A Framework for Success in Real Projects for Real Clients Courses

2009 ◽  
pp. 157-190 ◽  
Author(s):  
David Klappholz ◽  
Vicki L. Almstrum ◽  
Ken Modesit ◽  
Cherr Owen ◽  
Allen Johnson
Keyword(s):  
Historically Black ◽  
Colleges And Universities ◽  
Project Work ◽  
Private Institutions ◽  
Public And Private ◽  
Assessment And Evaluation ◽  
Hispanic Serving Institutions ◽  
Collective Experience ◽  
Key Issues ◽  
Hispanic Serving

In this chapter, we demonstrate the importance of Real Projects for Real Clients Courses (RPRCCs) in computing curricula. Based on our collective experience, we offer advice for setting up an effective support infrastructure for such courses. We discuss where and how to find clients, the types of projects that we have used, and how to form and train teams. We investigate the variety of standards and work products that we have used in our courses and explore issues related to assessment and evaluation. Finally, we consider the benefits of an RPRCC-centric approach to computing curricula. A course is underway. Students are excited, engaged, eager to apply what they are learning, eager to communicate with one another about their project work, what they need to accomplish, and what they must find out from outside stakeholders. As a lovely bonus, the project the students are developing is more than a toy problem or a product that will gather dust on the back of the shelf — they are writing software that is useful and will be used. This type of course exists and has been successful in many settings, including public and private institutions, small, medium, and large institutions, and Historically Black and Hispanic-Serving institutions (that is, the colleges and universities at which the co-authors teach). In this chapter, we promote the idea of Real Projects for Real Clients Courses (RPRCCs) and discuss key issues related to successfully planning for and executing them in a variety of settings.

scholarly journals Seeking to Serve or $erve? Hispanic-Serving Institutions’ Race-Evasive Pursuit of Racialized Funding

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110570
Author(s):  
Stephanie Aguilar-Smith
Keyword(s):  
Community Colleges ◽  
Qualitative Study ◽  
Research Question ◽  
Title V ◽  
Federal Funds ◽  
Public And Private ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving ◽  
Institutional Actors

This critical qualitative study explores Hispanic-serving institutions’ (HSIs) pursuit of racialized federal funds and theorizes the connection between grant seeking and servingness at HSIs. Specifically, the study’s guiding research question was: Why do HSIs pursue racialized Title V funding? Based on interviews with 23 institutional actors at 12 HSIs, including public Hispanic-serving community colleges and both public and private 4-year institutions, the findings suggest that HSIs vie for Title V grants for assorted and, at times, conflicting reasons. Specifically, they seek this racialized funding to (a) pool money, (b) address broad-based institutional needs, (c) signal legitimacy, and (d) support all students. Importantly, some of the reasons have little to do with immediately serving students generally or Latinx students more specifically. Thus, I argue that in their race-evasive pursuit of Title V funds, many HSIs capitalize on their Latinx students, rendering serving into $erving and ghosting the “H” and “S” in HSIs.

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

2019 ◽  
Vol 89 (5) ◽  
pp. 745-784 ◽  
Author(s):  
Gina A. Garcia ◽  
Anne-Marie Núñez ◽  
Vanessa A. Sansone
Keyword(s):  
Systematic Review ◽  
Conceptual Framework ◽  
Federal Government ◽  
Research Policy ◽  
Colleges And Universities ◽  
Journal Articles ◽  
Policy And Practice ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving ◽  
Elusive Concept

Hispanic-Serving Institutions (HSIs) are colleges and universities that enroll at least 25% Latinx students. Despite being recognized by the federal government since 1992, HSIs lack a historical mission to serve Latinxs. As such the idea of “servingness” has become an elusive concept. An abundance of literature centering HSIs has been published, yet there continues to be a debate about what it means to serve students. We conducted a systematic review of 148 journal articles and book chapters to better understand how researchers conceptualize the idea of servingness at HSIs. We identified four major themes used by researchers to conceptualize servingness: (1) outcomes, (2) experiences, (3) internal organizational dimensions, and (4) external influences. We also found that researchers are often unintentional in their efforts to conceptualize what it means to be an HSI. We offer a multidimensional conceptual framework of servingness to be used in research, policy, and practice.

