity and commitment to
service are the civilian communities that surround our beautiful campus and have come to
rely on various long-standing community-service programs that our Corps, athletic teams,
faculty and staff provide. In addition, NMMI opens its premier facilities to the public and
welcomes participation in a wide-array of cultural, social, and athletic events. This
relationship is another example of the symbiotic relationships that has existed over time
between NMMI and its host community.
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Core Component 5b:
New Mexico Military Institute has the capacity and the
commitment to engage with its identified constituencies and
communities.
Even a superficial look at NMMI‘s organizational chart will indicate that the Institute has an
incredible infrastructure to support its student body and maintain its fully-functioning
campus facilities. For that, NMMI owes much to New Mexico‘s executive and legislative
bodies for their generous support.
Instruction
In the end, the real value of any educational institution is based on the caliber and
professionalism of its faculty and staff. NMMI‘s faculty and staff continue to maintain the
high standards expected by its student body, alumni, and governing board. In meeting the
needs of students – the number one constituency – not only does faculty monitor other
university academic programs, an annual in-depth course and instructor evaluation system is
implemented in order to obtain feedback from students. This feedback is used in our annual
evaluations of our curriculum and pedagogies. These student evaluations have indicated a
strong approval rating of our courses and faculty. Students find NNMI courses
―intellectually challenging‖ and recommend them to others. Likewise, they find faculty to
be ―genuinely concerned about students‘ well being and academic achievement.‖ In
particular, the feedback shows that the mission of improving critical thinking skills is being
effectively inculcated across the curriculum. Of special note has been the integration of
one-page analysis assignments in every course offered by the Division of Behavioral and
Social Science, Leadership, Business and Criminal Justice. The course requirement expects
students to evaluate primary documents or published articles, analyzing the different
perspectives of the author, the historical context, and the student. These exercises have
increased student reading skills as well as analytical abilities.
Assessment
Of special importance has been a new assessment program that allows faculty members to
continuously evaluate the quality and effectiveness of their courses based on departmental
and divisional learning outcomes. This system is exceptional for its simplicity and userfriendly
computer program. Self-assessment is always the preferred means for
improvement and NMMI now has in place the mechanism that will ensure progress based on
professional feedback. This program has the promise to increase learning across-the-board
for students and provides a process for the renewal and refinement of the curriculum.
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Last year NMMI also established a new required course, College First Year Experience, for
all incoming college freshmen. While it is designed to provide students with those learning
skills expected of high school graduates, it is also an introduction to the unique environment
and high expectations associated with NMMI. This course is naturally going through some
growing pains in its development, but overall it meets the expectations of faculty and
students and fulfills a universal need to prepare incoming high school graduates for the rigors
of university academics.
Similarly, NMMI is one of the very few national educational institutions that provide the
possibility of a six year seamless continuum of accelerated learning for high school students.
Under this unique integrative construct a high school student can accelerate through the high
school program and enroll in college-level courses. It is feasible that hard-working,
intelligent, and ambitious students can gain a high school diploma and an Associate degree in
four years. NMMI is fortunate to have a number of exceptional students who take advantage
of this program each year.
NMMI‘s new administration has taken steps to eliminate staff redundancies and reorganize
staff responsibilities to increase transparency and efficiency. The greatest impact has been in
transferring various cadet support and services to the Commandant‘s staff. As ―Dean of
Students,‖ the Commandant is in a much better position to hear and respond to the needs of
the Cadet Corps. Improvements have been seen in Food Services, the Infirmary, and Cadet
Activities. The latter continues to expand to meet the growing extracurricular interests of
students, especially with specific times allotted for recreational activities during the week.
Nearly thirty clubs and cadet activities are supported through a budgetary allotment of over
$85,000 per year.
Innovation
While earlier efforts to partner with the Office of Homeland Security and the US Border
Patrol were not successful, under the new administration NMMI has successfully built upon
those initial associations. With reference to Homeland Security NMMI hosts and helps staff
an annual Homeland Security Camp. This camp is part of a national program whose purpose
is to enhance the understanding of students concerning threats to the nation. Similarly, in
association with FLETC and the Bureau of Indian Affairs, NMMI has developed a Native
American Criminal Justice Scholarship Program. This program, which envisions summer
internships at FLETC and the Border Patrol Academy, meets a national need to offer more
college opportunities to Native Americans and provides enhanced law enforcement
programs in America‘s Tribal Areas.
