2012-2013 Official Annual Report - Diné College

Diné College 

Annual Report 

2011-2012 

www.dinecollege.edu

From the President 

Yá’át’ééh, 

Entering my second year as President of the Diné College, I am pleased to present the 2011– 2012 

Annual Report to our stakeholders. In addition to programmatic updates and review for the College, 

the report highlights students and staff. At the heart of this report, we feature our students. If there is 

anything you read in its entirety, read the student profiles. You will find our students exceptionally talented, 

energetic, and creative beyond our College community. This contributes to their academic excellence. 

Human capital is central to successful operations and service delivery. The average Diné College employee 

has been here ten years. This is a clear measure our employees are loyal and dedicated to the mission of 

the College. Throughout the report, we feature employees from various departments. Please join me in 

acknowledging and celebrating these wonderful individuals for their contributions. 

Student Success is intrinsic to academics, facilities, support services, maintenance, and finances. All departments are essential and contribute to our 

college community. This year, the Maintenance and Facilities staff successfully completed a facilities inventory of over 100 buildings over our eight 

sites. We extend our appreciation to all of our College personnel for helping us to continually improve and providing good customer service. 

I am delighted to announce the College is in good financial health. This year, the Administrative Team held budget hearings that proved beneficial to 

programs. The hearings provided insight to the College’s successes and challenges. One important outcome of this process was institutionalizing the 

professional development fund for our faculty under the direction of the Academic Vice President. Moreover, the College is making a concentrated 

effort to address facilities needs. We have renovated classrooms, upgraded classroom technology, and are building faculty and student success centers 

on the Shiprock, Tuba City and Tsaile campuses. We will continue to evaluate the needs at each of our facilities and strategically address as many as we 

can. 

In higher education institutions, functions interlock and crisscross. The fluid nature of higher education operations makes transition challenging as 

well as rewarding. Indeed, the College is emerging from difficult circumstances and is taking the necessary transitional steps to stabilize and transform 

into a college to prepare Navajo leaders through rigorous academics, challenging scholarship, and maintaining an enthusiasm for investing in higher 

education. 

The 2012 – 2013 academic year will mark the College’s 45th Anniversary. We look forward to celebrating it with renewed focus. Ahéhee! 

Maggie George, Ph.D. 

President, Diné College 

pg. 1 Diné College Annual Report 2012-2013

Board of Regents 

Fannie L. Atcitty 

President 

Northern Agency 

Laurence Gishey 

Vice-President 

Fort Defi ance Agency 

Loretta Draper 

Secretary 

Central Agency 

Andrew Tah 

Superintendent 

NN Schools 

The Diné College Board of 

Regents consists of eight 

members. The Navajo 

Nation President appoints five 

Regents to represent the five 

Navajo agencies. 

Theresa Hatathlie 

Member 

Western Agency 

Anderson Hoskie 

Member 

Eastern Agency 

Dwight Witherspoon 

NN HEHS 

Committee 

Malcolm Logg 

ASDC President 

The Diné College Board of Regents is pleased to have a fully seated Board of Regents. Recent 

additions to our Board include Mr. Anderson Hoskie, representing the Eastern Agency, Ms. 

Teresa Hatathli, representing the Western Agency, the Honorable Dwight Witherspoon, 

appointed by the Navajo Nation Health, Education, and Human Services Committee, and Mr. Malcolm 

Logg, Associated Students of Diné College President. 

As Diné College re-thinks its academic focus and improves operations, the Board has embarked on a 

year-long series of trainings to develop our expertise and remain current on governance and higher 

education issues. As a first step, we joined the Association of Governing Boards, which has provided us a 

forum to develop as a board. Because we govern a unique institution – a Tribal College- we are 

seeking opportunities to balance higher education governance as it interfaces with Navajo Nation needs. 

We have completed three trainings this year: Role of the Board of Regents in the Accreditation Process, 

College Board Governance, and Financial Literacy for Board Members and Tribal Council Members. Each 

of these has provided us with new insights and assisted us in ensuring we excel in our role as Regents. 

The Navajo Nation Health, 

Education, and Human 

Services (HEHS) 

Committee Chairperson 

serves as a Regent or the 

committe appoints a Regent 

from among its membership. 

The Superintendent of Navajo 

Nation Schools is a Regent by 

statute. 

The President of the 

Associated Students of Diné 

College (ASDC) also serves as 

a Regent by statute. 

This past year, we developed and set strategic goals and a framework for the College, updated our bylaws 

to clarify our role in College governance to ensure we move forward in transforming Diné College into 

a premier Higher Education institution, and renewed our relationship with our sister institution Navajo 

Technical College. This coming year, our major initiatives will include revising and updating the 

College’s Charter, completing more public outreach with our respective agencies and constituencies, 

assisting the College with fundraising, and advocating at the Navajo Nation, state, and federal levels. 

We are extremely proud of the extraordinary efforts and accomplishments of the students, staff, faculty, 

and administrators. We extend our thanks and gratitude to the Navajo people and the Navajo Nation to 

whom Diné College belongs, as well as our elected officials, for making higher education a priority in on 

the Navajo Nation. 

This 2011-2012 Annual Report presents our strengths and successes, celebrates our students, faculty, and 

staff, and makes the case for a renewed commitment from the Navajo Nation and the Federal 

government to continue funding Diné College. 

Diné College Annual Report 2012-2013 pg. 2

Current Year Budget 

Providing for Learning 

Providing Support for the 

College Community 

Diné College General Fund 

Dine' College Budget 

October 2012 -‐ September 2013 

Instruction $ 6,562,487 

Academic Support 1,995,899 

Student Services 1,369,319 

Institutional Support 5,435,071 

Physical Plant 3,496,224 

Auxiliary Services 1,780,000 

TOTAL BUDGET $ 20,639,000 

The College’s general fund budget is divided into six categories of expenditures. 

Instruction is the largest category and includes all direct academic departments and 

community center locations. Academic Support includes academic administration, all 

library operations and the Diné Policy Institute. Student Support Services includes student 

success operations including direct services to students such as tutoring, counseling, advising, 

veteran services, student activities, transfer and career placement, and related services. 

Institutional Support provides administrative and technical services that are common to all 

locations including the board of regents, the office of the president, the development office, 

finance and accounting, human resources, security and information technologies. Physical 

Plant includes the maintenance and operation of our facilities, including utilities and staff. 

Auxiliary Services covers the bookstores, dormitories, and cafeteria services. 

Raychelle Leonard is an Acounting 

Tech III at Diné College, and has been 

employed in the finance office for 12 

years. She is from Lukachakai, AZ and 

a 1995 graduate of Chinle High School. 

Raychelle earned her Associate Degree 

in Business Administration from Diné 

College in 2003. Her clans are Ma’ii 

Deeshgiizhnii born for Tó’aheedlíinii. 

Her maternal grandparents clan 

Táchii’ni and her paternal grandparents 

clan is Tótsohnii. 

Raychelle is working at Diné 

College. It is her way of giving back to 

the community and students. “To be 

near them and to help them achieve 

their educational goals is truly a 

blessing. Diné College has opened 

doors for many and to be a part of that 

tradition is something I will always 

cherish.” 

