A presentation by Noel Harmon, senior research analyst at the Institute for Higher Education Policy and Becky Rosenburg, director of the Center for Teaching, Learning and Assessment and director of the Academic Skills Achievement Program at California State Monterey Bay to the Association of American Colleges and Universities (AAC&U) on Minority Serving Institutions.

1. 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

2. Institute for Higher Education
Policy
o Independent, non-profit organization whose mission
is to increase access and success in postsecondary
education around the world through unique research
and innovative programs.
o Key activities include policy reports and studies,
seminars and convenings, and capacity building.
o Work involves higher education policy at the U.S.
federal, state, and institutional levels as well as
international issues.
o Primary 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

3. Roadmap
o Overview of MSIs
o MSIs and college completion
o MSIs and human capital
o Contributions of MSIs
o Lumina Models of Success
initiative

4. 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)

5. Minority Serving Institutions
•Diverse in type and (MSIs)
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).

6. 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

7. HSIs- University of Texas El Paso
• Federal statute (Title V):
Institutions with at least a 25%
Hispanic undergraduate full-
time-equivalent (FTE)
enrollment—with 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.

8. TCUs- Salish Kootenai College, Pablo, MT

9. 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

10. AANAPISIs- South Seattle Community College

11. 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.

12. MSIs by Type and Control
2-Year
43%
4-Year
57%
Private
35%
Public
65%

13. 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.
• Obama’s 2020 goal
• Lumina Foundation’s 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.

14. 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

15. 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
institutions—2.3 million total students, or 14
percent of all college students in the U.S.

16. 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.

17. Unique contributions of MSIs:
• 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 student’s sense of self-
worth.
• MSIs invest significantly in students with
need.

18. 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.

19. 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.

20. Identity exploration and development
• Excel in increasing
student’s levels of self-
esteem and solidifying
their cultural identities
• Promote and encourage
student engagement
and involvement
• Encourage leadership
development skills
• Emphasis on civic
engagement

21. 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

22. 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.

23. Degree Production
•MSIs awarded 22% of all degrees awarded to
students of color in 2004
•HBCUs conferred more than 20% of all
bachelor’s 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 bachelor’s
degrees to Hispanics, and 24% of all master’s
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)

24. The Record of Success
• Teachers—MSIs 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
• STEM—Have 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 21st century
students.

25. 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.

26. 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

27. 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

28. Lumina MSI Models of
Success
HBCs HSIs TCUs
• Jackson State • California State • American Indian
University Team University Higher Education
Monterey Bay Consortium
• University of Team
North Carolina • Salish Kootenai
System Team • Florida Team
International
• Southern University Team
Education
Foundation • University Texas
El Paso Team

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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)

38. Investing in MSIs
• Educating the emerging majority future
workforce
• Meeting national, student, and
community needs
• Serving low income, educationally
disadvantaged populations
• Collaborating with peers

39. Questions?
Thank you!
For more information:
nharmon@ihep.org
brosenberg@csumb.edu