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Compensation
The new administration has also cultivated more traditional constituencies. The NMMI
Alumni and the NMMI Foundation have been indispensable liaisons in their support of the
institution. NMMI would not be the outstanding educational institution it is without the
generous programs sponsored by the Foundation and the Alumni. A number of years ago
these distinctive organizations formed an alliance to consolidate their funding campaigns in
support of NMMI. This was a positive move to gain greater efficiency by eliminating
redundancy. The premier program has been the establishment of endowed scholarships for
more than 100 cadets in recent years. The frequent meetings – from Homecoming
celebrations to ―Tattoos‖ – of NMMI senior staff and involved alumni provide invaluable
feedback for charting the future of the institution. The NMMI Foundation is a strong
supporter of cadet activities and faculty programs. By far the most significant in the eyes of
the faculty has been the establishment of five Academic Divisional Professorships that are
awarded to faculty members for professional development. These have been the mainstay of
faculty development over the years. Along those lines, the new administration has pledged
to enhance and expand faculty development; however, the financial support (ca. $30,000) in
current budgets is inadequate. The present Faculty Development Grant Program was
established in 1972 from faculty salary monies, then became a budget line item, but suffered
from lack of funding. It has been the NMMI Foundation that supplemented this invaluable
grant program to allow faculty members to attend professional conferences and enroll in
enhancement courses. The last three years witnessed only partial funding of most faculty
requests; more needs to be done in this area. The current means of distributing funds places
burdens on faculty members who may not have the personal means to participate in
expensive developmental programs. Increased funding and a merit-based evaluation system
need to be established and initial steps have been taken to do just that.
Similarly, after a hiatus in which the Faculty Senate voice was all but ignored by the previous
administration, the current Superintendent/President and Academic Dean have recognized
the value of this important and occasionally tendentious body. Over the years, senior
administrators failed to establish a systematic means to ensure faculty pay remained
comparable to counterparts at similar institutions. Thus, NMMI periodically had to play
―catch-up‖ (17% pay increase in 1997) to reach parity. Today, we find ourselves in another
trough. Earlier compensation initiatives occurred only at the instigation of the Faculty
Senate. In order to address this issue, in 1998, a Faculty Salary and Employee
Compensation Review Committee was established which included representatives from
campus-wide academic and staff divisions to address and make recommendations about pay
equity and benefits to the Superintendent. This Committee made real advancements in
compensation for various divisions and employees over the years until it was disbanded in
2005. The current administration has reinstituted a similar compensation board and has
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pledged to act on its recommendations. Compensation is a critical issue since the quality of
the institution is directly related to its personnel.
Outreach Programs
Off-campus outreach programs are critical for cadets to provide public service and to
practice the leadership skills that reinforce the character-building traits important for their
personal and professional growth. NMMI‘s participation in the popular Character Counts
Program helps recognize those who serve ―above and beyond‖ – whether they are faculty or
members of the student body. In addition, NMMI offers numerous athletic and leadership
summer camps for junior and senior high schoolers. NMMI also keeps facilities open to the
public and welcome the local community to attend numerous athletic and cultural events.
These sponsored activities facilitate the essential rapport that promotes civic goodwill and
appreciation between ―town and gown.‖ As noted earlier, the symbiotic relationships
between NMMI and its key constituencies are critical to public service and civic awareness.
Performance
Another popular series of events are the Winter and Spring concerts conducted by NMMI‘s
Music Department. These performances showcase NMMI‘s band, vocal ensemble, and
concert choir. Other productions in the Performing Arts – especially drama – are also open
to the public. In addition, NMMI has opened its facilities to the Roswell Symphony
Orchestra, and hosted traveling concerts like those of the Marine Corps, Army, and Air
Force bands. The Alumni Memorial Chapel is also open to the public and is especially
popular for weddings. The Godfrey Athletic Center is open to the community; its amenities
include racquet and basketball courts, an indoor Olympic-size swimming pool, and a fullyequipped
gym.
Hospitality
Another facility that incorporates NMMI‘s mission is the Yates Challenge Program, a low
and high ropes course and leadership reaction course. During the 2008-09 academic year,
the Yates Challenge was used by 31 non-NMMI groups comprising 1,391 individuals and
totaling 5,111 external use hours. Each participant completes a formal written evaluation of
his/her experience, supplementing the verbal evaluations that take place as participants
complete stages of the physical challenges. A full-time director, who reports to the
Commandant, oversees the program. User groups in 2008-09 included middle school
students, Character Counts campers, Homeland Security officers, International Law
Enforcement Academy (adult) students, and Job Corps (adult) participants. Users reflect a
mix of ―true locals‖ and people who are in the Roswell community temporarily for shortterm
training programs. Of the NMMI facilities available to the community, the Yates
Challenge stands out for its professionally-staffed services, evaluation and data collection
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systems, and its positioning for growth in serving the Roswell community as more potential
client groups become familiar with its offerings. This facility, used by cadets in troop
leadership activities, is tied to ―critical thinking and sound analysis‖ goals since they work in
teams to negotiate the Leadership Reaction Course‘s various role play scenarios.
The NMMI Golf Course, located directly north of campus and in operation since 1956, is
open to the public on either an annual membership ($575) or 18-hole round ($16) basis.