For the College’s Fiscal Year 2012 (October 1, 2011- September 30, 2012), federal 

appropriations were reduced. However, for the College’s Fiscal Year 2013, federal 

appropriations were increased by more than the reduction experienced for Fiscal Year 2012. 

A note of concern for our students – the federal government, beginning July 1, 2012 

retroactively changed the number of semesters – from 16 to 12 semesters – a student is 

eligible for Pell Grant financial aid. Consequently, a student who has received more than twelve 

semesters of full-time Pell Grant financial aid will no longer be receiving Pell financial aid. All 

institutions of higher education are concerned about this change in Federal financial aid. The 

College is committed to remaining a strong advocate for keeping Pell Grant intact. 

Overall, the College is in good financial health with over $20million of unrestricted net assets 

available for use by the College. In addition to the available unrestricted net assets, student 

enrollment remains strong, federal appropriations were increased for the academic year ending 

June 2013 and we look forward to continuing to serve our students with our strong financial 

position. 


Academic Programs 

Improving Educational Opportunities 

Diné College focuses on creating a learning environment that fosters student achievement. Part of 

the College’s goals are to recruit, admit, engage, retain, and graduate a diverse student population 

for success at Diné College and beyond. We enhance learning by fostering critical thinking and 

ethical responsibility to create a college experience that transforms lives. 

We support each student both inside and outside the classroom in becoming engaged in campus life. Our 

programs, services, and quality-of-life facilities are designed to maximize the students potential and help 

them succeed. Whether through campus involvement, academic support, service opportunities, our 

collaborative team help them connect with peers, faculty, staff, and alumni for a more meaningful 

experience. 

At Diné College part of maintaining our status as an institution of providing 

quality education we implement a systematic review and evaluation of all our 

academic programs. The Academic Program Review (APR) is designed to 

examine, assess, and strengthen programs, facilitate program improvement 

where appropriate, and assist in achieving the best use of College resources. 

The 2011-2012 APR focused on the Department of Business, Applied Science, 

Economics, and Technology (BASET) and Center for Diné Teacher Education 

(CDTE). The objectives of the review are to provide a clear assessment of the 

BASET and CDTE programs’ strengths and weaknesses and to develop a guide 

for their future direction. 

This effort required an internal SWOT (Strengths,Weaknesses, Opportunities, Tactics) analysis as well 

as an external review of the divisions’ position in the College and Navajo Nation priorities. As well, the 

division examined student outcomes and degree completions plus the outcomes of the students who have 

completed the programs. 

Associate of Arts 

Business Administration 

Computer Information Systems 

Diné Studies 

Early Childhood Education 

Elementary Education 

Fine Arts 

Liberal Arts 

Navajo Language 

Social & Behavioral Sciences 

Social Work 

Associate of Applied Science 

Business Management 

Office Administration 

Degree Offerings 

Bachelor of Arts 

Elementary Education 

Outlook 

• Complete Academic Master Plan. 

• Address Remedial Education. 

• Complete Program Review for remaining academic programs. 

Associate of Science 

Health Education 

Environmental Public Health 

Biology 

Environmental Sciences 

General Science 

Health Occupation 

Mathematics 

Physics 

Certificates 

Office Technology 

Small Business Management/ 

Entrepreneurship 

Public Health 

Maintaining Navajo 

Language 

Thomas Littleben instructs Beginning 

to Advanced Diné Language at Diné 

College. With 15 years of service to the 

College, he has dedicated his life’s work 

to maintaing the Navajo Language. 

Thomas’ clans are Ma’iideeshgiizhnii 

born for Bit’ahnii. His maternal 

grandparent’s clan is Tábąąhí and 

his paternal grandparent’s clan is 

Hashk’aanhadzohí. 

Thomas is a graduate of Rock Point 

High School and an Alumnus of Diné 

College. He earned his Associate 

Degrees in Elementary Education, 

Diné Studies, and Diné Language. He 

earned a B.A. in Elementary Education 

from Northern Arizona University. 

“It is really important for Diné College 

to continue preserve, perpetuate and 

promote the Navajo Language.” 


Teacher Education Program 

Advancing Student Learning 

Candidates, faculty, and staff at the Center for Diné Teacher Education (CDTE) had a very good 

year and are making big plans for the future. Enrollments, retention rates, and graduation 

numbers all went up from previous years. More than 200 students at Diné College had declared 

their majors in one of the three academic programs offered by the CDTE: an Associate of Arts in 

Early Childhood Education, an Associate of Arts in Elementary Education, or a Bachelor of Arts in 

Elementary Education. Twenty-three students were enrolled in the Bachelor’s program. One hundred 

percent of the newest cohort of BA candidates (Class of 2013) were retained from their junior to senior 

year. Nine candidates earned their Bachelor of Arts degrees in Elementary Education in May, 2012. 

Faculty and staff made significant strides in strengthening the curriculum in all three CDTE programs. 

Faculty revised the Associate of Arts program, shifting from Elementary Education to Education, to 

address the desires of candidates who might want to become secondary-level teachers or other school 

personnel, such as special education teachers or counselors. Faculty revised the Bachelor of Arts in 

Elementary Education program to focus on the preparation of Navajo language and culture teachers; 

thus, it is in alignment with the College’s and CDTE’s mission. Faculty also began revising the Early 

Childhood Education program so it focuses on the preparation of Navajo language and culture teachers 

at birth through preschool. As a result of the program revision, K’é (the Navajo system for promoting 

respect in everything individuals think, intend, enact, and believe) is at the core of each program. 

CDTE’s efforts were applauded by an evaluation team from the Higher Learning Commission which 

visited the College in April, 2012. 

Other advances included the offering of Structured English Immersion courses that are accredited by 

the state of Arizona, partnerships with the Center for Diné Studies and the Diné Policy Institute in 

hosting several Diné Language Immersion Camps, and the establishment of Supporting Teachers Action 

to Raise education Success (STARS) by the BA program’s Class of 2013. STARS is a student organization 

dedicated to the advancement of teacher education in our stakeholder communities. 

Focusing on Language 

and Culture 

Amelia Black’s grandmother taught 

her, “Doo Ólta’ t’éiyá bits’££dóó 

íhoo’aah da. Bilagáana bizaad 

dóó bi’í’ool’••¬aah náásgóó t’áá 

a¬ch’ishjí bee ánít’ée doolee¬.” 

Everyday, she plans for her students 

by studying subject matter, getting 

to know her students, encouraging 

them, and making lessons relevant 

so she can deliver quality education. 

Amelia is from T’iis Nahnez’áhí 

near Mexican Water, AZ. 

“The Center for Diné Teacher 

Education at Diné College is unique 

because the culture and language 

program is authentic.” 

“The courses give the students the 

opportunity to learn the language 

outside the classroom in an 

environment where fluent speakers 

engage with the learners.” 

Outlook 

• Continue to expand licensure test preparation activities so as to serve the many 

teachers across the Navajo Nation who have struggled to pass these examinations. 

• Increase enrollments in the Bachelor of Arts program. 

• Explore the possibility of a Navajo language-nest childcare center at Tsaile Campus. 

• Plan for the possible development of a lab school at Tsaile Campus that focuses on one-way Navajo 

language and literacy as a vehicle for academic growth and language revitalization. 

