P1246990924AkELu - PowerPoint PPT Presentation

Title: P1246990924AkELu


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Minority Institutions for Higher Education in
Partnership with Federal Agencies ________________
______ By Ms. Britney White Ms. Kertisha L.
Dixon
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Presentation Overview
1.

• The definition of Minority Institutions for
  Higher Education (MIHEs)
• Why MIHEs are a vital resource to Federal
  Agencies.
• The Executive Orders.
• The Executive Orders in relation to MIHEs
  procuring partnerships with Federal Agencies such
  as the United States Department of
  Transportation.
• Benefits of partnerships between MIHEs and
  Federal Agencies.
• Barriers preventing partnerships between MIHEs
  and Federal Agencies.
• Recommendations to minimize the barriers
  preventing MIHEs from successfully partnering
  with Federal Agencies.
• Partnerships available through Federal Agencies
  such as the Department of Transportation and
  beyond.

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Definition of Minority Institutions for Higher
Education
2.

• MIHEs are institutions that serve the educational
  needs of a broad base minority population and
  they are broken down into four main categories
• Historically Black Colleges and Universities
• Includes women and male only Colleges such
  as Spelman and Morehouse
• Hispanic Serving Institutions
• Tribal Colleges and Universities
• Institutions that serve American Indian
  and Alaskan minorities
• Asian Americans and Pacific Islander Institutions
  

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Breakdown of MIHE Categories (Historically
Black Colleges and Universities)
3.

• Historically Black Colleges and Universities.
  HBCUs as they are also referred to as are defined
  as postsecondary institutions that were
  established prior to 1964, whose principal
  mission was, and is, the education of black
  Americans. HBCUs enroll 14 percent of all African
  American students in higher education, although
  they constitute only 3 percent of America's 4,084
  institutions of higher education. HBCUs offer all
  students, regardless of race, an opportunity to
  develop their skills and talents. These
  institutions matriculate approximately 24 percent
  of all African American students enrolled in
  four-year colleges, award masters degrees and
  first-professional degrees to about 1 in 6
  African American men and women, and award 24
  percent of all baccalaureate degrees earned by
  African Americans nationwide.
• The majority of the 105 HBCUs are located in the
  Southeastern states, the District of Columbia,
  and the Virgin Islands. They include 40 public
  four-year, 11 public two-year, 49 private
  four-year, and 5 private 2-year institutions. The
  majority of the 105 HBCUs are located in the
  Southeastern states, the District of Columbia,
  and the Virgin Islands. They include 40 public
  four-year, 11 public two-year, 49 private
  four-year, and 5 private 2-year institutions.
  Most are more than 100 years old with Cheyney
  University of Pennsylvania, founded in 1837,
  being the oldest of these institutions.

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Breakdown of MIHE Categories(Hispanic
Serving Institutions)
Cont.
4.

• Hispanic Serving Institutions are defined as
  
• Accredited and degree-granting public or private
  nonprofit institutions of higher education with
  at least 25 percent or more total undergraduate
  Hispanic full-time equivalent student enrollment.
  In addition to this HSIs must also have a high
  enrollment of needy students, low educational and
  general expenditures, and 25 percent or more
  undergraduate Hispanic full-time equivalent
  enrollment, where 50 percent of Hispanic students
  are low-income.

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Breakdown of MIHE Categories(Tribal and
Asian Americans Pacific Islanders Serving
Institutions)

Cont.
5.

• Tribal Colleges and Universities are defined as
  those institutions cited in section 532 of the
  Equity in Educational Land-Grant Status Act of
  1994 (7 U.S.C. 301 note), any other institution
  that qualifies for funding under the Tribally
  Controlled Community College Assistance Act of
  1978 (25 U.S.C. 1801 et seq.), and Dine' College,
  authorized in the Navajo Community College
  Assistance Act of 1978, Public Law 95-471, title
  II (25 U.S.C. 640a note).
• Institutions that serve Asian Americans and
  Pacific Islanders are defined as institutions of
  higher education that, at the time of application
  for grants, have an enrollment of Asian Americans
  and Pacific Islander undergraduate students that
  are 10 percent or higher of its population.

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Why MIHEs are a vital resource to Federal
Agencies
6.