The most heavily used NMMI facility open to the public (averaging 35,000 rounds per year),
the Golf Course serves a specialized portion of the community. First Tee of the Pecos
Valley, a character-building program for young people based on a national model and
brought to Roswell in 2006, operates at the NMMI Golf Course in a partnership that
includes other organizations such as Eastern New Mexico Medical Center and Walmart in its
funding and oversight. The First Tee program also qualifies as a NMMI-Community
reciprocity program since NMMI cadets and summer campers are eligible to participate in
the program and/or use the First Tee facility.
Dedication
The Deputy Commandant for Support supervises and provides paid staff and transportation
for officially-sanctioned community service activities performed by members of the Corps of
Cadets. During the 2009-2010 academic year, 56 approved projects were undertaken, with
participation ranging from a few to hundreds of cadets. Cadets take special pride in our
Blood Drive and consistently rank it as an important project. Conducted three times during
the academic year, the 2009-10 Drive collected 342 units of blood, exceeding its goal.
When asked what makes it the most effective project, individual cadet responses included:
―With blood, cadets actually give something of value to the community that a lot of other
people aren‘t willing or able to give.‖ ―It‘s the most efficient use of our time and what we
can offer that actually means something to the community.‖ ―It‘s something you can actually
measure.‖ ―We‘re supposed to be physically fit and have high character. Giving blood
pretty much supports both of those.‖ ―It happens three times a year and every year. So it‘s
something we continue to do for the community.‖
Other annual projects that received high marks from cadets included the Cancer March,
which in the fall of 2009 raised $3300 in pledges from cadets, participation in the Veteran‘s
Parade and Breakfast, and Corps-wide participation in the ―Great American Cleanup.‖
Cadets believe these activities are particularly valuable because of the monies given directly
to community causes. Cadets agree that these community services are directly related to
NMMI‘s institutional mission.
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The following is a list of activities that NMMI participated in or hosts for the local external
communities.
NMMI Blood Drive
Parades
Color Guard Appearances
Drill Meets
Chapel Events
Band Camp
Junior Leadership Camp
Ropes/LRC Facilitators Training
Bataan Memorial March
Leadership Roswell Education Day
Character Counts
Roswell Symphony Orchestra
Teacher‘s Institute
Teens Westward Bound
Veteran‘s Mental Health Forum
Middle School Day Camp
Intercollegiate Sports
Shakespeare Festival
Great-American Clean-up Campaign
Elementary and Junior High Football Camp
Sandia Labs Homeland Security Leadership Workshop
Elementary and Middle School Reading Programs
New Mexico Agricultural Leadership Group
Leadership Roswell Teen Leadership Institute
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Martin Luther King Day Presentation
SROTC Mini-Camp
Humane Society
Gear-up Summer Camp
7 on 7 Football Day Camp
Homecoming
School Music Concerts
First Tee of the Pecos Valley
Cancer March
United Way Campaign
Speaker‘s Program
Knowledge Bowl
Scouting
Roswell Tennis Tournament
Veteran‘s Parade and Breakfast
Hollywood Film Location Site
Christmas Gift ―Warm Tree‖ Donations
It is impossible to think of Roswell without NMMI and NMMI without Roswell.
Core Component 5c:
New Mexico Military Institute demonstrates its
responsiveness to those constituencies that depend on it for
service.
NMMI is constantly working to improve the symbiotic relationship that exists between
constituencies. As noted earlier, the faculty initiated a thorough program for curriculum
and pedagogical evaluations to ensure constant feedback from students and colleagues in

order to address any deficiencies. Assessment based on daily classroom observations, peer
evaluations, course critiques, parent conferences, emails, and the letters and phone calls
from graduates who offer testimonials for a ―job well done‖, are all evidence of NMMI‘s
commitment to maintaining the high standards of a university-parallel education. NMMI‘s
close ties with the United States Military Academy, United State Naval Academy, the
United States Air Force Academy, the United States Coast Guard Academy and the United
States Merchant Marine Academy are recognition of NMMI‘s commitment to prepare their
nominees for admission. NMMI‘s relationship with the Air Force Academy (since 1983) is
an excellent example of the rapport that exists with the Academy and the Falcon
Foundation. NMMI provides an Academic Advisor, a Prep Counselor, and Liaison Officer
who assist candidates with schedules, applications, and professional development. The
Foundation hosts a workshop every two years for all prep schools to compare and modify
the quality of their programs. Air Force Academy instructors and staff provide briefings
based on historical data, current requirements, and projected changes in the Academy‘s
academic and Corps programs. Selected NMMI faculty and staff attend these conferences
and return to campus ready to implement the Academy‘s expectations. One example is
NMMI instructors adopting the same textbooks for comparable courses. Similarly, NMMI‘s
Academy Prep Program maintains close contact with all service academies to ensure
compliance with their needs. For example when the Naval Academy determined that the US
Naval Academy Preps needed addition Physics instruction due to changing admission
requirements at Annapolis, NMMI was able to offer additional sections. In a similar vein as
discussed earlier, the Merchant Marine Academy was concerned with mathematics
proficiency of their preps. NMMI faculty, in consultation with MMA faculty, strengthened
instruction in these areas. Annual visitations between the senior staff of each institution help
to ensure currency and relevancy of the NMMI curriculum.
