penn center for Minority serving institutions - Penn GSE

T h e Pen n
G r ad uate
Sch ool of
E du cation
Penn Center for
Minority Serving Institutions
“The center brings together an unprecedented array of
human and financial resources to address the research,
policy, and practice needs of a segment of higher education institutions that is serving the fastest growing demographics in this country. It will provide a critical space
for scholars, practitioners, and policymakers to expand
the knowledge base about MSIs and to build the capacity
of these institutions to address the needs of historically
underserved populations in higher education. Through
these activities, the Penn Center for Minority Serving
Institutions will advance perspectives and strategies that
are grounded in the challenging and changing realities
that these institutions face.
—Anne Marie NuÑez,
Associate Professor, University of Texas at San Antonio
Minority Serving Institutions (MSIs) emerged in response to a history of
inequity and lack of minority people’s access to majority institutions. Now an integral
part of American higher education, MSIs—specifically Historically Black Colleges
and Universities (HBCUs), Tribal Colleges and Universities (TCUs), Hispanic Serving
Institutions (HSIs) and Asian American and Native American Pacific Islander Serving
Institutions (AANAPISIs)—have carved out a unique niche in the nation: serving the
needs of low-income, underrepresented students of color.
Because MSIs enroll a substantial share of minority students, many of whom might not
otherwise attend college, the continuous development and success of these institutions is
critical for realizing our nation’s higher education and workforce goals and for the benefit of
American society. MSIs play a vital role in the nation’s economy by:
a.Elevating the workforce prospects of disadvantaged populations; and
b.Contributing to reducing the underrepresentation of minorities and disadvantaged
people in graduate and professional schools and careers that require post-baccalaureate education and training.
Contributions of MSIs to
Higher Education and Society:
• 3
.6 million undergraduate students—
20 percent of all undergraduates—
enroll in MSIs
• W
hile HBCUs represent just three percent of all colleges and universities, they
enroll 11 percent of African American
students
• T
CUs represent less than one percent of
higher education institutions yet enroll
almost 10 percent of Native American
students
Characteristics of
MSIs:
• Over one-half of all students enrolled at MSIs receive Pell Grants,
compared with only 31 percent of
all college students.
• Tuition rates at MSIs are, on average, 50 percent less than that of
majority institutions.
• Almost one-half of all MSI students are the first in their families
to attend college, compared
• H
SIs represent only six percent of postsecondary institutions but enroll nearly
50 percent of all Latino students
to only 35 percent of students
• A
ANAPISIs represent less than one
percent of all colleges and universities,
yet enroll nearly 27 percent of all Asian
Americans and Pacific Islanders.
• MSIs award nearly 50 percent of
Penn Center for Minority Serving Institutions
attending predominantly White
institutions.
teacher education degrees and
certificates to students of color
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“The Center for Minority Serving Institutions
comes at a critical moment—when educating
diverse students well is more important than
ever. The Center’s ability to collect and synthesize work that improves student outcomes and
strengthens these institutions will be significant
to reaching this goal.”
—Michelle A. Cooper,
President, Institute for Higher Education Policy
The Center for Minority Serving Institutions’ goals are:
To foster understanding by:
• Increasing rigorous scholarship on MSIs.
• Informing administrative, instructional and philanthropic practices at MSIs.
To raise awareness by:
• Elevating the educational contributions of MSIs, ensuring their participation in national
conversations.
• Advancing effective policies that have a positive impact on strengthening MSIs, the development and support of their students and faculty, and the quality of the elementary
and secondary schools within their communities.
• Bolstering the efforts of MSIs to close educational achievement gaps and assessment
performance of disadvantaged communities.
To build connections by:
• Connecting MSI academic and administrative leadership to leading reform and improvement organizations and initiatives in the United States.
• Bringing together MSIs around their common interests, strengths, and challenges to
increase efficiency and optimize resources.
• Ensuring that the academic program offerings of MSIs are connected with the leading
innovations in higher education.
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The Center for Minority Serving Institutions will:
support funders, researchers and policy makers by:
• Convening a national advisory board of researchers and practitioners interested in
MSIs, and forming a knowledge community where ideas and suggestions for best practices and innovation are shared.
• Serving as a think tank on issues related to MSIs.
• Issuing and commissioning national and state policy papers from CMSIs-affiliated
Fellows on salient issues for MSIs.
• Hosting an interactive website and publishing newsletters that promote research and
best practices at MSIs.
support Minority Serving Institutions by:
• Establishing a media kit for MSIs, complete with the tools and language necessary to
continue reshaping, rebranding, and remarketing the MSI narrative.
• Convening presidents of MSIs for the purposes of eliciting their ideas about and reactions to issues that should be addressed by the Center and discussing work produced by
the Center.
• Providing opportunities for grant funding, grant collaboration, and capacity-building
partnerships.
support scholars by:
• Sponsoring Fellows in their research efforts to promote new work on MSIs.
