- Diversity Scholars Network
- Knowledge Communities
- Think-Act Tanks
- Grants to Support Research and Scholarship for Change
- Pop-Up Grants
The University of Michigan's (U-M) efforts to engage minority serving institutions (MSIs) date back to the early twentieth century. Contemporary efforts are centered on building pathways from MSIs to U-M to increase representation in graduate education and beyond for students far too often marginalized from these spaces. The Minority Serving Institutions (MSI) Pathways Knowledge Community was established in alignment with institutional DEI goals of strengthening connections with minority serving institutions towards creating mutually beneficial and bi-directional relationships that lead to inter-institutional rapport, trust, and opportunities within and between institutions for faculty, students, and staff.
The goals of the MSI Knowledge Community are:
- Expand awareness and understanding of MSIs through asset and strength based lenses.
- Coalesce to create synergy around institutional efforts relating to U-M and MSI engagement efforts.
- Discuss and address ways to better support MSI student transitions and matriculation in U-M graduate and professional programs so that these students have experiences characterized by thriving and not by surviving.
Learn more about the issues being addressed by the MSI Pathways Knowledge Community:
Harmon, N. (2012). The role of minority-serving institutions in national college completion goals. Institute for Higher Education Policy. Retrieved from http://www.ihep.org/assets/files/publications/s-z/The_Role_of_MSIs_FINAL_January_2012%5B1%5D.pdf
Li, X., & Carroll, C. D. (2007). Characteristics of Minority-Serving Institutions and Minority Undergraduates Enrolled in These Institutions: Postsecondary Education Descriptive Analysis Report (NCES 2008-156). Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2008/2008156.pdf
American Indian Higher Education Consortium. (1999). Tribal Colleges: An Introduction. Alexandria, VA: AIHEC. Retrieved from http://www.aihec.org/who-we-serve/docs/TCU_intro.pdf
Clewell, B.C., Consentino de Cohen, C., & Tsui, L. (2010). Capacity Building to Diversify STEM: Realizing Potential among HBCUs. Washington D.C.: Urban Institute. Retrieved from http://www.urban.org/uploadedpdf/412312-Capacity-Building-to-Diversify-STEM.pdf
Joseph, J. (2013). The Impact of Historically Black Colleges and Universities on Doctoral Students. New Directions for Higher Education.
Gasman, M., & Nguyen, T. H. (2014). Historically Black Colleges and Universities (HBCUs): Leading Our Nation’s Effort to Improve the Science, Technology, Engineering, and Mathematics (STEM) Pipeline. Texas Education Review, 2(1). Retrieved from http://hdl.handle.net/2152/45895
Dortch, C., Congressional Research Service. (2009). Asian American and Native American Pacific Islander serving institutions. Retrieved from http://www2.ed.gov/about/inits/list/asian-americans-initiative/potentially-eligible.pdf
Ramirez, E. (2013). Examining Latinos/as’ Graduate School Choice Process An Intersectionality Perspective. Journal of Hispanic Higher Education, 12(1), 23-36.
Bensimon, E.M., Malcom, E. & Dávila, B. (2010). (Re)Constructing Hispanic-Serving Institutions: Moving Beyond Numbers Toward Student Success. EP3: Education Policy and Practice Perspectives, 6. Iowa State University:
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