Search By:


Publication Search Results

Search returned 37 results using Keyword: "Minority serving institutions"



1. Asian American and Native American Pacific Islander-serving institutions (AANAPISI).
Most recently, those institutions serving a large population of Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) have also been designated as Minority Serving Institutions. The definition of these populations according to Section 320b of the amended Higher Education Act of 1965 is: ‘‘(2) ASIAN AMERICAN AND NATIVE AMERICAN PACIFIC ISLANDER-SERVING INSTITUTION.—The term ‘Asian American and Native American Pacific Islander-serving institution’ means an institution of higher education that— ‘‘(A) is an eligible institution under section 312(b); and ‘‘(B) at the time of application, has an enrollment of undergraduate students that is not less than 10 percent students who are Asian American or Native American Pacific Islander. (Ed.gov, 2011)
Link to Full Text | Show Similar Items | Show Associated Keywords
2. 2011, June 24. Black college presidents want in on completion agenda.
This brief article highlights conversations at a national seminar on the role of HBCUs in the national college completion agenda.
Link to Full Text | Show Similar Items | Show Associated Keywords
3. Building Engagement and Attainment for Minority Students (BEAMS).
Specifically focused on student engagement and student learning, the BEAMS program worked with MSIs to improve student engagement and success. Over 100 baccalaureate MSIs were involved in the program.
Link to Full Text | Show Similar Items | Show Associated Keywords
4. Hispanic Serving Institution (HSI).
"The Higher Education Act, 20 USCA Section 1101a defines a Hispanic-serving institution as an institution of higher education that (a) is an eligible institution; (b) at the time of application, has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students; and (c) provides assurances that not less than 50 percent of the institution's Hispanic students are low-income individuals" (IPEDS, 2011).
Link to Full Text | Show Similar Items | Show Associated Keywords
5. Historically Black Colleges and Universities (HBCU).
"The Higher Education Act of 1965, as amended, defines an HBCU as: '...any historically black college or university that was established prior to 1964, whose principal mission was, and is, the education of black Americans, and that is accredited by a nationally recognized accrediting agency or association determined by the Secretary [of Education] to be a reliable authority as to the quality of training offered or is, according to such an agency or association, making reasonable progress toward accreditation.' Federal regulations (20 USC 1061 (2)) allow for certain exceptions to the founding date" (IPEDS, 2011).
Link to Full Text | Show Similar Items | Show Associated Keywords
6. Minority Serving Institutions (MSI) Student Learning Outcomes Institute.
As a part of this program, the Southern Education Foundation (SEF) was granted $500,000 to "Increase MSI’s commitment to transparency and effectiveness in improving student learning outcomes” as one of the objectives on Lumina's above agenda (Lumina, 2010). Through this grant, SEF’s mission is “to enhance student learning, outcomes assessment, documentation, and use at HBCUs and HSIs” (SEF, 2011). The first institute was held in January 2011. SEF hosted their second MSI Student Learning Outcomes Institute February 2-4, 2012, at the Grand Hyatt Hotel in Atlanta, GA. Association for Institutional Researchers (AIR) and SEF co-hosted an IPEDS workshop on February 2. Seven institutions have already been chosen to help lead the efforts.
Link to Full Text | Show Similar Items | Show Associated Keywords
7. MSIs models of success program.
Lumina Foundation for Education's MSIs Models of Success Program is a recent effort to promote student success at MSIs. Funded by Lumina Foundation for Education, IHEP controlled the technical aspects of the program for grantees. Its five goals included: 1. Improve MSIs' capacity to collect, analyze and use data to inform decisions that promote student success. 2. Strengthen policy and practice to improve developmental education. 3. Create a collective voice for policy advocacy on behalf of MSIs. 4. Increase MSIs' commitment to transparency and effectiveness in improving student outcomes. 5. Increase completion or graduation rates among underserved students, especially men of color.
Link to Full Text | Show Similar Items | Show Associated Keywords
8. Tribal Colleges and Universities (TCU).
An institutional classification developed by the Andrew W. Carnegie Foundation for the Advancement of Teaching. Tribal Colleges and Universities, with few exceptions, are tribally controlled and located on reservations. Colleges and universities that are members of the American Indian Higher Education Consortium" (IPEDS, 2011)
Link to Full Text | Show Similar Items | Show Associated Keywords
9. Beld, J. 2015, April. Building your asessment toolkit: Strategies for gathering actionable evidence of student learning.
