Presentation on theme: "Lumina MSI Models of Success Noël Harmon, Ph.D., Senior Research Analyst, Institute for Higher Education Policy and Becky Rosenberg, Ph.D. Director, Center."— Presentation transcript:
Lumina MSI Models of Success Noël Harmon, Ph.D., Senior Research Analyst, Institute for Higher Education Policy and Becky Rosenberg, Ph.D. Director, Center for Teaching, Learning and Assessment Director, Academic Skills Achievement Program Acting Administrator, University Writing Program California State Monterey Bay AAC&U Student Success: Pushing Boundaries, Raising Bars March 23, 2012 PRESENTED BY Institute for Higher Education Policy
oIndependent, non-profit organization whose mission is to increase access and success in postsecondary education around the world through unique research and innovative programs. oKey activities include policy reports and studies, seminars and convenings, and capacity building. oWork involves higher education policy at the U.S. federal, state, and institutional levels as well as international issues. oPrimary audiences for IHEP are those who make or inform decisions about higher education: policymakers, senior institutional leaders, researchers, funders, private sector leaders, and the media. www.ihep.org
Roadmap oOverview of MSIs oMSIs and college completion oMSIs and human capital oContributions of MSIs oLumina Models of Success initiative
Minority Serving Institutions Include: Historically Black Colleges and Universities (HBCUs) Hispanic-Serving Institutions (HSIs) Tribal Colleges and Universities (TCUs) Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)
Minority Serving Institutions (MSIs) Diverse in type and make-up Divergent in history Individual histories interwoven with U.S. history Connected to various racial and ethnic cultures in the U.S. Majority located in southeast, southwest, and west. Together these institutions enroll more than 2.3 million students (close to 14% of all students enrolled).
HBCUs- Howard University HBCUs are federally designated institutions that began operating in the 19th century to serve African Americans who were prohibited from attending predominantly white institution. Represent 3% of all colleges and universities, enroll 16% of African Americans students. Currently 105 HBCUs
HSIs- University of Texas El Paso Federal statute (Title V): Institutions with at least a 25% Hispanic undergraduate full- time-equivalent (FTE) enrollmentwith at least 50 percent of their Hispanic FTE students coming from low- income backgrounds. Represent 4% of post- secondary institutions but enroll 42% of all Latino students. Only 3 institutions with the expressed mission of educating Latino/a students.
TCUs- Salish Kootenai College, Pablo, MT
TCUs The vast majority of these institutions were chartered by one or more Federally recognized American Indian tribes and are based on reservations or in communities with large American Indian populations. Navajo Nation created the first tribal college in 1968, now Diné College in AZ. Represent less than 1% of post secondary institutions, but enroll 19% of Native American students. Mostly two-year public institutions located on reservations or other tribally controlled lands. Currently 36
AANAPISIs- South Seattle Community College
AANAPISIs Most recent MSI designation-first recognized in 2008, now a federally recognized MSI. Title III funding. 15 AANAPISIs in U.S., with a population of student encompassing 48+ different ethnicities. Disaggregated data reveals wide disparities that exist within the AAPI population relating to poverty, educational attainment, and employment. Located primarily on the east and west coast are comprised of two- and four- year public institutions.
MSIs by Type and Control
MSIs and college completion goals One the most pressing issues in our nation today is the educational attainment of its citizens. Achievement gap between students of color and their White counterparts persists and continues to grow. College completion: 60% Americans will hold a 2 or 4 year college degree or credential. Obamas 2020 goal Lumina Foundations 2025 goal Accomplishing the goals: Accounting for current enrollment rates, the U.S. will produce an additional 112,000 graduates in each of the next fifteen years- leaving an annual degree gap of 166,000. In total the nation will require an annual increase of roughly 278,000 graduates over each of the next fifteen years to hit the 60% mark. A way to close the equity gap is to focus on under- served populations, such as students of color, who are the fastest growing demographic groups in the nation.
