Minority Serving Institutions and Assessment
With the current focus in higher education on student learning outcomes and assessment, the efforts of Minority Serving Institutions (MSIs) are as important as ever. Little is known about what assessment efforts are happening at these institutions. This section of the NILOA website is dedicated to increasing the transparency of what is happening in terms of MSIs and assessment at these institutions.
Resources:
Minority Serving Institutions: "those institutions created for or that enroll large percentages of African-American, Latino or Native American students" (Gasman, 2008).
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).
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).
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).
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)
Programs:
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. Several organizations took part in its success from 2004 to 2008. Funded by Lumina Foundation for Education, BEAMS was a partnership between the Institute for Higher Education Policy (IHEP), the National Survey of Student Engagement Institute (NSSE), and the Alliance for Equity in Higher Education. Several publications and briefs were written about the results of the BEAMS program on the IHEP website. More information can also be found on the Alliance website.
MSIs Models of Success Program
Lumina Foundation for Education's MSIs Models of Success Program was 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.
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 institute was held in January 2011 (see agenda here). Seven institutions have already been chosen to help lead the efforts. Check back here for more information related to the Institute.
MSI Student Learning Outcomes Institute
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 (for flyer, click here).
Annotated Bibliography:
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. In M. Gasman, B. Baez, & C. S. V. Turner (Eds.), Understanding minority-serving institutions (pp. 217-236). Albany, NY: State University of New York Press.
This book chapter provides examples of the use of student engagement assessments and data to promote student success at MSIs.
Cunningham, A., & Leegwater, L. (2011). Minority-serving institutions: What can we learn? In A. Kezar (Ed.), Recognizing and Serving Low-Income Students in Higher Education: An Examination of Institutional Policies, Practices, and Culture (pp. 176-191). New York, NY: Routledge.
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.
Donahoo, S., & Lee, W. Y. (2008). The adversity of diversity: Regional associations and the accreditation of minority-serving institutions. In M. Gasman, B. Baez, & C. S. V. Turner (Eds.), Understanding minority-serving institutions (pp. 292-309). Albany, NY: State University of New York Press.
This book chapter examines recent regional accreditation decisions concerning MSIs and the resulting campus impact.
Gasman, M., Baez, B., & Turner, C. S. V. (Eds.). (2009). Understanding minority-serving institutions. New York, NY: State University of New York Press.
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.
Morelon, C. (2006). Building institutional capacity for informed decision making to enhance student learning outcomes (Doctoral dissertation). Retrieved from ProQuest Dissertations Database. (UMI No. 3206869)
Abstract: 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. Using qualitative methods, the study attempted to answer the following research questions: (1) what aspects of the organizational environment (both internal and external) influence the decision-making process; (2) how does the institution's infrastructure (i.e., resources---people, finances, decision support) facilitate the decision-making process; and (3) what impact does the decision-making process have on student learning?
A case study was conducted that included twenty-five administrators and faculty members during two multiple-day site visits. Dawson State University (DSU) was chosen because of its progressive efforts to utilize its National Survey of Student Engagement (NSSE) data for institutional improvement initiatives. However, the study focused on multiple institutional approaches for using data and information in decision making. One of the major findings is that the decision-making process became more collaborative in large part because of the president's leadership style and because of the emergence of a structure to provide timely and accurate decision support. External pressures for accountability, accreditation, and labor markets worked together to move the institution toward a data-informed decision-making process. In addition, participants expressed the importance of having quality decision support. The results suggest that when a president models data-based decision making, others are likely to embrace it and that access to quality decision support is essential to develop a "culture of evidence" and a framework for enhancing student success and educational attainment. Implications are offered for college presidents, administrators, and faculty interested in the essentials for realizing a culture of evidence. Recommendations include adding to the culture of evidence literature by conducting additional research at minority-serving institutions.
Sanders, I. B. S. (2009). Institutional Effectiveness plans in reaffirming accreditation: A phenomenon at one Historically Black College (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3405037)
Abstract: 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. HBCUs are a valuable treasure to the African American community. Dubois (1935) wrote" Had it not been for the Negro schools and colleges, the Negro would to all intents and purposes have been driven back to slavery" (p.6). Continued accreditation in HBCUs is vital to African Americans who might not have the opportunity to receive an education elsewhere. Presidents and academic leaders must understand the accreditation process and be proactive in participating with IE plans. Four themes emerged: (a) leadership commitment, (b) internal quality assurance, (c) accountability, and (d) communication and inclusion. Leadership implications include: leaders within HBCUs must be cognizant of the accreditation process, leaders must be willing to work in an interdependent collaborate manner, and leaders of HBCUs must ensure absolute accountability and a strong commitment to obtaining consensus.