This report explores the various assessment strategies that institutions, with a special focus on Minority-Serving Institutions (MSIs), can utilize. It offers various questions for institutions to ask themselves before beginning their assessment, an analysis of various assessment instruments, and advice on each approach.
Link to Full Text | Show Similar Items | Show Associated Keywords
10. Beyl, C. A. 2011. Still striving: Using a hypothetical university to demonstrate holistic assessment at the university, program and course level.
In this paper, WMU, a hypothetical university is examined. Beginning with an academic audit, WMU used this information to assess student learning outcomes at the university, program, and course level. Through intrusive institutional research and assessment, WMU was able to create a quality enhancement plan to fit their needs and address what they had learned about student learning.
Link to Full Text | Show Similar Items | Show Associated Keywords
11. Bridges, B. K., Kinzie, J., Nelson Laird, T. F., & Kuh, G. D. 2008. Student engagement and student success at historically Black and Hispanic-serving institutions.
This book chapter provides examples of the use of student engagement assessments and data to promote student success at MSIs.
Link to Full Text | Show Similar Items | Show Associated Keywords
12. Commodore, F., Abiola, U., Ramos, F., & Gasman, M. . 2015, February. Minority-Serving Institutions: A Guide to Research & Publishing.
This report by the Penn GSE Center for MSIs can serve as a very complete resource for researchers hoping to study minority-serving institutions. The report offers various suggestions on research topics, tips on how to formulate a research question, and things to keep in mind when considering research methods and where to publish the findings.
Link to Full Text | Show Similar Items | Show Associated Keywords
13. Cunningham, A., & Leegwater, L. 2011. Minority-serving institutions: What can we learn? .
The role that MSIs play in the lives of low-income, students of color, in respect to institutional policies and practices particular to these institutions, are the focus of this chapter. Included are promising practices facilitating student success and ways to circumvent potential barriers for low-income students at MSIs.
Link to Full Text | Show Similar Items | Show Associated Keywords
14. Davis Sr., L. 2009. Still striving: The role of faculty and staff in the SACS accreditation process.
Involvement of faculty and staff in the accreditation process has never been more important. Without their involvement, student learning outcomes and therefore, quality education cannot properly be addressed. This goal of this paper is “to encourage HBCU faculty and staff to embrace their roles in relation to accreditation and better understand SACS’ requirements and points of emphasis” (p. 3).
Link to Full Text | Show Similar Items | Show Associated Keywords
15. Davis Sr., L. 2007. Still striving: What HBCU boards of trustees need to know about SACS accreditation.
An excellent resource for new members of HBCUs boards of trustees wanting to learn about the accreditation process as they are essential to the process, Dr. Davis stresses “accreditation is not only a validation of institutional quality, it is also an essential element in the struggle for survival in a rapidly evolving and highly competitive higher education arena” (p. 11). Boards need to be able to handle issues of "issues of institutional niche, marketing and resources, excellence in teaching, governance and student learning outcomes, solid finances and a culture of institutional assessment, accountability, transparency and evaluation" (p. iv).
Link to Full Text | Show Similar Items | Show Associated Keywords
16. Del Rios, M., & Leegwater, L. 2008. Increasing student success at minority-serving institutions: Findings from the Beams project.
The primary purpose of Building Engagement and Attainment for Minority Students (BEAMS) is to help institutions cultivate data-driven initiatives that promote student learning, engagement and success. The BEAMS Report discusses findings from those MSIs who participated in its’ project from 2004-2008. Teams were given assistance in building a culture of evidence to help inform their decision making concerning their institution.
Link to Full Text | Show Similar Items | Show Associated Keywords
17. Donahoo, S., & Lee, W. Y. 2008. The adversity of diversity: Regional associations and the accreditation of minority-serving institutions.
This book chapter examines recent regional accreditation decisions concerning MSIs and the resulting campus impact.
Link to Full Text | Show Similar Items | Show Associated Keywords
18. Gasman, M. 2008. Minority-serving institutions: The path to successfully educating students of color.
This document was prepared for a gathering arranged by Lumina Foundation to: acknowledge the successes of MSIs and build upon them; seek partnerships with MSIs on new initiatives that ensure the future of these institutions; listen to and learn from MSIs to more effectively support these institutions’ leaders as they spur new conversations around the strengths, benefits and opportunities that can be found among MSIs; seek to elevate the presence and relevance of this sector of institutions of higher education; and aims to amplify MSIs’ collective voice in an effort to change the national discourse regarding MSIs and the education of students of color.