Human Capital Needs By 2020, there will be 14 million more skilled jobs (requiring at least some college) in the U.S. than people qualified to fill them 40 percent of those available to take these jobs will be minorities Top 5 fastest growing jobs in the next decade all require postsecondary education Of the 50 highest paying occupations nationally, 49 require a college degree
Providing Opportunity for Students of Color 350+ MSIs educate more than one third of all students of color in the United States Enrollment is growing in all four groups of institutions at a faster rate than at other institutions2.3 million total students, or 14 percent of all college students in the U.S.
Amy Stiffarm- descendant from the Gro-Ventre, Cree, and Blackfeet tribes, Salish Kootenai College During her first year she became interested in American Indian health issues, diabetes and heart disease which impact her family and community. She has been a student intern in the Cellular and Molecular Biology Lab, presented her research at numerous conferences including the 2009 Society Advancing Chicanos/Hispanics and Native Americans in Science (SACNAS) conference, where she won a Poster Presentation Award for her research about the presence of Methicillin- Resistant Staphylococcus Aureaus (MRSA) on Seattle beaches. Following graduation Amy hopes to eventually pursue a Ph.D. in an area related to genetics.
Celebrate and focus on diversity. Committed to a holistic comprehensive approach to educating students by creating and fostering cultural traditions within communities. Encourage students identity exploration and development- key to a students sense of self- worth. MSIs invest significantly in students with need. Unique contributions of MSIs:
Celebrate and focus on diversity Contrary to the belief the MSIs are homogeneous, these institutions are leaders in providing meaningful interactions between people of different racial and ethnic backgrounds. Foster greater exploration and understanding of collective similarities and differences. Plays out both in and outside of the classroom. Institutional commitment to hiring faculty and staff of color- strong emphasis on mentoring.
Holistic comprehensive approach to educating students Challenge and support student through a culturally relevant and sensitive curriculum Student have opportunities to participate in activities derived fro their specific cultural traditions Often part of learning communities Strong ethnic studies programs with leading scholars teaching Provide students the opportunity to learn a historical narrative about themselves and their history-often a new, but very important experience for many of students who have been educated within a mainstream curriculum.
Identity exploration and development Excel in increasing students levels of self- esteem and solidifying their cultural identities Promote and encourage student engagement and involvement Encourage leadership development skills Emphasis on civic engagement
Invest significantly in students with need. 44% of students at MSIs in 2004 were from families in the lowest income quartile, compared to 24% at all institutions Nearly half of all full-time students enrolled at MSIs receive Pell Grants compared to only 31% of all students Nearly half of all MSI students are first-generation, compared to 35% at all institutions Two-thirds of MSI students are women High rates of remedial course taking
Jessica Archuleta- El Paso Community College/UTEP Jessica Archuleta, 24 years old, lived in five foster homes between the ages of eleven and eighteen. Through a waiver made possible by the Texas Senate Bill 1652 Jessica enrolled at El Paso Community College in 2004, transferring to The University of Texas at El Paso in 2008. While in school Jessica was awarded Role Model of the year 2005 for PAL- Preparation for Adult Living and the Pride Center Highest Achievement Award 2011 (PRIDE -Preparation and Resources for Independence through Determination with Excellence). Today Jessica is an outreach specialist at the FHAR program (Foster, Homeless, Adoptive Resources) allowing her to assist foster, homeless, and adoptive, individuals with their education.
Degree Production MSIs awarded 22% of all degrees awarded to students of color in 2004 HBCUs conferred more than 20% of all bachelors degrees earned by African Americans in 2004 even though they enrolled only 13% of African American HSIs awarded 36% of all degrees conferred on Hispanics in 2004, 28% of all bachelors degrees to Hispanics, and 24% of all masters degrees to Hispanics TCUs conferred 17% of all associate degrees awarded to American Indians in 2004 despite the fact that they enrolled only 6% of American Indians or Alaskan Natives in 2003 (though TCUs award a substantial percentage of degrees to students living on reservations)
The Record of Success TeachersMSIs award nearly 50% of teacher education degrees and certificates to students of color; significant producers of degrees in engineering, science and mathematics, nursing, and other critical areas STEMHave made significant contributions with minority students in the STEM fields. HBCU community awards half of all degrees held by African Americans in mathematics, and 40% of all African Americans who earn doctorates in physics. Transfer Encouraging students to continue their education through transfer is perhaps MSIs most significant contribution. 56% of two year tribal college graduates go on to attend four-year institutions. Working with state systems to make clearer pathways for 21 st century students.