White-Cook, D. (2008). An analysis of factors associated with Historically Black Colleges and Universities who successfully completed the accreditation and reaffirmation process (Doctoral disseration). Available from ProQuest Dissertations and Theses database. (UMI No. 3303941)
Abstract: Historically Black Colleges and Universities (HBCU's) play a critical role in the American higher education system in the 19th century. HBCU's are a primary source of postsecondary education for economically disadvantaged African American students. Due to federal law, accreditation is almost mandatory and nearly universal. However, the significant rise in the number of HBCU's that have not been successful in terms of accreditation and reaffirmation has drawn recent attention to the process. Today, for a college or university to lose accreditation would be a devastating and perhaps fatal blow. 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.
Beyl, C. A. (2011). Still striving: Using a hypothetical university to demonstrate holistic assessment at the university, program and course level. Retrieved from Southern Education Foundation website: http://www.southerneducation.org/pdf/Beyl%20Report-Final.pdf.
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.
Black College Presidents Want In on Completion Agenda. (2011, June 24). Inside Higher Education. Retrieved from: http://www.insidehighered.com/quicktakes/2011/06/24/black-college-presidents-want-completion-agenda
This brief article highlights conversations at a national seminar on the role of HBCUs in the national college completion agenda.
Davis Sr., L. (2009). Still striving: The role of faculty and staff in the SACS accreditation process. Retrieved from Southern Education Foundation website: http://www.southerneducation.org/pdf/Davis%20Report-Faculty--Final.pdf.
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).
Davis Sr., L. (2007). Still striving: What HBCU boards of trustees need to know about SACS accreditation. Retrieved from Southern Education Foundation website: http://www.southerneducation.org/pdf/DavisReport2.pdf.
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).
Davis Sr., L. (2007). Still striving: What HBCU presidents need to know about accreditation. Retrieved from Southern Education Foundation website: http://www.southerneducation.org/pdf/Davis%20Report-Final.pdf.
Serving as an excellent resource for presidents new to HBCUs, the goal of this paper is “to provide HBCU presidents with a better understanding of the accreditation process and to offer recommendations for strengthening their roles as institutional accreditation leaders” (p. v). Included in this role is the president being the driver for university, program and course level assessment as well as helping its staff and faculty produce "robust student learning outcomes" (p. 7).
Del Rios, M., & Leegwater, L. (2008). Increasing student success at minority-serving institutions: Findings from the beams project. Retrieved from Institute for Higher Education Policy website: http://www.ihep.org/assets/files/publications/a-f/BEAMS_Increasing_Student_Success_at_MSIs.pdf
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.
Gasman, M. (2008). Minority-serving institutions: The path to successfully educating
students of color. Retrieved from: http://www.luminafoundation.org/publications/Minority_Serving_Institutions.pdf
Hopps, J. G. (2006): Still striving: Challenges for board of trustees of historically black colleges and universities. Retrieved from Southern Education Foundation website: http://www.southerneducation.org/pdf/Hopps%20Report-Final.pdf.
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.
Li, X. (2007). Characteristics of minority-serving institutions and minority undergraduates enrolled in these institutions (NCES 2008-156). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved from: http://nces.ed.gov/pubs2008/2008156.pdf
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).
Lumina Foundation for Education. (2010). MSI Models of Success Program. Retrieved
from: http://www.luminafoundation.org/grants/information_for_grant_seekers/msi_models_of_success_program.html
Malcom, L., Bensimon, E. M., & Dávila, B. (2010, Winter). (Re)Constructing hispanic-serving institutions: Moving beyond numbers towards student success. Ames, IA: Iowa State University. Retrieved from American Association of Hispanics in Higher Education website: http://www.aahhe.org/pdf/EP3_Final_Report_Nov2010.pdf
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).
Museus, S. D. (2007). Using qualitative methods to assess diverse institutional cultures.
New Directions for Institutional Research, 136, 29-40. doi: 10.1002/ir.299
"This chapter focuses on describing how institutional researchers can use qualitative cultural assessments to better understand the role that their campuses play in shaping individual and group behaviors and experiences. A special emphasis is given to the implications of institutional diversity in the processes of designing and conducting assessments of institutional cultures." (p. 30)
Southern Education Foundation, Inc. (2010). Still striving: Trustees and presidents of historically black colleges and universities’ unprecedented dialogue about governance and accreditation. Retrieved from Southern Education Foundation website: http://www.southerneducation.org/pdf/SEF_accredidation_V7.pdf.
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). Topics discussed include: “Strategies to Involve the Board in the Accreditation Process, Roles and Responsibilities of Presidents and Trustees, Strategic Planning and Quality Enhancement Plan Development, Financial and Physical Resource Management: What Every Trustee and President Should Know, Back from the Brink: Lessons Learned from Accreditation Challenges, Leadership Transitions and Accreditation, and Trustee Reflections on Governance and HBCUs.” Several speakers related their topics to assessment and student learning outcomes and the importance of each to HBCUs.
One instrument many use to assess their institution is the National Survey for Student Engagement (NSSE). This is one of a few tools in which a large number of MSIs have completed and therefore, some comparisons can be made across institutions. Contact your Institutional Research Officer to find out about how your school could possibly apply for funding. Learn more about NSSE and other assessment tools in Tool Kit and also see the report, Measuring Quality.
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.
If you have suggestions for us in this area, please contact us.
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