Link to Full Text | Show Similar Items | Show Associated Keywords
19. Gasman, M., Baez, B., & Turner, C. S. V. (Eds.). 2009. Understanding minority-serving institutions.
In this book, the authors address pertinent issues and ideas related to MSIs. A few of the chapter titles include: "Minority Serving Institutions: A Historical Backdrop; Student Engagement and Student Success at Historically Black and Hispanic-Serving institutions; and The Adversity of Diversity: Regional Associations and the Accreditation of Minority Serving Institutions." In addition, Minority Serving Institutions are defined and details about their particular characteristics are discussed.
Link to Full Text | Show Similar Items | Show Associated Keywords
20. Hopps, J. G. 2006. Still striving: Challenges for board of trustees of historically black colleges and universities.
Leading off with a brief history of HBCUs and their connection to SACS, the main goal of this paper is to help HBCU boards of trustees understand their role and some of its challenges. As financial challenges seem to be one of the biggest issues today in higher education, boards have the important task of development, maintenance and/or review of the institutions’ mission; selection of the president; and promoting faculty excellence. Boards are majorly important is helping institutions function and operate as well as help promote institutional assessment.
Link to Full Text | Show Similar Items | Show Associated Keywords
21. James T. M. Minor details.
This blog provides insights from Dr. James T. Minor on college completion agenda, higher education policy, and institutional performance which are often of importance to MSIs.
Link to Full Text | Show Similar Items | Show Associated Keywords
22. Jo Beld. 2015. Building Your Assessment Toolkit: Strategies for Gathering Actionable Evidence of Student Learning.
This resource explores the various assessment strategies that Minority-Serving Institutions (MSIs) can utilize. It offers various questions for MSIs to ask themselves before beginning their assessment, an analysis of various assessment instruments, and advice on each approach.
Link to Full Text | Show Similar Items | Show Associated Keywords
23. Lee, W. (Ed.). 2010. Assessment & evaluation in higher education.
This reader addresses issues and concepts regarding assessment and evaluation in higher education.
Link to Full Text | Show Similar Items | Show Associated Keywords
24. Li, X. 2007. Characteristics of minority-serving institutions and minority undergraduates enrolled in these institutions (NCES 2008-156).
The most current copy of this report is from 2007 which provides users with “a comprehensive profile of all types of MSIs in the United States and to examine the characteristics of minority students who attend these institutions” (p. iii).
Link to Full Text | Show Similar Items | Show Associated Keywords
25. Malcom, L., Bensimon, E. M., & Dávila, B. 2010, Winter. (Re)constructing hispanic-serving institutions: Moving beyond numbers towards student success.
This brief highlights the purpose and need for Hispanic Serving Institutions (HSIs). One of the main questions asked is “What evidence is used to assess performance as a Hispanic-serving institution?” (p. 5). The major goals of the brief include: “1) attending to their mission and identity in order to develop programmatic initiatives that promote Latino/a student success, and 2) focusing on collecting data to assess the extent HSIs are meeting their mission to improve educational outcomes for Latino students” (p. 1).
Link to Full Text | Show Similar Items | Show Associated Keywords
26. McClenney, K. M., & Marti, C. N. 2006. Exploring relationships between student engagement and student outcomes in community colleges: Report on validation research.
This research documents the validity of the CCSSE through case studies of Florida Community Colleges System, Achieving the Dream, and Hispanic Student Success Consortium Institutions.
Link to Full Text | Show Similar Items | Show Associated Keywords
27. Montenegro, E., & Jankowski, N. A. January 2017. Equity and Assessment: Moving Towards Culturally Responsive Assessment.
As colleges educate a more diverse and global student population, there is increased need to ensure every student succeeds regardless of their differences. This paper explores the relationship between equity and assessment, addressing the question: how consequential can assessment be to learning when assessment approaches may not be inclusive of diverse learners? The paper argues that for assessment to meet the goal of improving student learning and authentically documenting what students know and can do, a culturally responsive approach to assessment is needed. In describing what culturally responsive assessment entails, this paper offers a rationale as to why change is necessary, proposes a way to conceptualize the place of students and culture in assessment, and introduces three ways to help make assessment more culturally responsive.
Link to Full Text | Show Similar Items | Show Associated Keywords
28. Montenegro, E., & Jankowski, N. A. 2015, April. Focused on What Matters: Assessment of Student Learning Outcomes at Minority-Serving Institutions.
This report features the assessment work being done at Minority-Serving Institutions (MSIs). Comparisons are made between assessment activities at MSIs and those underway at Predominantly White Institutions (PWIs) as well as those at different types of MSIs (Tribal Colleges, Historically Black Colleges and Universities, and others). Four main findings are discussed including the internal focus of MSIs, the emphasis on using assessment data for improvement, differences among different types of MSIs in their assessment approaches, and matching assessment approaches to student characteristics and learning needs. Implications are presented for understanding assessment activities in MSIs, and how such understandings can help advance assessment efforts at all postsecondary institutions.
