(only HSIs are eligible to apply for Title V funding). This grant partnership has provided valuable professional development for our faculty through ESCALA, which is mentioned several times throughout this report. After some preliminary review and discussion of HSI literature and research, steering committee members worked together to identify six subcommittee areas: Community Engagement, Recruitment, Retention and Support, Curriculum and Programming, Professional Development, and Public Affairs. Each subcommittee was comprised of approximately three-four committee members and focused its data collection and research on its assigned area. Each group was asked to: 1) Conduct general research for their topic in an effort to "understand the context of Latinx/Hispanic students both nationally and within our institution" (Marquette, Executive Summary, ii); 2) start an inventory of institutional practices, programming, and policies that pertain to the area within the context of serving (and/or creating unnecessary barriers for) Latinx/Hispanic students, faculty, and staff; and 3) begin to identify key strengths, gaps, needs, questions, etc. that need to recognized and/or addressed going forward. Associate Provost for Undergraduate and Faculty Affairs, Gail Mackin, collected extensive CWU data to help support committee work. All resources to support, and material generated by, the HSI Steering Committee was collected and made available via a Canvas course shell. During the research and drafting process, subcommittees were encouraged to consult with colleagues outside of the steering committee to brainstorm, collect information and data, and broaden the conversation about possible pursuit of HSI status. Each subcommittee report went through an initial revision process that included a peer review by another subcommittee. Revisions were submitted in June for final editing and inclusion in the comprehensive report. While there is still work to be done, this collection of subcommittee reports and selected supporting materials presented in the appendices provide ample information to consider next steps. Commonalities across Reports There are a number of common programs emphasized, concerns expressed, and recommendations made across subcommittee reports. Rather than edit the subcommittee reports to eliminate repetition, these commonalities remain and have helped to establish themes and pathways for future consideration. Several of the reports call out the importance of grant-funded programs on campus, such as the College Assistance Migrant Program (CAMP), TRiO, and SOLVER Scholars. They also praise work taking place in academic departments, such as World Languages and Law and Justice. While the Latino and Latin America Studies program (LLAS) is a potentially important program for pursuit of HSI status, it is emphasized across several reports that the program needs attention: careful assessment and program re-visioning. Student support programs that garner much praise across reports include the Diversity and Equity Center (DEC) and the Center for Leadership and Community Engagement (CLCE). Groups commend the ESCALA training for faculty available through the Title V iFINISH grant with YVC that allows them to earn a certificate in Teaching at HSIs.
CWU HSI Initiative 7.12.18
Made with FlippingBook - professional solution for displaying marketing and sales documents online