The College hosts Diné Bizaad 

language immersion camps regularly 

as well as Diné Bizaad spelling bee 

contests to help students learn the 

language. 


Human Resources 

Employee Recognition 

Expressing Appreciation 

Quoting Henry Ford “Coming together is beginning, keeping together is progress and working 

together is success,” Human Resources Director Perphelia Fowler, opened the Diné College’s 

annual employee appreciation luncheon with an enthusiastic welcome. 

Outlook 

• Review and update Personnel Policy and Proceedures Manual. 

• Conduct staff salary study. 

• Improve professional development of staff. 

The proclamation honored Diné 

College employees for their years of 

service. Diné College recognized these 

individuals because they have 

demonstrated leadership while 

contributing to building an effective and 

positive work environment that 

strengthens teamwork, improves 

efficiency, and achieves a serviceoriented 

approach to the work of the 

College. 

The College employees received plaques and appreciation gifts for their dedication. Employees who 

achieved 35 years of service were presented with Pendleton blankets with embroidered stitching honoring 

their dedication and work. 

“I’m very proud to work for Diné College and be part of the process to provide an education for our 

Navajo students,” noted Mr. Thomas Littleben, Jr., Chairperson of Diné Studies and Navajo Language 

Instructor. 

Mr. Joe Tohanni and his Apache Crown Dancers provided the luncheon entertainment. In the brightly 

decorated Diné College gymnasium, Mr. Tohanni welcomed the staff and faculty to join in a dance to 

celebrate and honor of their work at Diné College. 

Closing the celebration, Vice President of Student Success Glennita Haskey saluted the staff and faculty 

for their hard work and loyalty to Diné College and Navajo Education. She indicated that the College 

employs people from diverse backgrounds with a common purpose of providing higher education 

opportunities to the Navajo people and to encourage her colleagues take pride in delivering premier 

educational services at the first Tribal College established in the United States. 

Focusing on Staff 

Ruth Nez hails from Tsé Biihílí, 

Arizona. She is Naakaii Dine’é, born 

for Ma’ii Deeshgiizhnii. Her maternal 

grandparents are Táchii’nii and her 

paternal grandparents are Tó’á’haní. 

Ruth has worked for the College since 

1978. She is currently the College’s 

Benefits Coordinator. About her 

professional career at Diné College, 

Ruth says, “I really enjoy my job and 

the people I work with here at Diné 

College.” 

Employee Service 

Awards 2012 

• Dr. Wilson Arnolith, Jr. 

• Tony Goldtooth 

• Louise Litzin 

• Earl Morris 

• Dennis Price 

• Norma Willis 

• Robert L. Meyer 

• Delbert Paquin 

• Lena R. Begay 

• Thomas Littleben, Jr. 

• Norman Phillips 

• Dr. Paul Willeto 

• Jerry Badoni 

• Doris Bahee 

• Sharon Begay 

• Sandra A. Begay 

• Thomas P. Benally 

• Perry H. Charley 

• Bernice Chee 

• Dr. Nader Kouhestani 

• Gary Segay 

• William Hozie 

• Margaret Mayer 

• Stanley E. Nez 

• Jennifer Redmustache 

35 yrs 

25 yrs 

20 yrs 

15 yrs 

10 yrs 

5 yrs 


Maintenance and Facilities 

Pulling Together 

Maintaining Facilities 

Diné College would like to recognize and congratulate members of the Maintenance and Facilities 

Department for the outstanding work they do daily. These hardworking individuals often go 

beyond their duties to ensure the College’s eight campus facilities and grounds are comfortable, 

safe, and inviting environments for students, staff, faculty, administrators, and the general public. 

Harrison Edison is a custodian. He 

is from Tsaile, AZ. His clan’s are Ma’ii 

Deeshgiizhnii born for Todich’ii’nii. 

He is a 1995 graduate of Chinle High 

School. This year, Mr. Edison will 

mark nine years of custodial services 

to Diné College. 

“Diné College is a good place for our 

students to get an education. I’ve 

seen students succeed from here. 

They graduated from here and 

became successful,” said Harrison. 

They keep the lights on, ensure offices and facilities are clean and maintained, remove snow from roads 

and parking lots, clear sidewalks, and keep equipment maintained and in good working condition. Their 

efforts provide service, sometimes on a moment’s notice, ensuring College events, such as graduation, the 

college rodeo, convocations, student registration, assemblies, pow-wow, special activities, and 

conferences sponsored by the College, run smoothly. 

As an ongoing initiative, the Maintenance and Facilities Department is working with the administration 

on an emergency response plan to ensure the College community is prepared when the need arises. We 

appreciate the hard work and extra efforts made on behalf of the entire College. 

“I’m happy the College is improving 

the campus and it makes my outlook 

for the next generation a positive one. 

I support the college and want to 

continue seeing the growth because 

it’s been a long time since it’s 

happened.” 

Harrison is encouraged by the 

support he receives from employees 

at Diné College. He feels the 

importance of maintaining the 

facilities and keeping Diné College 

looking its best provides a 

comfortable and friendly 

environment for students and 

employees. 


Student Success 

Opening Doors for Future Leaders 

This past year, Vice President of Student Success Glennita Haskey reorganized her department to 

better serve and encourage student achievement. Among its many initiatives, Student Success pilot 

tested the “2012 Summer Institute.” 

Emphasizing Students 

The Summer Institute was 

designed to better prepare Diné 

College first-time students with 

the academic and social skills 

to make a smooth transition to 

college academics and life. 

In particular, it focused on improving course placement in reading, writing, and math. Equally important, 

the Summer Institute strived to enhance student growth through hands-on learning experiences, Navajo 

cultural awareness, college preparation workshops, and strong academic support. 

The Summer Institute was held during a two-week period from July 29, 2012 to August 10, 2012 at the 

main Diné College campus in Tsaile, AZ. The student population for the program was 43 students. They 

were divided into five teams with day-to-day mentorship. Students stayed in College residential facilities. 

To be eligible for participation in the 2012 Summer Institute, students had to meet the following 

requirements: 1) First-time, first year student; 2) Registered for Fall Semester; and 3) Placed into 

developmental courses (Based on Initial Placement Test). 

Overall, students strongly benefited and the outcome was very positive. Twenty-nine of the 43 student 

participants placed into college freshmen level courses. Moreover, students expressed that they felt more 

academically and socially prepared for college. With such great outcomes, Student Success is committed 

to making the Summer Institute program an annual event in helping our students increase their college 

readiness. 

Apryl Joe is Ásh••hi born for 

T¡chii’nii. Her maternal 

grandparents are T¡b££hí and Kin 

Òichíi’nii. She is originally from Tuba 

City, AZ and was raised in 

Albuquerque, NM. 

She works as an Academic Advisor/ 

Transfer Specialist with Title III under 

Student Success. Apryl attended 

Occidental College in Los Angeles, 

CA and received a B.A. in Sociology 

with a minor in Psychology. In 2010, 

she moved to Tsaile with her partner 

in hopes to connect to their cultural 

roots, which eventually led her to a job 

with Diné College. 