scholarly journals Decolonizing Leadership Practices: Towards Equity and Justice at Hispanic-Serving Institutions (HSIs) and Emerging HSIs (eHSIs

2019 ◽  
Vol 7 (2) ◽  
pp. 25-39 ◽  
Author(s):  
Gina A. Garcia
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Practices ◽  
Higher Education Institutions ◽  
The United States ◽  
Colleges And Universities ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs; colleges and universities that enroll at least 25% Raza undergraduates) are increasing in number in the United States, growing rapidly from 189 in 1994 to 492 in 2016. Moreover, there were 333 emerging HSIs (eHSIs) in 2016, indicating that the number of HSIs will continue to grow; however, leaders, including faculty, staff, and administrators at (e)HSIs, continue to grapple with the question, “How do we move from ‘enrolling’ to ‘serving’ Raza students?” There are a lack of leadership frameworks specifically designed for those working at (e)HSIs and with a focus on serving Raza students. The authors argue that decolonizing leadership practices will help leaders liberate and empower Raza students by disrupting the coloniality of power that promotes and sustains higher education institutions as racial/colonial projects. The authors propose leadership processes for working with Raza students at (e)HSIs. Although leaders at non-(e)HSIs may consider these processes, the authors call on leaders at (e)HSIs to transform their leadership practices as a necessity for becoming Raza-serving.

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.

scholarly journals Trends in Revenues at US Colleges and Universities, 1987-2013

2017 ◽  
pp. 1-6 ◽  
Author(s):  
Peter L. Hinrichs
Keyword(s):  
Local Governments ◽  
Colleges And Universities ◽  
Public Institutions ◽  
Private Institutions ◽  
Public And Private ◽  
Tuition Revenue ◽  
Investment Returns ◽  
State And Local Government ◽  
State And Local ◽  
Over Time

This Economic Commentary studies trends in inflated-adjusted revenues per student at US colleges and universities in broad revenue categories between 1987 and 2013. The findings show that, as is widely perceived, tuition revenue has risen over time at both public and private institutions. In recent years, tuition revenue at public institutions has been nearly as large a source of revenue as state and local government funding has been. Revenue from state and local governments has fluctuated at public institutions but has generally fallen over time, whereas funding from the federal government has risen. Investment returns are a large and highly variable source of revenue, especially for private institutions.

scholarly journals The Partial Deinstitutionalization of Affirmative Action in U.S. Higher Education, 1988-2014

2017 ◽  
Author(s):  
Daniel Hirschman ◽  
Ellen Berrey
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
State Level ◽  
Colleges And Universities ◽  
Private Institutions ◽  
Organizational Policy ◽  
Public And Private ◽  
Undergraduate Admissions ◽  
Admissions Policies ◽  
The Status

Race-conscious admissions policies are politically controversial yet pragmatically effective for improving access for people of color to selective U.S. colleges and universities. While the admissions policies of elite institutions get the most political, scholarly, and media attention, little is known about the use of affirmative action in admissions across the broader field of selective higher education. Based on analysis of longitudinal panel data of almost 1,000 selective status colleges and universities, we find a dramatic shift in stated organizational policy starting in the mid-1990s. In 1994, 60% of institutions publicly declared that they considered race in undergraduate admissions; by 2014, just 35% did. Yet there is substantial variation depending on schools’ status (competitiveness) and sector (public or private). Notably, race-conscious admissions remain the stated organizational policy of almost all of the most elite public and private institutions. The retreat from race-conscious admissions occurs largely among schools relatively lower in the status hierarchy: very competitive public institutions and competitive public and private institutions. These patterns are not explained by the implementation of state-level bans. The findings suggest that both the diversity imperative and the diffuse impact of the anti-affirmative action movement are not consistent across strata of American higher education.

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