Integration
The introduction of NMMI‘s course College First Year Experience is in part a request from
the Coast Guard and Merchant Marine Academies. This recommendation coincided with
the Academic Dean‘s strong belief that all NMMI incoming freshmen would benefit from a
formal academic-success skills program that also introduced cadets to NMMI‘s unique
learning and living environment. Another new initiative by NMMI is to tailor required
Military Science courses to those particular service academy constituencies. NMMI has also
adopted the U.S. Army‘s ―Be-Know-Do‖ Leadership Model for the Corps and military
science courses. Another positive initiative has been the incorporation of ―Strength‘s Quest‖
for all cadets to identify their personal attributes for possible behavioral modification.
In the last five years NMMI has also aggressively sought and responded to collaborative 2+2
Gateway Programs with various regional and national colleges and universities. Efforts have
ensured that the content of our courses are compatible with the courses that graduates
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would take at these schools. NMMI has Gateway Programs with the University of New
Mexico, New Mexico State University, Carson-Newman College, and Norwich University.
One of these programs involves the Division of Health, Physical Education and Physical
Performance and an agreement with New Mexico State University in the area of Athletic
Training. Administered by the Divisional Associate Dean and the NMMI Athletic Trainer,
this program has met with great success in preparing cadets with a rigorous academic and
practicum curriculum to enter NMSU upon completion of their Associate of Science degree
at NMMI. This Division has worked closely with the Division of Natural Sciences and
Mathematics to ensure the proper placement of interested students into pre-Medical courses
that will provide the most benefits to the graduate. Although of recent origin, this program
has already proven effective in placing well-prepared students in the position to complete
their four-year degree programs.
One of the newest programs involves NMMI, the United States Army, and Carson-Newman
College of Jefferson City, Tennessee. In 2007, the U. S. Army Cadet Command
approached NMMI to determine interest in developing a dedicated pre-Nursing program
that could lead to partnerships with four-year institutions offering degrees in Nursing (BSN).
As a result, a program was quickly agreed to and instituted with Carson-Newman College as
NMMI‘s partner. Discussions are also ongoing with the University of Akron in Akron, Ohio
on an additional partnership. The first graduate of the program was commissioned by the
Army at graduation ceremonies in May of 2010 and is currently enrolled at Carson-
Newman. The program now has eight cadets enrolled with more graduates expected in May
2011. This is an extremely rigorous program with little flexibility for the student. It is
designed not only to meet the criteria agreed to with any partner institution, but to also
make the NMMI pre-Nursing graduate competitive if applying to a non-partner institution.
Specific plans of study are designed for the Early Commissioning Program graduates who are
commissioned as 2 nd Lieutenants prior to attending Carson-Newman, for cadets who decide
to accept ROTC scholarships at Carson-Newman and also for students who intend to pursue
a nursing career by enrolling at any other school of nursing. There is a permanent Academic
Advisor for all pre-Nursing students and specific courses have been carefully scheduled to
ensure the best opportunity for the success of degree candidates. The lack of course-work
flexibility is regrettable but unavoidable for a degree program of such importance and
curriculum constraints.
It has been this kind of responsiveness to the constituencies as mentioned above that provide
evidence that the academic concentrations offered by NMMI allow students to become more
involved in the proper course work to prepare them for their degrees and beyond. Such
involvement results in well-rounded graduates.
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Cooperation
The NMMI ―Lyceum‖ program is in direct response to the needs of the Corps and the
Roswell community to gain access to well-known national and international speakers. In
the past NMMI has hosted speakers such as Paul Solomon of PBS, Pulitzer Prize winners
David Shipler and Roger Wilkins as well as Paul Rusesabagina, Thomas Barnett, D.J. Vanus,
Cal Thomas, Gerhard Weinberg, James Bradley, Shelley Fisher Fishkin, Alea Nadeem, Mike
Schlappi, Gerda Weissman Klein and the ever-popular McAvoy Lane‘s presentation of ―An
Evening with Mark Twain.‖ Luminaries such as President Gerald Ford, Supreme Court
Justice Sandra Day O‘Connor, Air Force Chief of Staff Ron Fogelman, Gen. Hal Moore, and
the Navajo Code Talkers have also visited our campus and addressed cadets. NMMI also
sent a contingent of cadets to the University of Texas of the Permian Basin to hear a
presentation by Mikhail Gorbachev. NMMI‘s ―Lyceum‖ Program is another example of the
NMMI Foundation‘s generous support of cadet and community activities.