Apryl is excited to be at Diné 

College to learn more about her 

culture while simultaneously being able 

to implement innovative programming 

and resources for the College. She believes 

strongly in assisting students to 

strengthen their self-identity, 

confidence and to bring them 

opportunities regardless of the 

challenges that affect the Diné 

community. 

Outlook 

• Develop an advisor’s handbook to ensure consistency of process for student advisement. 

• Develop and implement a student transfer and career planning program. 

• Host the 2nd Annual Summer Institute Program in July 2013. 

• Provide student learning workshops throughout the academic year. 

• Investigate and monitor student retention data. 

• Explore options beyond using Accuplacer for determining student academic placement. 


Educating Leaders 

A Glance at Our Student Body 

Diné College focuses on student success. At our 

campuses and centers, our goals are to recruit, 

admit, engage, retain, and graduate a diverse 

student population for success at Diné College and 

beyond. We seek to enhance learning by fostering 

critical thinking and ethical responsibility to create a 

college experience that transforms lives. 

We support each student both inside and outside the 

classroom and encourage them to become engaged in 

campus life. Our programs, services, and quality-of-life 

facilities are designed to maximize student potential 

and foster achievement. 

Stephen Dalgai, from the 

Window Rock Center, is 

majoring in Social Behavioral 

Sciences. He graduated from 

Pine Hill High School near 

Ramah, NM in 2007. 

Stephen’s clans are Tłógí born 

for Naakaii Dine’é. His 

maternal clans are Tábąąhí and 

his paternal grandparents are 

Honágháahnii. 

Stephen plans to work as a 

lineman for a utility company 

like Navajo Tribal Utility 

Authority after he earns his 

degree from Diné College. 

“I heard about Diné College 

from my older brother who 

attended three summers ago. 

He told me Diné College was a 

good place to start. He showed 

me some classes that caught my 

eye. I decided enroll. I really 

like my teachers and classes,” 

Arlinda R. Frank, from the 

Shiprock Campus, is a second 

semester student pursing her 

Associate Degree in 

Elementary Education and 

anticipates graduating from 

Diné College in 2014. 

She is from Black House 

Valley, NM and a graduate 

from Newcomb High School 

class of 1999. Her clans are 

Naakaii Dine’é born for 

Ta’neesząhnii. Her maternal 

grandparents are Táchii’nii and 

her paternal grandparents are 

Nóóda’í Dine’é. 

“I chose Diné College because 

of the convenient location. As 

a parent it’s easier to attend 

classes and be with my 

family,” said Arlinda. “The staff 

and employees of Diné College 

provide a quality learning 

environment that I know will 

be beneficial to my 

professional goals of being an 

educator,” 

“My family’s support 

is important to me, 

by attending Diné 

College I’m getting 

a quality education 

close to home.” 

— Santana “Sandy” Cowboy 

Santana “Sandy” Cowboy, 

is a student at the Tsaile 

Campus, anticipates 

graduating from Diné 

College in the spring of 

2013 with her A.A. in Fine 

Arts. Sandy graduated from 

Many Farms High School in 

2009. 

Her clans are Tł’ááshchí’í 

born for Tó’á’haní. Her 

maternal grandparents are 

Ma’iideeshgiizhnii and her 

paternal grandparents are 

Bilagaana. 

As a student, Sandy is active 

in the Arts Club at Diné 

College. Looking toward the 

future, her goal is to pursue 

a veterinarian degree. 

“Selecting Diné College to 

pursue my degree in Fine 

Arts was definitely the best 

decision I made. My family’s 

support is important to me. 

By attending Diné College 

I’m getting a quality 

education close to home.” 


Enhancing Lives 

A Glance at Our Student Body 

Thelma Barlow is a student at the Tuba City Center. She came to Diné College 

after researching other colleges in the region. “Diné College was my first choice 

because they have nice facilities and our own people are highly involved in 

educating us,” said Thelma. 

Thelma is a 2011 graduate of Greyhills High School. Her clans are Tábąąhí 

born for Tódích’íi’nii. Her maternal grandparents clans are Tł’ízí’ Łání and 

paternal grandparents are Kin Łichíi’nii. Her goals are to attend a four-year 

college and earn a B.A. Degree in Physical Therapy. Her enthusiasm for sports is 

the impetus for her interest in becoming a sports trainer for local athletes. 

“Diné College was my 

first choice because... 

our own people are 

highly involved in 

educating us,” 

Tevin Tso is a full time student at the 

Tsaile Campus majoring in Diné 

Studies. He is from Gallup, NM and 

is a 2012 graduate of Flagstaff High 

School. He plans to graduate in 2014. 

His clans are Halstooí Tábąąhí born 

for Kinyaa’áanii. His maternal 

grandparents are Kin Łichíi’nii and 


Táchii’nii. 

Tevin came to Diné College because 

of the quality of education that is 

provided and its convenient location. 

He is a member of the Native 

American Church and the treasurer 

of the Azee’ Bee Nahagah at Diné 

College. 

Chuck Morgan, a student at the 

Crownpoint Center, is a graduate of 

Santa Fe Indian School and a veteran of 

the Marine Corps. He is majoring in 

Elementary Education and Liberal Arts 

and plans to graduate in May of 2013. 

His clans are Laguna born for 

Tódích’íi’nii. His maternal grandparents 

are Bit’ahnii and his paternal 

grandparents are Naakaii. Chuck’s goals 

are to further his education with a 

Bachelor’s degree from the University of 

New Mexico in Education. He would like 

to eventually work in Special Education. 

“I decided to attend Diné College 

because the Crownpoint campus is in my 

hometown. I have taken classes at other 

schools where the cost of tuition is much 

higher but Diné College provides the 

same services at a reasonable cost. I also 

like the small classes and personal 

attention I receive from my instructors 

at Diné College.” 

“I’m learning my language here at 

— Thelma Barlow Diné College and with that I’m able 

to gain a deeper understanding of the 

Navajo teachings behind the Native 

American Church. It also gives me the 

opportunity to continue at a 

university such as NAU or Ft. Lewis 

College.” 

Dawnya Dahozy, a student at the Chinle Center, is a Health Occupation major. Dawnya is a 1999 graduate of 

Winslow High School. Her clans are Tódík’ózhí born for Áshįįhnii. Her maternal grandparents are Kinyaa’áanii 

and her paternal grandparents are Bįįh Bitoo’nii. She plans to graduate from Diné College in 2013. 

“My goals are to one day return to the Navajo Nation as a nurse. It was the Navajo Indian Studies courses at 

the College that inspired me to attend. I want to learn more about our culture and my identity as a Navajo. I 

believe these will be helpful in my future goals.” 


Improving Learning Environments 

Building For the Future 

Diné College is improving its campuses with new buildings to better serve 

students and faculty. Student Success Centers are being constructed at the Tsaile 

and the Shiprock South campuses. A new faculty office building is underway 

at the Tuba City Center. Classrooms renovations were also completed at Tsaile and 

Shiprock. 

The Ned Hatalthli Center classroom and offices on the fifth floor were renovated and 

modernized. Students at Dine College are pleased about the renovations. “I like the new 

classrooms in both the Gorman Classroom Building and the Ned Hatathli Center. The 

desks maneuver so that I can see the instructor and we can in collaborate in class. The 

TVs are also nice because we get to see what the instructor is talking about,” said Lita 

Honnie, a current student. 