• Creating research opportunities for scholars interested in investigating issues that are
important to MSIs, with a particular focus on scholars of color and scholars from MSIs.
• Offering graduate assistantships to both master’s and doctoral students interested in
research and practice related to MSIs.
• Developing a comprehensive directory of MSIs that functions as a primary resource
on the educational and lifelong benefits of an MSI education for high school college
counselors, students, and families.
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CENTER LEADERSHIP
AND STAFF
Marybeth Gasman | Director
Marybeth Gasman is a Professor of Higher Education in the Graduate School of Education at the University of Pennsylvania. She holds secondary appointments in history
and Africana Studies. Dr. Gasman’s areas of expertise include the history of American
higher education, historically black colleges and universities, minority serving institutions, African American leadership, and fundraising and philanthropy. She has written
or edited 18 books, including Understanding Minority Serving Institutions, Envisioning
Black Colleges, Uplifting a People, Booker T. Washington Rediscovered, Race and Gender
in Nonprofit Leadership, The Morehouse Mystique, A Guide to Fundraising at Historically
Black Colleges and Universities, and The Essential Guide to Fundraising from Diverse
College Alumni. Eight of Dr. Gasman’s books have won research awards. Dr. Gasman’s
articles have been published in the American Education Research Journal, Educational
Researcher, Teachers College Record, the Journal of Higher Education, the Journal of Negro
Education, Research in Higher Education, the Journal of College Student Development,
among others. She is a regular contributor to the Chronicle of Higher Education, Diverse
Issues, the Huffington Post, and the New York Times.
Her research has been featured in the New York Times, the Washington Post, the Wall
Street Journal, Time, Newsweek, USNEWS, CNN, and on National Public Radio. Dr. Gasman consults for many organizations, including Lumina Foundation, Kresge Foundation, Education Sector, USA Funds, the Thurgood Marshall College Fund, Paul Quinn
College, and Philander Smith College. She has served as a Vice President of the American Education Research Association. Dr. Gasman serves on the board of trustees at
Paul Quinn College. Dr. Gasman received the Penn GSE Excellence in Teaching Award
as well as the Association for the Study of Higher Education’s Early Career Award in
2006. In 2010, she was awarded the Ozell Sutton Medallion for Justice by Philander
Smith College. In May 2012, she received an honorary degree from Paul Quinn College and the Mildred Garcia Exemplary Scholarship Award from the Council on Ethnic
Participation.
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Heather Collins | Asssistant Director
Heather Collins is a native of Charlotte, North Carolina and received her bachelor’s
degree from Duke University. Heather has many years of work experience in the
education and nonprofit sectors, including teaching in the Dominican Republic, as well
as serving in AmeriCorps. In 2012, Heather completed a two-year fellowship at The
Duke Endowment. During her time at the Endowment, Heather focused on access and
retention of first-generation, low income, and minority college students. Her work
culminated in the Foster Care Initiative at Johnson C. Smith University, a program
designed to identify and support students coming from the foster care system. Prior
to joining the Center, Heather worked as Program Manager for Blue Ocean Strategy
at Johnson C. Smith University on issues related to improving student retention and
graduation. Blue Ocean Strategy is a pilot project that is a part of the development
strategy for the White House Initiative on Historically Black Colleges and Universities. She is currently pursuing her master’s degree in education at the University of
Pennsylvania.
Yvette Booker | Marketing and Public Relations Specialist
Yvette Booker received her M.S.Ed. in higher education from the Graduate School of
Education at the University of Pennsylvania in 2010. A native of Chicago, she earned
an MBA in Marketing from the University of Illinois at Chicago and has a wealth of
experience, both instructional and administrative, in K-12 and higher education institutions. Yvette also shares over 10 years of free-lance marketing and event planning
expertise with the Center. Most recently, she worked with the interim Superintendent of the Philadelphia School District and is committed to scholarship and diversity
programs in the Philadelphia area.
Temitope Ligali | Administrative Assistant
Temitope Ligali earned her baccalaureate degree from The Pennsylvania State
University, University Park and majored in sociology because she enjoys learning and
working with different people. Upon graduation, she served as a college advisor at
Olney East and West high school in Philadelphia assisting junior and senior students
in their preparation for post-secondary education. She is passionate about working
with under served, first generation, and low income students. She has also worked in
various departments throughout Penn, including Liberal Professional Studies, Human
Resources, and the School of Design.