Evidence of NMMI‘s responsiveness to the requirements of colleges and universities is
supported by the continual high acceptance rate of junior college graduates to four-year
colleges. Last year the acceptance rate was 86%. NMMI graduates are attending colleges
and universities across the nation and the world. Among these civilian schools are the
Universities of New Mexico, Alaska, Arizona, Arkansas, California, Colorado, Hawaii,
Kansas, Texas, Wyoming, Louisiana State, New Mexico State, Baylor University, Carson-
Newman College, George Mason University, Loyola University, Norwich University, Texas
A&M University, Texas Tech University, Maine Marine Academy, Polish Air Force
Academy, Embry Riddle Aeronautical, and Tecnologico de Monterrey. Equally significant
was the number of Academy Prep students accepted to the service academies.
To be more responsive and ensure diversity among cadets, NMMI recruits extensively in
Mexico. The need for better English skills among these students has led to creation of the
Summer English Language Program.
Core Component 5d:
Internal and external constituencies value the services the
organization provides.
NMMI‘s constituencies – both internal and external – appreciate and acknowledge the value
that this unique institution provides to those on and off campus.
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Value by Internal Constituencies
NMMI students recognize the high quality of their education as indicated through course and
instructor critiques. Both courses and instructors gain high ratings for both curriculum and
teaching. This is confirmed with consistent approval ratings from students who rate
academics as good (94%) and tutoring as valuable (85%). A similar survey indicated that
94% believed the faculty was helpful and well-qualified. Only 64% think that study time is
adequate; however time management skills rate 89%. Athletics and Physical Training also
garner a high 81%. Overall, 80% of students rate NMMI as a good place to be.
Cadets
Certainly, NMMI is satisfied with the feedback from students about the value and relevance
of academic programs. This information is gleaned from daily feedback (encouraged in
syllabi and course introductions), course critiques, parent conferences on Parent Weekend
and the ubiquitous emails as well as inspirational letters and calls from graduates who offer
the indispensable anecdotal evidence of a ―job-well-done‖ as they excel at institutions of
higher learning. The various cadet surveys indicate a high approval rating of academics
while also noting that improvement in communication and leadership is needed between the
Commandant‘s Staff and the Corps.
Faculty
Likewise 90% of faculty and staff believe that NMMI is a good place to work and the
institution values their service. High marks are given to the availability of Professorships
that allow faculty to improve their professional development. Faculty and staff also highly
rate and approve the quality and availability of campus facilities such as the Godfrey Athletic
Center, the Toles Learning Center, and the NMMI Golf Course. A recent survey of
employees rated these as the most important facilities for quality of life and is testimony to
the design, upkeep, and availability to the NMMI community. Faculty and staff also
appreciate the various seminars and clinics that are provided throughout the year. These
include Smoking Cessation, Creating a Living Will, Advice on Nutrition, Godfrey Weight
Room Orientation, Aerobic classes, and a Wellness Clinic. Similarly NMMI offers faculty
and staff meals at the Bates Dining Hall for $3.00, haircuts at the campus barber shop and
hair salon for $3.00, and laundry service and dry cleaning at the Cadet Store at reduced
rates. Of special note is the availability of free treatment at the Infirmary by NMMI‘s
qualified medical staff for all employees and their dependents. The availability of
continuing education for faculty and staff provides an opportunity to take classes alongside
cadets. Courses in computer programming, mathematics, physics, psychology, accounting,
biology, and English have been taken for personal enrichment and professional
development. The establishment of a Sick Bank has benefitted those in need. Since its
inception 5550 days have been contributed; 474 days have been utilized by 11 employees.
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NMMI is also proud to follow the military tradition of recognizing service and longevity by
providing praise and pins at an annual luncheon.
Another positive response has been a new programmatic approach to establish
administrative processes to enhance coordination and cooperation between senior staff and
faculty and staff. The former system of excessive redundancy and subsequent paralysis often
inhibited the free-flow of initiatives from the bottom-up. Top-down leadership, although
well-intentioned, failed to recognize that instructors in the classroom had a more realistic
perspective of institutional needs and requirements. The initiatives of the current
administration suggest a commitment to open and fair policy evaluations and appropriate
implementation of priorities campus-wide. Surveys of the faculty show much appreciation
for these changes. The re-establishment of the Compensation Committee, the development
of a new commonsensical Strategic Plan and the mechanisms to implement the goals and
initiatives of the institution are major steps toward a truly unified administration, faculty,
and staff. Even the re-constitution of Health and Wellness Fairs speaks to a genuine concern
to the needs of those who do much for the primary constituencies. In particular, there has
been a new commitment to transparency in governance. This is due to the Academic
Dean‘s leadership by example. No senior administrator has worked harder to ensure the
administrative process is open, transparent and fair. His hosting of video-taped ―Dean‘s
Call‖ is an excellent example of getting information out and calling for feedback from all
constituencies.
Value by External Constituencies
One of NMMI‘s longest standing external constituencies has been the United States Army.