“With the renovations, I truly believe that Diné College will be 

the example of a modern and exciting place to learn. We are 

able to truly advocate for our students and staff,” said Geraldine 

Garrity, an Instructor for the Center for Diné Teacher Education 

Program. 

At the Shiprock South Campus, construction began in early 

October for the Student Success Center near the John Pinto 

library. The College aims to open the Student Success Center 

for the spring 2013 semester. 

Construction of a new Student Success Center was begun in May on the Tsaile Campus 

and completed in November. The new building is located West of the Ned Hatalthli 

Center. The two Student Success Centers will serve an estimated 1000 students. 

The College is in the process of updating its facilities masterplan for each of its campus 

and centers. 


Land Grant Office 

Expanding Knowledge 

The Grant Office (LGO) is the agriculture and science based community outreach branch of Diné 

College. The United States Department of Agriculture (USDA), through an Endowment Extension, 

Forage Research, and Rural Development grants, primarily funds the LGO. Diné College, along 

with other tribal colleges, achieved Land Grant status in 1994. 

The LGO employs and implements a hands-on approach to 

educate students and community members with respect to 

agricultural and extension concerns and needs. This is 

accomplished through research projects, educational 

workshops, and community development activities. Each 

project is designed to foster opportunities in economic, 

agriculture, and natural resources development. Important 

aspects of the projects are incorporating student internships 

and youth development components. 

These LGO projects are based in Tuba City, Tsaile, Wheatfields, Many Farms, Teec Nos Pos, AZ and 

Crownpoint and Shiprock, NM. In 2012, the LGO expanded its Native American Environmental Youth 

Camps (NAEYC). The first environmental summer camp was held in 2008 with 36 participants. Each year 

the capacity and number of students has increased. In addition to the local camps, the NAEYC have been 

hosted in Tuba City, AZ and in Telluride, CO. 

For the 2012 camps, the LGO received 122 applications and with 80 participants total. This year’s summer 

camps added a distinct component: targeting high school students for career development, service 

learning, and an educational investment in plants and animals. Students were taught how to suture, 

vaccinate, humanly castrate, collect and analyze data, restore mountain vegetation, eliminate invasive 

species, and horsemanship techniques and theory.They become family livestock operations, and the 

dynamics of a locally owned and run slaughter facility. 

LGO collaborates with New Mexico State University, Navajo Technical College Extension Program, 

Tsaile-Wheatfields Chapter and Farm Board, Greyhills Academy High School in Tuba City, Monument 

Valley High School Veterinary Program, Hubbell Trading Post, the Navajo Nation Vaccination Program, 

Cortez Livestock Auction, James Ranch, Mountain Studies Institute, Southern Ute Buffalo Ranch, 

Sunnyside Meats Slaughter Processing, United States Forest Services, and Canyon de Chelly National Park. 

Focusing on Community 

Patrick Blackwater is Kinyaa’áanii 

born for Bit’ahnii. His maternal 

grandparents are Tł’ááshchí’í and 


Tódích’íi’nii. Patrick is originally 

from Tsaile, but was raised in the 

region of Baby Rocks and Kayenta, 

AZ. 

Mr. Blackwater is the Extension 

Services Liaison. He enjoys the 

challenges and responsibilities of 

his job because he is able to interact 

with a wide range of students from 

as young as nine years old to college 

students. 

His job includes educational 

community outreach programs that 

address community and Navajo 

Nation needs. 

Mr. Blackwater will begin a MBA 

program in Environmental and 

Social Sustainability in January, 

2013. 

The career development aspect introduces students to professionals in fields of agriculture, plant 

biology, and animal biology. These projects and activities have career development built, thus providing an 

opportunity and direction for student to explore and plan educational and career goals. Integral to this, 

students are provided an opportunity to develop self confidence and comfort in pursuing science based 

degrees. 

This past year, the LGO partnered with the Red Lake Nation to establish an inter-tribal youth camp 

emphasizing culture and environment preservation. The LGO sent six local students, ages 9-14, and one 

staff, participated in the first Chief Meskokonaye All Nations Seasonal Cultural Camp, in Red Lake, MN. 

Overall, there has been added interest from youth and partnerships with different federal, tribal, and 

educational agencies. The LGO seeks to continue duplicating its successes and strengthening its programs. 

Outlook 

• Design and develop a demonstration farm that will be institutionalized within the College. 

• Provide student internship opportunities through practical education to establish awareness of 

community needs. 


Diné Policy Institute 

Applying Knowledge to Policy Solutions 

Focusing on Policy 

Diné Policy Institute (DPI) is established under Diné College as a research institute to “mesh” 

Western research practices with traditional Navajo values and Natural, Traditional, 

Customary, and Common laws (as defined in the CN-69-02). Drawing from its 

research, DPI strives to articulate, analyze, and apply the Diné Bi Beehaz’1anii to issues impacting the 

Navajo people by educating, collaborating and serving as a resource for policy analysis and research. 

One example is the Diné Food Sovereignty Initiative (DFI) which seeks to revitalize traditional and 

localized food systems in order to address modern-day health, economic, and social issues on the Navajo 

Nation. In June 2011 DPI was awarded a Native Agriculture & Food Systems Initiative grant by the First 

Nations Development Institute. While this policy research is currently focused within a five-chapter 

project area, it is designed to be a demonstration project to be shared with the rest of the Navajo Nation. 

Through the initiative, the DPI has provided 15 presentations on Food System research in communities 

across the Navajo Nation and collected data to assess the regional Food System in communities within the 

five chapter project area, as a partner, the Diné College Land Grant Office has conducted public education 

workshops on gardening and farming techniques. DPI also employed six interns, from Diné College and 

other institutions, on this project over the past summer, and hosted two important gatherings with 

regional policy makers and chapter officials to research the local Food System and began formulating Food 

Policy Recommendations. 

DPI and Wheatfields-Tsaile 

Chapter co-sponsored the first 

Farmers’ Market in the area. Over 

150 people and 12 vendors 

attended. Local knowledge 

holders conducted cooking 

demonstrations, local youth and 

Diné College students provided 

entertainment, and an arts 

station was set up for anyone 

wanting to paint. The Farmers’ 

Market continued biweekly until 

the harvest season was over. 

DPI offered its first Introduction to Policy Research Methods course in Spring 2012. Three students 

enrolled in the class, which gave in-depth insights into DPI’s unique approach to policy research. Two 

hundred twenty eight staff, faculty, students and community members attended the 19 offered sessions of 

the Diné Education Philosophy Series. Sixty-five Diné Knowledge Holders and observers attended three 

Advisory Circles convened by DPI for compiling and articulating Diné perspectives on its projects. Twelve 

student interns were employed by DPI for work on projects ranging from Foundations of Diné 

Governance to Food Sovereignty and the National Children’s Study. 

Dana Eldridge is a Policy Analyst 

with the Diné Policy Institute. “I am 

currently heading the Diné Food 

Sovereignty Initiative. My mother’s 

family is from Navajo Station, AZ 

and my father is from Chicago. 