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The Center works in Partnership with
Educational Testing
Service Leadership
Michael T. Nettles
Michael Nettles is Senior Vice President and the Edmund W. Gordon Chair of Educational Testing Services’ Policy Evaluation & Research Center, and heads up the Early
Childhood Research Center. Michael has a national reputation as a policy researcher
on educational assessment, student performance and achievement, educational equity, and higher education finance policy. He currently serves as a member on multiple
boards including the National Research Council Board on Testing and Assessment,
the Joint Advisory Board for Education Research Centers in the state of Texas and the
Board of the Center for Enrollment Research, Policy, and Practice at the University of
Southern California. Nettles earned a bachelor’s degree in political science from the
University of Tennessee. He received a master’s degree in political science and higher
education, and a PhD in education from Iowa State University.
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Center Affiliates
Andrew T. Arroyo
Norfolk State University
Brian K. Bridges
United Negro College Fund
Clifton F. Conrad
University of Wisconsin,
Madison
Laura J. Cortez
University of Texas
Adenike M. Davidson
Delaware State University
Arnaldo Diaz
University of Pennsylvania
Noah Drezner
Columbia University’s Teachers College
Brighid Dwyer
Villanova University
Jessica Elmore
Kansas State University
Todd Lundberg
University of Wisconsin,
Madison
Lakia M. Scott
University of North Carolina,
Chapel Hill
Valerie Lundy-Wagner
Columbia University’s
Teachers College
Terrell Strayhorn
The Ohio State University
Dina Maramba
The State University of New
York at Binghamton
Craig Marroquín
University of Connecticut
Brian McClure
University of Memphis
Bryan Kent Wallace
Fisk University
Michael S. Williams
The Ohio State University
Caleph Wilson
University of Pennsylvania
Donald Mitchell
Grand Valley State University
J. Luke Wood
San Diego State University
Samuel D. Museus
University of Denver
Ontario S. Wooden
North Carolina Center
University
Anne-Marie Nuñez
University of Texas,
San Antonio
Melissa Freeman
University of Denver
Taryn Ozuna
University of Texas, Arlington
Sydney Freeman
Tuskegee University
Robert Palmer
The State University of New
York at Binghamton
John M. Lee
Association of Public Land
Grant Universities
Rebecca Villareal
University of Maryland
Tracae McClure
The George Washington
University
Stella Flores
Vanderbilt University
Adriel A. Hilton
Independent Researcher
Erica Taylor
Howard University
Toby Park
The Florida State University
Gregory N. Price
Morehouse College
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Advisory Board
Nelson Bowman III
Executive Director of Development, Prairie
View A&M University
Gregory Lyles
Development Director, United Negro College
Fund
Michelle Cooper
President, Institute for Higher Education Policy
Charlie Nelms
Former Chancellor of North Carolina Central
University & Founder of Destination Graduation Initiative (DGI)
Cheryl Crazy Bull
Executive Director, American Indian College
Fund
Jennie Dulas
Director of Development, North Seattle
Community College
Donna E. Ekal
Associate Provost, University of Texas, El Paso
Marc Nivet
Chief Diversity Officer, Association of American
Medical Colleges
Christy Ponce
Director of Institutional Advancement, El Paso
Community College
Antonio Flores
President, Hispanic Association of Colleges &
Universities (HACU)
Karl Reid
Senior Vice President for Research, Innovation
and Member College Engagement, The United
Negro College Fund
Gerald Gipp
Former Executive Director of the National
Indian Education Association
Deborah Santiago
Co-Founder and Vice-President for Policy and
Research, Excelencia in Education!
John Gritts
U.S. Department of Education, Federal Student
Aid
Alvin Schexnider
Former Chancellor, Winston-Salem State
University & Interim President, Norfolk State
University
Justin Guillory
President, Northwest Indian College
Neil Horikoshi
President, Asian Pacific American Institute for
Congressional Studies
Walter Kimbrough
President, Dillard University
David López
President, National Hispanic University
Hal Smith
Senior Vice President for Education, Youth Development and Health, National Urban League
Michael Sorrell
President, Paul Quinn College
Robert Underwood
President, University of Guam
David Wilson
President, Morgan State University
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Research Team
Thai-Huy Nguyen
Felecia Commodore
Andrés Castro Samayoa
“I am confident that the Penn Center
for Minority Serving Institutions will fill
a major void in higher education and
strengthen the role of minority serving
institutions in meaningful ways.”
—Alvin Schexnider,
Former President of Winston-Salem State University
Ufuoma Abiola
Desmond Diggs
Demetrios Spyridakis
Harmony Cross
Kerry Madden
Karla Silva
Carolina Dávila
Audrey Wilson
Oscar Cullen
Melanie Wolff
Blog: www.msisunplugged.com
Facebook: www.facebook.com/pages/The-Center-forMinority-Serving-Institutions/595777627126990
Twitter: @CenterForMSIs
twitter.com/CenterForMSIs
Instagram: @CenterForMSIs
instagram.com/CenterForMSIs
Penn Center for Minority Serving Institutions
—
3819-33 Chestnut Street
Suite 140
Philadelphia PA, 19104-3106
p: 215-898-8956
e: [email protected]
www.gse.upenn.edu/cmsi