Established in 1920, the Early Commissioning Program commissions officers for active duty
service. NMMI plays an integral role in this national program. Over the last 7 years NMMI
has produced 298 second lieutenants for the Army Reserves and Army National Guard.
Ninety-two cadets graduated as ―Distinguished Military Students.‖ Actually, NMMI
commissions more 2nd Lts. than the University of New Mexico, New Mexico State
University, and University of Texas El Paso and does it in half-the-time! Based on quality of
performance, the NMMI ROTC program was recognized as the best Military Junior College
in the U.S. Army Cadet Command‘s 1 st Brigade for 2007-2008.
The national service academies have recognized the value of a NMMI education by affiliating
with the institution. One of the oldest relationships has been with the United States Air
Force Academy and the Falcon Foundation. Historically, the Falcon Foundation provides a
number of highly-motivated young people the opportunity to prepare for admission to the
USAFA by providing scholarships to a junior college for this purpose. NMMI has been one
of those schools since 1983. Of the 230 Falcon Scholars who attended NMMI from 2000-
2010, 205 entered USAFA (89%). Of these, 153 graduated as 2 nd Lts. in the Air Force.
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The Falcon Foundation noted that Falcons at NMMI especially benefited from academic
programs in math, science, English, physical fitness, and study skills. NMMI cadets scored
high in validation and transfer credits. The Falcon Foundation endorsed NMMI‘s program
of ensuring that Falcon Scholars take the proper preparatory courses, meeting their
requirements for USAFA candidacy, and improving ACT and SAT test scores. The Falcon
Foundation also noted the value to cadets of annual sponsored visits to USAFA. NMMI‘s
affiliation with the Air Force is a model for the other service academies and produces similar
results.
One of NMMI‘s major external constituencies is AMSCUS. NMMI has been a supporter
and member of this organization, serving frequently on its governing board. Recognition of
NMMI‘s long term participation led to NMMI being asked in the summer of 2010 to
develop an nation-wide workshop for Commandants/Dean of Students. The workshop was
well attended and widely acclaimed for its usefulness. This recognition of a ―job well done‖
led to NMMI being asked to develop a similar workshop in March 2011 for chief academic
officers.
Community Service
NMMI‘s value to the local community is highlighted by the numerous positions that the
expertise of its administrators, faculty, and staff bring to civic organizations and projects.
These individuals serve as members or officers of a great variety of community service
organizations such as: Walker Aviation Museum Foundation, First Tee of the Pecos Valley,
the Community Improvement Commission, the United Way, the Optimist Club, the Rotary
Club, the Humane Society, Knowledge Bowl, and Character Counts.
The Roswell community in particular values the tangible economic benefits that NMMI
brings to the city. As concluded in the Economic Impact Study of March 2003, New Mexico
Military Institute, through the direct spending of its students and visitors, makes a significant
contribution to the local economy. An analysis of the Institute‘s budgeted expenditures for
operations, payroll and capital improvements, the impact of spending by visitors and
students, and the impact of contributions by alumni, it shows that the economic impact of
the school and it‘s related activities exceeds $70,000,000 annually and supports more than
800 jobs.
Conclusion
NMMI is proud of the unselfish service and professional dedication demonstrated by our
graduates. Hundreds of soldiers have lost their lives during wartime as well as many others
while performing heroic deeds for their fellow citizens. One recent example was the tragic
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death of New Mexico State Police Sgt. Andy Tingwall whose helicopter crashed during a
dangerous rescue mission in the New Mexico mountains in 2009. We believe the values
learned at NMMI reinforce the personal attributes that most cadets bring to this ―leadership
laboratory‖. These qualities are epitomized by Flight Officer John C. Morgan, a World War
II Medal of Honor winner. Over 47 NMMI alumni have earned the rank of ―Flag Officer‖ in
our armed forces. Thousands of our graduates have served our nation in the uniformed
services. These graduates emulate the type of cadet engagement and service to our
constituencies that make NMMI a distinctive educational institution.
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Conclusion
In the end, NMMI is a military school. A military school is demarcated not by those who
matriculate nor by those who graduate, or even the careers/professions they pursue, but by
what takes place between matriculation and graduation. The learning process, the learning
model, inherent in the school‘s curriculum and how it is delivered defines the term military
school- and in some measure the school itself. That curriculum is founded on the mission of
the school, one focused on leadership and for NMMI presented under Criterion One. The
integrity of that mission is guaranteed by the continuous assessment of the learning
outcomes that link the mission to what occurs daily in the classroom and on the parade and
athletic fields. It is further validated by the faculty and students who engage the communities
the school serves outside the boundaries of NMMI. This point was well made by United
States Senator Tom Udall. Quoting from the Roswell Daily Record, ―(NMMI Officials) are
doing the types of things that should serve as models for many of our educational
institutions…One of the biggest problems with our education system is we have a significant
number of dropouts,‖ he said, adding that NMMI‘s solution could be a model to help New
Mexico solve this problem.