“I grew up in Fort Defiance. I attended 

Brown University in Providence, RI, 

where I earned a B.A. in Ethnic 

Studies with a focus on Native 

American Policy in 2010. I also took 

time to attend the Institute of 

American Indian Arts for one year to 

study Native American History and 

Federal Indian Law.” 

“Through my work with DPI, I have 

been able to use my education to work 

on Navajo policy issues. This has given 

me the opportunity to deepen my 

understanding of Diné philosophy 

and apply that knowledge to ground 

breaking policy solutions.” 

“I am fortunate to work at an 

institution that values my education 

and culture; it allows me to produce 

innovative and exciting work to 

benefit the Navajo people.” 

Outlook 

• Continue to partner with Diné College departments to incorporate the concepts of 

S2'a Nagh17 Bik'eh H0zh00n. 

• Provide guidance on Foundational Principles of Diné Governance to Navajo Nation Government 

Development Commission and Government Development Office. 


Diné Environmental Institute 

Employing Culture to Solve Problems 

Th rough the “Taking a Math & Science Pathway” project, The Diné Environmental Institute (DEI) is 

strengthening the Diné College’s Science, Technology, Engineering and Math (STEM) programs. The DEI 

provides student opportunities and support through greater attention to cultural relevance, scaffold 

learning, and research-based classroom and hands-on laboratory instruction delivery. 

The Taking a Math & Science Pathway has three goals: 

• Increase STEM student recruitment by engaging middle and high schools students, increasing the 

availability of science laboratory instruction, creating certifications to encourage STEM workforce 

development, and by recruiting interested non-majors into a science cohort program; 

• Increase STEM student retention by enhancing the relevancy of STEM to family and community, 

improving math placement tools, and STEM academic content reinforcement, and providing better 

academic advising 

• Provide STEM Faculty Development through incorporating more relevancy in course content for 

students, including broader instructional options for teachers, developing more course delivery methods, 

and supporting faculty career development. 

Understanding of the Diné process and method of research and analysis is key to these goals. The “Taking 

a Math & Science Pathway” program integrates and uses core ancient Diné principles and values to guide 

environmental research and education. The Diné concept of balancing and understanding one’s 

relationship to the environment and the natural elements of life is central core principle. 

There are essential differences between Diné and Western approaches and applications of knowledge. 

These differences apply to the process of education methods, attention to cultural relevance and research 

based instructional delivery for students. Rather than segmenting and categorizing subjects as in Western 

thought, Diné Educational Philosophy looks through the lens from a holistic process. The most 

important distinction in learning is the notion of the sacred and the secular. Western tradition separates 

the two while Diné tradition embodies the two approaches. All DEI programs makes use of these Diné 

principles in conceptualizing and designing all phases of their activities. 

The College’s Diné Education Philosophy model provides for the application of core Diné principles to 

student learning in the Pathway grant. Student internships are designed so that what students learned in 

the classroom about science and the natural environment is applied through engagement in projects 

affecting their own communities. Projects typically brought in science expertise from faculty from 

surrounding universities integrated with expertise from local knowledge holders. This model continues to 

lead to student engagement in their communities and stronger motivation to become the kind of Navajo 

professional who can draw upon Western as well as Navajo approaches to solve problems. 

Focusing on the 

Environment 

Joni Fasthorse Nofchissey, 

originally from Fort Defiance AZ, 

received her Bachelor of Arts in 

Physics with an emphasis in 

Chemistry from Occidental College. 

Currently, she serves as the 

Environmental Technician for Diné 

College’s Diné Environmental 

Institute. 

“I like Diné College because it offers 

a unique experience to integrate 

traditional perspective with higher 

education. Working here has 

enabled me to create avenues for 

Diné College students in the Science, 

Technology, Engineering, and Math 

fields via environmental research 

internships, scholarships, and 

various opportunities/resources. 

I have enjoyed developing and 

building great relationships with 

many other institutions and entities 

outside of Diné College.” 

DEI’s Education Activities 

• EPA Region IX Water Quality 

Project: Sampling of unregulated 

water sources used by the Navajo 

public 

• EcoAmbassador Air Quality 

Monitoring Project: Sampling 

of indoor and outdoor ambient air 

quality. 

• In-home Stove Coal Use 

Project: Analizing alternative 

heating to reduce health and envi 

ronmental impacts. 

• USDOE Phytoremediation 

Project: Using native plant 

species to address contaminated 

ground water associated with 

abandoned uranium mill sites on 

Navajo lands. 


Athletics Cross Country 

Setting the Pace 

Building on tradition, the Diné College Cross Country program assembled talented and dedicated 

young men and women. Adrien Herder and Derrick Joey from the 2011 Men’s team which placed 

2nd at the United States Collegiate Athletics Association (USCAA) Championships returned to 

lead the team. This years recruiting class welcomes Navajo Times Male Runner of the Year and 2011 New 

Mexico 3A State Champion, Herbert Beyale III, from Shiprock, NM. The team is joined by 12 freshmen 

runners, seven men and five women. Team members represent nine high schools from the Navajo, Hopi, 

and Zuni Nations. 

The Warrior Cross Country teams demonstrate their commitment to strive for the best all season long. To 

date the team has raced in Colorado, Arizona and New Mexico. Their most notable performance this year 

was the ”Southwest XC Challenge” hosted by Fort Lewis College in Durango, CO. The Warriors captured 

the team title in the men’s race edging out Fort Lewis by three points, 28-31. The Diné College women 

took second place behind Fort Lewis. 

In Durango, Diné College Sophomore Andrew Honyaktewa (Second Mesa, AZ) led the entire race, 

garnering his first collegiate win. Although he was the undisputed winner, his win did not count because 

he raced as an unattached runner. This made Rusty Eddie Jones (Chinle, AZ) the top runner placing 

second overall and the Warriors top point earner. The Warriors placed fifth men in the top ten; Dustin 

Abeita (Thoreau, NM) finished third, followed by Ronald Hicks (Page, AZ) in 5th, Darrick Joey (Chinle, 

AZ) in 8th, and Herbert Beyale, III (Shiprock, NM) in tenth. 

The Lady Warriors were able to place two women in the top eight and finish 20 points behind Fort Lewis 

for second place. Tatiyana Johnson (Tuba City, AZ) captured third overall in the college race followed by 

teammate Telaina Henry (Wingate, NM) finishing in eighth place. Other Lady Warriors were close behind 

as RaeShelle Largo (Wingate, NM) took 11th, Tizanna Henry (Pinion, NM) claimed 13th, and Annette 

Brown (Chinle, AZ) rounded out the scoring in 19th. Their performance as a young team proves they can 

overcome the hurdles and adapt to compete at the Collegiate level. 

A Winning Attitude 

Herbert Beyale III, recruited from 

Shiprock High School, is one of New 

Mexico’s most decorated runners (a 

two-time state champion), he was the 

individual 3A state champion in cross 

country. In the Spring he captured the 

3200 meter state title in Track. Herbert 

comes to Diné College with high goals 

and expectations, both athletically 

and academically. He was accepted to 

Dartmouth College, but decided to 

spend a couple more years close to his 

family while continuing his education 

and running career. 