• MIHEs and their students are important to Federal
  Agencies because they produce some of Americas
  brightest and talented young men and women who
  come from minority backgrounds. These young men
  and women represent America at its best. They
  represent what America has become, a melting pot
  of racial and ethnic backgrounds. These
  institutions and their students allow Federal
  Agencies to diversify their infrastructure, as
  well as allowing them the opportunity to increase
  their ability to attract potential minority
  clients and employees.

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The Executive Orders
7.

• The White House established several educational
  initiatives that directed the Executive Branches
  and Federal Agencies to identify and implement
  programs that would increase the participation of
  Historically Black Colleges and Universities,
  Hispanic Serving Institutions, Tribal Colleges
  and Universities, and Asian and Pacific Islander
  serving Institutions in FHWAs and other
  Federally Sponsored Program. These MIHEs are
  mandated by the following Executive Orders also
  known as (EOs)

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The Executive Orders
Cont.
8.

• EO 12928- Promoting Procurement With Small
  Businesses Owned and Controlled by Socially and
  Economically Disadvantaged Individuals,
  Historically Black Colleges and Universities and
  Minority Institutions
• EO 13256-Historically Black Colleges and
  Universities
• EO 13230- Presidents Advisory Commission on
  Educational Excellence for Hispanic Americans
• EO 13230-Educational Excellence for Hispanic
  Americans
• EO 13256- Presidents Board of Advisors on
  Historically Black Colleges and Universities
• EO 13270- Tribal Colleges and Universities
• EO 13216-Increasing Opportunity and Improving
  Quality of Life of Asian Americans and Pacific
  Islanders
• EO 13096-American Indian and Alaska Native
  Education

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What The Executive Orders Mean for MIHEs and
Their Students
9.

• These Executive Orders are
  necessary to ensure that all MIHEs have full
  participation and opportunity in programs offered
  by the Federal Government and Federal Agencies as
  a whole. Prior to the establishment of the
  Executive Orders, MIHEs were not granted fair and
  equal participation in programs offered by the
  various departments of the Federal Government.
• The Executive Orders require
  Federal Agencies to
• establish an annual goal for funds to be awarded
  to the MIHEs and to provide technical assistance
  to MIHEs regarding the program activities of the
  agency
• submit annual planned awards and performance
  awards reports to the Secretary of Education
  containing data on its plans/accomplishments to
  increase the participation of MIHEs in Federal
  and Federally Sponsored Programs and
• submit data on all outreach efforts directed
  towards the Hispanic, Native American and Alaska
  Native communities

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Benefits of partnerships between MIHEs and
Federal Agencies
10.

• Partnerships will assist students with equal
  opportunity to participate in educational
  programs, such as the STIPDG program
• Partnerships will assist students with equal
  opportunity to obtain Federal grants and fair
  biding on Federal contracts
• Partnerships will assist students with equal
  opportunity to develop research facilities and
  broaden their overall ability to write research
  grants in-house as equivalent to their
  counterparts at majority institutions
• Partnerships will assist students with equal
  opportunity to increase their institutions as
  well as their students involvement in development
  and technology based activities

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What the FHWA and its Divisions have done to
procure partnerships with MIHEs
11.

• In 1991, the Federal Highway Administrations
  Historically Black College and Universities and
  Other Minority Institutions of Higher Education
  Task Force recommended the establishment of
  partnerships to increase the participation of
  those institutions in the Agencys Federal and
  Federal-aid highway programs. The partnerships
  were required to have, at a minimum, the active
  participation of an FHWA Division Office, a State
  Department of Transportation and a college or
  university.

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What the FHWA and its Divisions have done to
procure partnerships with MIHEs
Cont.
12.

• After a six-year pilot program, Congress in the
  Transportation Equity Act for the 21st Century
  authorized funding for the first transportation
  career education program for secondary school
  youth entitled National Summer Transportation
  Institute (NSTI).

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What the FHWA and its Divisions have done to
procure partnerships with MIHEs
Cont.
13.

• The NSTI program component was used to design
  another national transportation initiative, the
  Garrett A. Morgan Technology and Transportation
  Futures Program that was established by Former
  Transportation Secretary Rodney E. Slater
• The Federal Highway Administration has developed
  many initiatives to target MIHEs and their
  students such as the Summer Transportation
  Internship Program for Diverse Groups. This
  program was developed to ensure that students
  from diverse backgrounds are provided with
  hands-on experience and on-the- job training, and
  the one of a kind opportunity to work on current
  transportation-related topics and issues through
  mentorship and research.