NMMI is a unique institution among junior colleges. From its inception in 1891, it has
incorporated the values and sense of community associated with the military and academics.
While these identities are often viewed as antithetical, there are institutions that integrate
the ideals of both ―Sparta‖ and ―Athens.‖ NMMI, along with our nation‘s service academies,
are illustrative of that compatibility and are models for this type of integrative community.
NMMI‘s primary missions of teaching analytical skills in a university-parallel educational
environment, demonstrating the values of good citizenship and leadership, and promoting
habits of good health and welfare are the keys to understanding the rationale and matrix of
learning that occurs at NMMI on a daily basis. For years, primarily due to its location and
mission, NMMI was known as the ―West Point of the West,‖ a distinction that reinforces the
values and goals NMMI shares with all our service academies. It is a constant challenge to
meet such high levels of expectation, but the NMMI community and its constituencies are
proud of the effort, camaraderie, and expertise we bring to the task on a daily basis. We
believe that this self-study is an indicator and endorsement of that commitment.
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Appendix
Federal Compliance Program
Credits, program length and tuition
NMMI credits are awarded in semester hours. NMMI has a flat tuition fee based upon residency with the
exception of certain federal service academy preparatory students. The following information is taken from
the NMMI 2010-2011 General Catalog
The core curriculum requirements generate essentially a liberal arts associate degree, but by careful
selection of elective courses, a cadet can build a course sequence, which parallels those in other institutions
that lead to the bachelor’s degree. Cadets’ academic advisors will counsel their advisees on other
institutions’ requirements for undergraduate degrees and suggest NMMI courses which parallel those
sequences. Except at four-year institutions that do not sponsor ROTC programs, virtually all NMMI credit
producing courses may count towards the 128-140 semester graduation total which most colleges require
for the bachelor’s degree. However, as is increasingly becoming common, many bachelor’s degrees require
10 semesters to complete. All graduates are required to complete the CAAP assessment in their last
semester. A student may not take more than 4.0 credits in PHEA or 8.0 credits in MUSC activity courses that
will count towards graduation.
NMMI’s curriculum is university parallel and most cadets continue for their baccalaureate degrees by
completing requirements for the Associate of Arts or Associate of Science degree. In both cases 68.0 credits
from the specific General Education Module plus concentration requirements plus electives and a 2.00
(minimum) GPA is required to graduate from NMMI. Only 4.0 credits in PHEA and 8.0 credits MUS activities
will count toward graduation credit. The Associate in Arts Degree is designed to provide a solid foundation in
the liberal arts for cadets interested in pursuing a four-year or advanced degree in Humanities, Business,
Social Science, or related fields.
The requirements for the Associate in Arts Degree are:
Residency. A college cadet must earn a minimum of 24 credit hours at NMMI and spend two semesters in
residence.
Semester Hours. Minimum of 68 hours is required, no more than 12 (contract cadets only) in Military
Science. Credit may be transferred from other accredited schools if the courses and grades are acceptable.
Courses transferred from other schools do not affect the grade point average at NMMI.
Required Subjects: The core curriculum of required courses (46 hours Gen Ed requirements) are listed
below.
Grade Point Average. The minimum cumulative GPA for the associate in arts degree is 2.0.
The Associate in Science Degree is designed to provide a solid foundation in mathematics and the sciences
for cadets interested in pursuing a four-year or advanced degree in Mathematics, Sciences, Engineering,
Premedical/dental/veterinarian, or related fields.
The requirements for the Associate in Science Degree are:
Residency. A college cadet must earn a minimum of 24 credit hours at NMMI and spend two semesters in
residence.
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Semester Hours. Minimum of 68 hours is required, no more than 12 (contract cadets only) in Military
Science. Credit may be transferred from other accredited schools if the courses and grades are acceptable.
Courses transferred from other schools do not affect the grade point average at NMMI.
Required Subjects: The core curriculum of required courses (40 hours Gen Ed requirements) are listed
below.
Grade Point Average. The minimum cumulative GPA for the associate in science degree is 2.0.
Transfer Credit. Academic credit to meet graduation requirements may be acquired elsewhere and entered
on the NMMI transcript. Cadets who contemplate this action should check with the concerned academic
department chair to assure that the course taken elsewhere does indeed meet Institute academic criteria.
For college cadets a maximum of two college courses from an accredited school may be transferred back to
NMMI to meet graduation requirements after leaving the Institute in good standing. Equivalent Institute
courses must be identified and a grade of “C” or better is required. Transferred courses do not affect the
NMMI grade point average.
New Mexico Military Institute accepts credits transferred from other accredited colleges and universities as
long as a satisfactory grade is earned for the course or courses that are similar to the NMMI college
curriculum. New Mexico Military Institute reserves the right to determine whether courses earned elsewhere
transfer to NMMI. Transfer grades are not used to compute cumulative grade point averages.