Link to Full Text | Show Similar Items | Show Associated Keywords
29. Morelon, C. 2006. Building institutional capacity for informed decision making to enhance student learning outcomes.
Although a good deal has been written on accountability, accreditation, assessment, and institutional effectiveness, there is a dearth of examples from Historically Black Colleges and Universities (HBCUs) about how they use these processes for institutional improvement. Given the press for institutions to provide evidence of their impact on student learning, resource-dependent HBCUs are challenged to meet such demands. The purpose of this research was to better understand factors that compelled one institution to become more data-centered in its decision making in order to affect student learning outcomes.
Link to Full Text | Show Similar Items | Show Associated Keywords
30. Provezis, S. June 2012. LaGuardia Community College: Weaving assessment into the institutional fabric.
A federally designated Hispanic Serving Institution, LaGuardia Community College serves an overwhelmingly minority and first-generation college student population “from diverse cultures, ages, and educational and economic backgrounds.” Its students come from 160 different countries and speak more than 120 different primary languages. LaGuardia’s commitment to educational excellence has been acknowledged by Excelencia in Education, the Bellwether Award for Exemplary Instructional Programs, and the Community College Excellence Award from the MetLife Foundation. Because of its reputation as a leader in learning outcomes assessment, particularly through the use of electronic portfolios (ePortfolios), LaGuardia was selected by the National Institute for Learning Outcomes Assessment (NILOA) as an Example of Best Practice. This report features LaGuardia’s commitment to assessment, the collaboration across units at the college, the ePortfolio as the foundation of the assessment efforts, and the institution’s robust p
Link to Full Text | Show Similar Items | Show Associated Keywords
31. Sanders, I. B. S. 2009. Institutional effectiveness plans in reaffirming accreditation: A phenomenon at one Historically Black College.
This qualitative phenomenological study described the perceptions, experiences and understanding of a group of 22 participants, regarding leadership tactics for improving Institutional Effectiveness (IE) plans in reaffirming accreditation at one Historically Black College.
Link to Full Text | Show Similar Items | Show Associated Keywords
32. Schulte, M. B. 2012. How chief academic officers at private hispanic-serving institutions use the national survey of student engagement in assessing outcomes.
Dissertation where the author asked private Hispanic-Serving Institution Chief Academic Officers how they used the National Survey of Student Engagement to facilitate institutional effectiveness and promote undergraduate student success.
Link to Full Text | Show Similar Items | Show Associated Keywords
33. Southern Education Foundation. Advancing Excellence, Enhancing Equity: Making the Case for Assessment at Minority-Service Institutions..
This publication from the Southern Education Foundation offers practical steps for initiating assessment programs at minority-serving institutions.
Link to Full Text | Show Similar Items | Show Associated Keywords
34. Southern Education Foundation. Advancing Excellence, Enhancing Equity: Making the Case for Assessment at Minority-Serving Institutions.
This brief considers practical and effective ways to improve student success and assessment at minority-serving institutions.
Link to Full Text | Show Similar Items | Show Associated Keywords
35. Southern Education Foundation. 2010. Still striving: Trustees and presidents of historically black colleges and universities’ unprecedented dialogue about governance and accreditation.
As a result of a SACS meeting in which HBCU presidents, chancellors, trustees and education scholars were invited to speak on governance and accreditation, this paper "captures exchanges of ideas and information about matters such as Board/executive relations, financial management, policymaking and oversight strategies and is “must” reading for anyone who wants to learn about best practices in higher education governance and how accrediting agencies function" (SEF, 2011).
Link to Full Text | Show Similar Items | Show Associated Keywords
36. Vuong, B., & Hairston, C. C. 2012, October. Using data to improve Minority-Serving Institution success.
This brief highlights how MSIs from the Lumina MSI-Models of Success project have used data to implement policy and programmatic changes on their campuses in support of student and institutional success.
Link to Full Text | Show Similar Items | Show Associated Keywords
37. White-Cook, D. 2008. An analysis of factors associated with Historically Black Colleges and Universities who successfully completed the accreditation and reaffirmation process.
This study revealed strong leadership, clear understanding of the process and financial stability were key contributing factors to the success of the accreditation and reaffirmation process.
Link to Full Text | Show Similar Items | Show Associated Keywords

Search Again