Herbert loves racing, and he is excited 

to train with some of the area’s best 

runners, including former district 

and state rivals, Kevin Gia and Dustin 

Abeita. If he continues to develop, 

Herbert is an immediate threat to 

place well at the national meet. 

“We are a team who train and live together. The effort that each team member contributes is for the benefit 

of the team,” said team captain Derrick Joey. “Our headquarters and training facilities are suitable and 

meet our needs to help our team feel comfortable and prepared.” 

The Warrior teams traveled to Lake Placid, New York on November 9, 2012 to compete in the 2012 cross 

country national collegiate championships. The team looks to add to the list of awards Warrior Cross 

Country has accumulated over the years. 


Athletics Rodeo 

Going the Distance 

The 2011- 2012 Diné College Rodeo team is a group of talented young athletes. Indeed, the 2012 

World Champion Team Roper of the International Indian Finals Rodeo, Blaine Redhorse, is a 

member of the team. The Diné College 

Rodeo Team has eleven National Intercollegiate 

Rodeo Association (NIRA) freshman members 

and two returning sophomores. As student 

athletes they compete in the NIRA Grand Canyon 

Region. 

The team has competed at three college rodeos 

this past season and are currently ranked 6th 

place for both the men and women teams. The 

rodeo team posted its best team points of the 

season at the Cochise Rodeo on October 2, 2012 

in Douglas, AZ. 

After the dust settled in Douglas, AZ, the Diné College men accumulated 280 points to finish 4th place. 

Standout bullrider, Anderson “Andy” Sells captured the bull riding average covering two bulls for 157 

points. The men accumulated 280 points at the two-day rodeo. Other team members earning points for 

the Diné College men were Team Ropers Blaine Redhorse (Header) and Myles John (Heeler) earning a 

6th place finish followed by teammates Shariff Sells (Header) and Bryan Sells (Heeler) finishing ninth for 

the event. “Riding bulls and remaining consistent is a challenge that each of us face in college rodeo. As 

teammates we choose to help each other on both ends of the arena,” said Andy Sells. 

The women’s team was equally competitive at the Cochise Rodeo, earning 100 points for fifth place. 

Autumnrain Chee of Cortez, CO was the top-performing cowgirl for Diné College. She notched a fourth 

place finish in the Barrel Racing competition. Ms. Chee has been consistent for the women keeping Diné 

College women in 6th place in the 2012-2013 Grand Canyon Region Standings. She competes alongside 

her sister Winterblossom Chee, both anticipate a successful season this year. “We are determined to finish 

the season on top. We are a young team continually making progress,” said Autumnrain Chee. They are 

joined by teammates Raeann Claw, Talaya Chavez, and Tisha Vicenti. 

The teams will compete at six more events next semester to wrap up 

the regular season. The College National Finals Rodeo will be held at 

Casper, WY June 9-15, 2013. 

Competitive Thinking 

Amy Katherine Redhorse is a first 

year National Intercollegiate Rodeo 

Association Coach at Diné College. 

She is from Rough Rock, AZ. Her 

clans are Todích’íí’nii dine’é born for 

Táchii’nii dine’é éí. Her 

maternal grandparents are 

Honágháahnii dine’é and her 

paternal grandparents are Tótsohnii 

dine’é. 

Amy competed in college rodeo 

Diné College from 2006-2009 in the 

Barrel Racing and Break Away 

Roping events. She earned an 

Associate degree in Fire Science 

from Northland Pioneer College in 

Holbrook AZ and an Associate’s 

degree in Fine Arts from Diné 

College. She also earned a 

Bachelor’s degree in Studio Arts 

from the Institute of American 

Indian Arts in Santa Fe, NM. 

“It is humbling and a great honor to 

coach at Diné College. I respect the 

Diné College rodeo team. I want to 

see each member develop so they 

will have educational and 

competitive opportunities while 

learning sportsmanship, developing 

leadership skills, and 

maintaining academic 

eligibility.” 

“I want to carry out the 

mission, goals, and purposes 

of Diné College and the 

National Intercollegiate 

Rodeo Association for each 

student.” 


Athletics Archery 

Aiming High 

Focus on Leadership 

Diné College is the home of the premier collegiate archery program in the nation. The team actively 

competes at the regional and national levels. The archery program is unique among its peer 

colleges because it competes against Division I universities such as Texas Tech, Texas A & M, 

Penn College, Michigan State, USC, Stanford, U of A, and ASU. The Warrior archery program adds to the 

winning traditions of the athletic department by boasting All-Americans, first-ever Female Compound 

Team National Champions, Academic All-Americans, Rookies of the Year, and National Coach of the 

Year. The archery team is currently ranked 8th in the nation. 

Success in academics is just as important as winning for the archery team at Diné College. The archery 

team excels in the classroom, earning the highest G.P.A. among other athletic programs at Diné College. 

The team graduates athletes who continue to compete at larger universities. This season the most 

successful competition for the archery team was in Long Beach, CA. The team of Samantha Yessilth, 

Dariyan Shepard and Deidre Tso won the Female Compound championship. The men and women 

competed as a team to claim second place for the Mixed Team competition. Samantha Yessilth won the 

Female Individual Compound Champion as well as All-West Honors with teammate Beau Badonie. 

This year’s archery team ended its season in May at the United States Intercollegiate Archery 

Championships in Harrisburg, VA. The Lady Warriors came up short in their quest to repeat as national 

champions losing to Texas A&M. On the men’s team, Darriyan Shepard and Ben Smith earned Rookie of 

the Year honors for the year to end the season on a high note. “Our commitment to remain as a 

competitive group has contributed to our success,” said Coach Fray Gray. 

This year’s Warrior Archery Team consists of 16 team members, eight females and eight males. Captains 

Deidre Tso and Philberto Vecenti lead the 2012-2013 Archery Team. The most consistent archers on this 

year’s team are Deidre Tso in the Female Compound Division, Philberto Vecenti in the Male Recurve 

Division, Ben Smith in the Male Compound Division, and Annoedwina Barakzai in the Female Recurve 

Division. 

“Archery is part of our tradition, culture and history and we get to experience it every time we compete 

against other colleges and universities in the nation,” said Men’s Team Captain Philberto Vecenti. 

Fray Gray has been the Head 

Archery Coach for Diné College 

since 2007. Under Coach Gray’s 

leadership along with Assistant 

Coach Anthony Goldtooth, the Diné 

College Warriors have had amazing 

success. 

Diné College beat Texas A & M for 

the 2011 national title. This 

achievement marks the first time a 

Tribal College has won a national 

Division I collegiate championship. 

This is made all the more remarkable 

given that Diné College athletes are 

new to the sport when they begin the 

two-year program. No other 

university club has this level of 

success with new archers. 

Coach Gray was named National 

Coach of the Year 2012. Not only has 

Coach Gray been the most 

successful coach of new athletes in 

college archery, he currently serves as 

the first US Collegiate Archery 

Director of Judges. To date Coach 

Gray has trained and certified more 

than twodozen judges. 

Coach Gray is from Many Farms, 

AZ where he has lived for the past 

40 years. He attended Arizona State 

University, Mesa Community College 

and Diné College. He earned an 

Associate’s degree in Elementary 

Education and he is a certified 

Emergency Medical Technician. 