With the exception of some remedial courses, NMMI credits generally are transferable to any university in
the nation.
New Mexico Higher Education Department routinely prepares a chart showing comparable courses, which
meet basic requirements and transfer between colleges in New Mexico. This matrix is on the NM HED web
site.
Transfer credit appeals. Any cadet who wishes to appeal the transfer must file a written appeal to the
Registrar providing a course syllabus and description. Within 30 days, the file will be reviewed by the
Registrar and Division Head and the cadet will receive the result in writing. If the cadet wishes to continue
the appeal on denied courses, they must appeal to the Academic Dean in writing. This appeal must be within
30 days. If denied and the course is a NM General Education course, the student has the right to appeal to
the Higher Education Department in Santa Fe.
Financial Assistance
The New Mexico Military Institute provides an extensive program of cadet financial assistance. The program
has two distinctive areas. One area involves the various federal student aid programs and requires proven
financial need. These programs are limited to college cadets. The second area of assistance involves
institutional scholarships available to both high school and college cadets. Prospective cadets with a genuine
financial need may secure information by contacting the Director of Financial Aid, New Mexico Military
Institute.
Student Complaints
Official complaint policy appears in the NMMI Course Catalogue and the Cadet Blue Book. No student
complaints have been registered.
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Transfer Policies
Transfer Credit. Academic credit to meet graduation requirements may be acquired elsewhere and entered
on the NMMI transcript. Cadets who contemplate this action should check with the concerned academic
department chair to assure that the course taken elsewhere does indeed meet Institute academic criteria.
For college cadets a maximum of two college courses from an accredited school may be transferred back to
NMMI to meet graduation requirements after leaving the Institute in good standing. Equivalent Institute
courses must be identified and a grade of “C” or better is required. Transferred courses do not affect the
NMMI grade point average.
New Mexico Military Institute accepts credits transferred from other accredited colleges and universities as
long as a satisfactory grade is earned for the course or courses that are similar to the NMMI college
curriculum. New Mexico Military Institute reserves the right to determine whether courses earned elsewhere
transfer to NMMI. Transfer grades are not used to compute cumulative grade point averages.
With the exception of some remedial courses, NMMI credits generally are transferable to any university in
the nation.
New Mexico Higher Education Department routinely prepares a chart showing comparable courses, which
meet basic requirements and transfer between colleges in New Mexico. This matrix is on the NM HED web
site.
Transfer credit appeals. Any cadet who wishes to appeal the transfer must file a written appeal to the
Registrar providing a course syllabus and description. Within 30 days, the file will be reviewed by the
Registrar and Division Head and the cadet will receive the result in writing. If the cadet wishes to continue
the appeal on denied courses, they must appeal to the Academic Dean in writing. This appeal must be within
30 days. If denied and the course is a NM General Education course, the student has the right to appeal to
the Higher Education Department in Santa Fe.
Verification of Student Identity
NMMI has experimented with distance education by offering two on-line courses during one
summer session. Students receive ID information from NMMI. The online class accessed
through the ID and password provided by the institute. Final exams are proctored on
campus.
Title IV Program and Related Responsibilities
1. General Program Responsibilities. Title IV programs are audited annually and have never
had an audit finding.
2. Financial Responsibility Requirements. The A-133 document dated June 30, 2010
contains no findings and identifies NMMI as a ―low-risk auditee.‖
3. Default Rates. The financial default rate for 2009 was 13.3%; 2008 was 9%; and 2007
was 7%
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4. Campus Crime Information and Related Disclosure of Consumer Information. Campus
crime information is located on line at http://www.nmmi.edu/cmdt/documents/CrimeStatistics2009.pdf
5. Satisfactory Academic Progress and Attendance Policies. Attendance at all scheduled classes is
mandatory and considered essential to the discipline and education of each cadet. For each unexcused
absence from class, the cadet will receive tours and demerits. A cadet with more than 10 unexcused
absences in an academic year is subject to suspension.
6. Contractual Relationships. There are no academic contractual relationships.
7. Consortial Relationships. There are no academic consortial relationships.
Institutional Disclosures and Advertising and
Recruitment Materials
Information containing recruitment, program offerings, locations and policies are contained
in the NMMI Course Catalogue and NMMI website.
Relationship With Other Accrediting
Agencies and With State Regulatory Bodies
NMMI is a New Mexico Constitutionally mandated special school, and as such reports to
New Mexico Higher Education Department. NMMI maintains a relationship the National
Junior College Athletic Association.
NMMI reports to and has a relationship with New Mexico Public Education Department and
AdvancEd for matters concerning the high school.
Public Notification of Comprehensive
Evaluation Visit and Third Party Comment
New Mexico Military Institute will use various media (e.g., press release, advertisement,
NMMI Web, radio) as well as NMMI officials‘ interaction with vendors and community
groups to solicit Third Party Comments regarding the Accreditation visit by the Higher
Learning Commission Evaluation Team.
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