Mathew Friedlander- descendant from the Kootenai Kasanka, Salish Kootenai College Born on the Flathead Reservation in 1975 Mathew struggled through his elementary and secondary education, barely graduating from high school. In 2004, after a decade away from the classroom, working in construction, Mathew enrolled SKC. Mathew is currently a senior working toward a Bachelor of Science in Computer Engineering. He is a student lead on three NASA funded projects: The Wide Field Camera project, which will occupy two payloads on the upcoming launch of the 2010 High Altitude Student Payload; the Solar Spectrograph project; and the CubeSat project, which consists of developing a pico-satellite with a dual camera system to image the Earth and space from orbit.
Potential Impact of MSIs MSIS are involved a number of different initiatives across the nation to support student access and success around such issues as: Data driven decision making Student learning outcomes Developmental education Transfer and articulation
Lumina MSI Models of Success Established in 2009, initiative awarded $500,000 grants to eight MSI multi-institutional teams to support programs/services that support student success. Emphasis on multi-institutional collaboration and data-driven decision making
Lumina MSI Models of Success HBCsHSIsTCUs Jackson State University Team University of North Carolina System Team Southern Education Foundation California State University Monterey Bay Team Florida International University Team University Texas El Paso Team American Indian Higher Education Consortium Salish Kootenai Team
American Indian Higher Education Consortium Strengthen research based advocacy at all levels of government Online advocacy portal Advocacy workshops and training Technical assistance Briefs and summary reports
California State Monterey Bay: Hartnell College and Cabrillo College Improve developmental math and writing courses Faculty institutes to bring faculty across institutions and disciplines to align student learning outcomes Explore innovative pedagogy
Florida International University: Miami Dade Community College Quantitative and qualitative analysis to examine factors that promote student success, looking specifically at: –FYE course –Dual degree program –Transfer process
Jackson State University: Alcorn State University, Dillard University, Hinds Community College, Miles College, Tougaloo College Destination Graduation Policy Initiative Multi-state collaborative, peer-learning effort Share knowledge among peer institutions Equip institutions with capacity to make data driven decisions Collaboratively address policy that affects student success Focus on men of color
Salish Kootenai College: Fort Peck Community College Increase retention and academic success of AI students who require developmental education in math and English Increase capacity to generate institutional data Quantitative and qualitative assessments
Southern Education Foundation Emphasis on student learning outcomes Host two SLO institutes Work with seven institutions to serve as demonstration sites during the project: –Wiley College –Shaw University –Eastfield College –LeMoyne-Owen College –El Paso Community College –Florida Memorial College –Morris College
University of North Carolina System: North Carolina Central University, Winson-Salem State University, UNC-Pembroke, Elizabeth City State University, North Carolina A&T University, and Fayetteville State University Capacity growing efforts to increase retention and graduation Focus on men of color Improve data collection and management capacity
University of Texas El Paso: El Paso Community College, Texas A&M International University, and Prairie View A&M University Develop in-depth understanding of the factors that contribute to first- time and transfer student success Quantitative analysis
MSI Issue Briefs: Role of MSIs in National College Completion Goals (January 2012) Using Data to Improve College Completion Rates (April 2012) Developmental Education (May 2012) Transfer and Mobility (July, 2012) Men of Color (August, 2012) Final-Compilation (September 2012)
Investing in MSIs Educating the emerging majority future workforce Meeting national, student, and community needs Serving low income, educationally disadvantaged populations Collaborating with peers
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