Alumni Association 

Coming Home 

During the 2012 Commencement, the College announced the inauguration of its Alumni 

Association. At its September meeting, the Alumni Association Board drafted an operational 

statement, bylaws and a strategic plan for the year. These organic documents are the first steps in 

formulating a lasting foundation for the Alumni Association. 

“I am very proud to be part of building the association. It is an opportunity to return something to the 

College,” noted Annabelle Bowen, Diné College Alumni Association Board member. Internally, the 

College is looking at ways to support the Alumni Association. The first step is to structure the College’s 

capacity to support it. As such, a priority of the Development Office is to implement the College’s alumni 

data base software so the Alumni Association has the tools to carry out its work. 

President Maggie George is very supportive of the Alumni Association. “Diné College alumni have risen 

to the highest levels of their professions. As a tribally-controlled college, we need to celebrate their 

accomplishments and re-engage them in the life of the College.” 

The Alumni Association intends to host Alumni Forums at various Diné College campuses and centers. 

Conducting outreach through alumni activities, they wish to increase membership and their network. 

Additionally, to support first year students, the Alumni Association seeks to establish a scholarship 

endowment. The College encourages the community to share information about the Alumni Association. 

For more information contact Mr. Daryl R. Begay at darbegay@dinecollege.edu 

Duane A. Hanley, is from Indian Wells, AZ and is currently a 

6th grade teacher at Greaswood Community School. Mr Hanley 

is a 2011 graduate of Diné College with a Bachelor’s Degree in 

Elementary Education. 

Harrilene Yazzie is at 1992 graduate of Diné College. While 

attending the College on an archery scholarship, she also was the 

President of the American Indian Science and Engineering Society. 

Harrilene currently works for the Bureau of Indian Affairs as the 

Regional NEPA Coordinator. 

Courtney James from Lower Greaswood is a 1992 

Graduate of Diné College. Ms. James has spent 12 

years in Information Technology. Ten years of her 

professional experience were at Diné College. 

Charles J. Coffey is a 2002 Diné College alumnus with 

an Associate of Arts in Diné Studies. Mr. Coffey also has 

an MBA and a BS from the University of Oregon-Eugene. 

He currently teaches business and computer information 

systems courses at Diné College. 

Annabell Bowen, Class of 1996, is from Tuba City, AZ and Jimersontown, 

NY. She received her A.A. Degree from Diné College in 1996 and attended 

Arizona State University where she earned a B.A., a B.S., and an M.Ed. She 

currently works as the Coordinator for the ASU Office of Special Advisor to 

the President on American Indian Initiatives. 

Focus on Alumni 

Collette Brown, Class of 2000, is a 

Tribal Affairs Specialist with BHP 

Billiton New Mexico Coal. Collette 

received her A.S. degree in Earth 

Sciences at the Diné College Shiprock 

campus with other environmental 

engineering emphasis coursework. She 

went on to complete her B.S. in 

Environmental Science from Salish 

Kootenai College, a 4-year Tribal 

Institution in Pablo, Montana. 

“Being able to complete my A.S. degree 

close to home was great and I knew 

that it was only going to be a stepping 

stone for me,” said Brown. In her 

current job Collette works with the 

Navajo Nation on various efforts in 

which she uses her environmental 

technical background for the 

continued operations of the coal mine. 

She also gets the opportunity to work 

with various State and Federal agencies 

and elected officials. 

“My philosophy is that you are the in 

the driver’s seat of your life and success 

is what you make of it, not what 

is given to you. In college I took on a 

challenging internship at DOE 

Lawrence Livermore Lab for three 

summers, I was able to assist in 

developing industry leading 

reclamation technology that is now 

the industry standard, have traveled to 

various parts of the world, and I now 

get the chance to work on some very 

exciting and challenging projects which 

I thoroughly enjoy.” 

“Take advantage of the colleges 

especially the tribal colleges you have 

in your back yards to learn what you 

can and use it as a spring board to get 

to where you want to be in life. Remember 

it’s the first step!” 


Friends of Diné College 

Moving the College Forward 

Diné College extends 

it appreciation to our 

Friends and 

Corporate Partners who 

continue to support the 

College through their 

generosity. Many of our 

donors have requested their 

gifts be put toward student 

scholarship funding in terms 

of disbursement or adding 

to our endowment. We look 

forward to building lasting 

relationship with Friends of 

Diné College. 

Mr. Ray Benally, Jr. 

Mrs. Joan Brewer 

Ms. Cynthia Garcia Coll 

Mr. John Modell 

Mr. Saul Kaplan 

Professor John Ladd 

NOVA Corporation 

Mrs. June A. Stack 

If you wish to make a 

donation to the College, 

please contact Mr. Daryl R. 

Begay, Director of 

Development. He may be 

reached at 928-724-6698 or at: 

darbegay@dinecollege.edu. 

Creating 

Opportunities 

Joan Brewer married her husband at 19 during WWII while attending Vassar. She was very proud that she had 

returned to college to earn her degree when in her 50s. She continued to study and explore, not only with her 

“Quest” groups but through Jungian psychology. Part of that exploration led her to consider the role of power 

and powerlessness, of diverse backgrounds, and the notion of equity and justice. 

The family mythology was that they were descendants of Cotton Mather (they are actually descendants of his 

brother -- Cotton had no children). Proud of her lineage, she was very conscious that this may have been a 

double edged sword. As a volunteer in an army hospital in Tokyo during the Vietnam War, she saw first hand 

the results of that war. She came to be deeply frustrated with the arrogance of the United States toward other 

peoples dating back to the early settlers and their treatment of indigenous peoples. 

Having the opportunity to travel extensively and see poverty in Mexico, Asia and at home, she did what she 

could to make a difference. She had friends who were involved in supporting Native American access to 

education and herself visited institutions in Arizona. She told her daughter that she was very impressed by the 

work of what was then Navajo Community College in creating opportunity for motivated young people who 

otherwise had few options. 

Building 

Relationships 

Professor John Ladd provided a generous unrestricted gift of $15,000.00 to Diné College. Ladd 

was a Professor of Philosophy at Brown University for over fifty years. He was the founder and 

the first chair of the Program in Biomedical Ethics. 

The son of Ailsie Taylor and William Palmer Ladd, an Episcopalian minister, Professor Ladd was 

born in Middletown, CT in 1917. He earned his undergraduate and graduate degrees from 

Harvard University where he participated in the Comparative Values in Five Cultures project. 

His interviews with Navajo elders became the basis of his first book, The Structure of a Moral 

Code. 

During World War 11, Professor Ladd saw active duty on minesweepers and submarines before 

retiring from the Naval Reserve with the rank of Lieutenant Commander. He was the author of 

numerous scholarly articles on political and legal philosophy, Kantian ethics, computer ethics, 

and biomedical ethics. He firmly supported student protests during the Vietnam War and 

promoted diversity at Brown. After his retirement in 1987, Professor Ladd served as Acting 

Director of Brown’s new Center for the Study of Race and Ethnicity in America. 

Professor Ladd died at home on February 6, 2012. Diné College is grateful for Professor Ladd’s 

generous contribution to our students.

2012-2013 Official Annual Report - Diné College

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