Asian American and Native American Pacific Islander-Serving Institutions: Areas of Growth, Innovation, and Collaboration

2011 ◽  
Vol 9 (1-2) ◽  
pp. 151-155
Author(s):  
Robert Teranishi
Keyword(s):  
Native American ◽  
Historically Black ◽  
Asian American ◽  
Pacific Islander ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Tribal Colleges And Universities ◽  
Hispanic Serving ◽  
Minority Serving Institutions

This policy brief aims to raise the national visibility of the Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) program and link the needs of these institutions to the hundreds of similar Minority-Serving Institutions (MSIs) (e.g., historically black colleges and universities, Hispanic-serving institutions, and tribal colleges and universities). More specifically, this brief demonstrates how and why the MSI policy strategy is an effective way to increase the success of Asian American and Pacific Islander (AAPI) college students, and how the AANAPISI program can be further strengthened.

Diversity and Rehabilitation Counseling: A Historical Perspective of the Contributions of Minority Serving Institutions to the Field of Rehabilitation Counseling

2009 ◽  
Vol 23 (3) ◽  
pp. 149-158
Author(s):  
Bridget H. Staten ◽  
David Staten ◽  
Antoinette C. Hollis ◽  
Tyra Turner Whittaker
Keyword(s):  
Asian American ◽  
Historical Perspective ◽  
Rehabilitation Counseling ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Rehabilitation Counselor ◽  
Tribal Colleges And Universities ◽  
History Of ◽  
Hispanic Serving ◽  
Minority Serving Institutions

This article provides a historical overview of Minority Serving Institutions (MSIs) including Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), Asian American and Pacific Islander Serving Institutions (AAPISIs) and Tribal Colleges and Universities (TCUs). A review of the history of MSIs and their inception is covered. Also, trends in federal support for MSIs is provided to gain a better understanding of the importance of these institutions to the field of rehabilitation counseling. A historical perspective of rehabilitation counselor education programs is provided including the role of the Council on Rehabilitation Education. Implications for additional empirical research are provided.

Lessons Learned From a Collaborative Approach to Research and Mentorship for Minority-Serving Institutions

2017 ◽  
Vol 31 (3) ◽  
pp. 272-282
Author(s):  
Myra Rosen-Reynoso ◽  
Ngai Kwan ◽  
Nerlie Blackburn ◽  
Paula Sotnik ◽  
Edward O. Manyibe ◽  
...  
Keyword(s):  
Historically Black ◽  
Research Collaboration ◽  
Black Colleges ◽  
Peer To Peer ◽  
Lessons Learned ◽  
Historically Black Colleges ◽  
Traditional Mentoring ◽  
Hispanic Serving ◽  
Minority Serving Institutions ◽  
Team Model

Purpose: To describe the experience of implementing a collaborative model for research mentorship across various minority-serving institutions, specifically, historically Black colleges/universities (HBCUs), Hispanic-serving institutions (HSIs), and American Indian tribal colleges/universities (AITCUs). Methods: The peer-to-peer mentor research team model (PPMRTM) simultaneously provides peer-to-peer mentoring and traditional mentoring through a panel of mentors. Components of the model will be detailed and examples of success and challenges are presented. Results: Several key practices such as nontraditional mentoring and instruction, combining resources, and committing to using best practices emerged as important factors contributing to successful research collaboration. Conclusions: The findings can have implications for other interinstitutional collaborations.

Expanding the Student Persistence Puzzle to Minority Serving Institutions: The Residential Historically Black College and University Context

2018 ◽  
Vol 22 (4) ◽  
pp. 676-698 ◽  
Author(s):  
Dominique J. Baker ◽  
Andrew T. Arroyo ◽  
John M. Braxton ◽  
Marybeth Gasman ◽  
Clay H. Francis
Keyword(s):  
Predominantly White ◽  
Historically Black ◽  
Student Persistence ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Black College ◽  
Historically Black Colleges ◽  
Historically Black College ◽  
College And University ◽  
Minority Serving Institutions

The prevailing theories of student persistence have been developed in Predominantly White Institutional (PWI) contexts. The extent to which these theories—in whole or in part—apply to Minority Serving Institutions such as Historically Black Colleges and Universities (HBCUs) has not been studied in depth. This study tests a PWI-based theory of student persistence in residential colleges and universities at two residential HBCUs. Four-hundred and fifty-one residential students completed a survey testing the theory, and then administrative data were used to link student persistence data. Findings suggest that theories developed at PWIs—such as the model tested in this study—hold salience for understanding student persistence at Minority Serving Institutions such as HBCUs. However, a complete picture of student persistence at HBCUs may benefit from the addition of HBCU-specific constructs and models.

Evaluation of the Transportation Research Board Minority Student Fellows Program

2018 ◽  
Vol 2672 (13) ◽  
pp. 10-18
Author(s):  
Richard Willson ◽  
Karen Febey
Keyword(s):  
Native American ◽  
Historically Black ◽  
Minority Student ◽  
Black Colleges ◽  
Lessons Learned ◽  
Historically Black Colleges ◽  
Program Manager ◽  
Hispanic Serving ◽  
Transportation Research ◽  
The Right

This paper evaluates the Transportation Research Board (TRB) Minority Student Fellows Program (Program). Initiated in 2010, the Program supports students from select Historically Black Colleges and Universities, Hispanic-Serving Institutions, and Native American Pacific Islander-Serving Institutions to attend TRB’s Annual Meeting and present a student-authored research paper. The Program is intended to increase involvement of those groups in TRB and the transportation profession. This evaluation considers the Program’s performance against stated and implicit goals using a survey of mentees; qualitative reflections by the Program manager, a mentor, and a mentee; and indirect outcome metrics. Conclusions are that the Program was successful in increasing exposure to TRB, contributing to the growth of fellows as transportation professionals, and encouraging ongoing TRB participation. With regard to operations, the Program achieved visibility and attracted external funding, which bodes well for its sustainability. Lessons learned include crafting appropriate rules for participation and finding the right balance between critique and support in the paper review process. There are opportunities to extend the mentoring experience with continued involvement of past fellows.

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