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What the FHWA and its Divisions have done to
procure partnerships with MIHEs
Cont.
14.

• Hispanic Scholarship Fund Institute
• DOT, in partnership with the Hispanic Scholarship
  Fund Institute (HSFI), recently launched the
  DOT/HSFI Next Generation of Public Servants
  Scholarship Program. This pilot program allows
  DOT to provide academically accomplished Latino
  college students a pathway to complete their
  college degree and learn about the Department of
  Transportation and the career opportunities
  available in each of DOT's Operating
  Administrations, the Office of the Secretary and
  the Office of Inspector General.
• Through the DOT/HSFI Next Generation of Public
  Servants Scholarship Program, 12 outstanding
  Hispanic college students with a cumulative grade
  point average of 3.5 were each awarded a 3,000
  scholarship.

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Barriers Preventing Successful Partnerships
Between MIHEs and Federal Agencies
15.

• MIHEs were started after and/or with fewer
  financial and political resources than their
  counterparts at Majority serving Institutions. It
  should also be noted that these institutions
  faced added barriers of discrimination. Due to
  these factors, MIHEs have not been and are not on
  an equal playing field to seek and utilize the
  resources of Federal Agencies in contrast to
  their counterparts at Majority Institutions.
• While the Executive Orders set up mandates, many
  Federal Agencies have yet to meet the
  requirements asked of them. Many Federal Agencies
  do not have programs to benefit MIHEs and their
  students. These agencies have Equal Employment
  Opportunity programs however, these agencies do
  not tailor these programs to understand what the
  needs of MIHEs are and how they can work to meet
  these needs.
• Federal Agencies as a whole do not designate
  enough capital to MIHEs to equip them with the
  necessary tools to hire grant writers or develop
  research based facilities to make them
  competitive for things such as Federal contract
  bids, or research grants as to equal that of
  their counterparts at Majority serving
  institutions.

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Recommendations to Minimize the Barriers
16.

• Federal Agencies need to allot more money from
  their budgets for MIHEs to allow these schools to
  build their institutions faculties and overall
  resources.
• Agencies need to develop specific programs to
  reach out and recruit MIHEs for all of their
  internship, job, grant, and research based
  opportunities. Specifically, programs need to
  focus on helping MIHEs to build their
  infrastructure, increase master or PH.D level
  professors and programs to increase their
  knowledge of research opportunities.
• Currently, the Executive Orders are controlled by
  the President so depending on what Administration
  is in office determines the level of importance
  and attention that will be given to the Executive
  Orders. To ensure the perpetuity of opportunities
  for MIHEs the Executive Orders need to be turned
  into legislation passed by Congress so that all
  Federal Agencies will have no choice but to
  develop programs and outreach for MIHEs and their
  students.

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Other Federal Agencies With Programs to Benefit
MIHEs
17.

• The United States Department of Education
• The United States Department of Commerce
• The Federal Bureau of Investigation
• The United States Department of Defense
• The United States Department of Health and Human
  Resources
• The United States Department of Homeland Security
• The United States Department of State
• The Central Intelligence Agency
• The Environmental Protection Agency

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Works Cited
18.

• 1. Bard, Stephen Institutions Serving Minority
  Students Propose Changes to Higher Education
  Act,
• Chronicle of Higher Education 49, no.
  26 (2003), http//web.ebscohost.com.
• 2. Brown, Hattie Williams, Linda J.,
  Historically Black Colleges and Universities
  (HBCUs) and other
• Minority Institutions of Higher
  Education Program, 2004 AASHTO National
  Transportation Civil Rights
• Conference, San Diego, California,
  (September 6, 2004), www.international
• fhwa.dot.gov/civilrights/2004.
• 3. Capital briefs, Community College Work 16, no.
  4 (2003), http//web.ebscohost.com
• 4. Klein, Alyson, Higher Education Act May
  Finally See Action, Education Week 26, no. 18
  (2007).
• 5. Lane, Kristina, Bill Would Expand Higher Ed.
  Access for Minorities, Low-Income Students,
  Community
• College Week 16, no. 4 (2003).
• 6. Executive Order 13270 of July 3, 2002.
• 7. Executive Order 12928 of December 16, 2004.

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Conclusion
19.

• Closing Remarks
• The perspective of a MIHE student
• Additional Questions