The HSI Task Force welcomes your input regarding what it might mean for UC Davis to become a federally designated Hispanic Serving Institution, or HSI. You are invited to provide your recommendations for what you feel will be most important for the Task Force to consider including in its final report to the Chancellor.
We would ask that you assign your idea to one of the following four themes—click on the highlighted text to learn more about each item. Ideas that are both visionary and practical are welcome.
- Outreach, Recruitment, Admissions, and Enrollment
- Educational Equity in Academic Success
- Cultural Equity in the Educational Experience
- Fulfilling our Hispanic Serving Mission
Within these themes, we invite you to consider some of the following issues and interventions. Click on each to learn more.
- What does it mean to be an HSI and an R1 institution?
- How can our HSI identity reflect our land-grant mission to serve the state of California?
- What institutional structures need to be re-examined?
- What types of interventions would you recommend to improve equity in any of the four categories above?
- What types of accountability, evaluation, and measures of success should UC Davis employ to comprehend its progress in serving Latinx/Chicanx and similarly situated students?
What outreach, recruitment, and admissions strategies should UC Davis undertake as it takes on its new identity as an HSI? How can UC Davis build on past success and do even more to address the representational gaps, as an institution, as a member of the University of California system, as a collaborator in K-14 programs, and as a participant in the California Master Plan for Higher Education?
How can UC Davis address gaps in Latinx/Chicanx student success in the classroom, with an eye toward reversing deficit-model thinking and addressing structural inequities that fail to integrate Chicanx/Latinx student fully into the academic experience? How can we expand UCD’S institutional culture, including teaching approaches, to reflect multiculturalism? How might we use technology, hybrid learning, the flipped classroom or other types of teaching innovations to close the achievement gap? What co-curricular academic success innovations can we adopt or continue to support at UC Davis to close the achievement gaps?
What key campus climates/environments and institutional agents influence the unequal educational and cultural environments that Chicanx/Latinx students experience? How are economic factors, such as homelessness and food insecurity, affecting the academic success of our students and how might UC Davis seek to ameliorate these? How can we incorporate the whole student—their family, their mental health, their extracurricular passions—into their experience at UC Davis to create a stronger bond to the institution and sense of belonging? What of the cultural legacy of predominantly white institutions precludes cultural equity and a sense of belonging for Latinx/Chicanx students at UC Davis? How can we better understand how microaggressions and hostile campus climate threaten marginalized students’ sense of safety and their sense of belonging? What strategies are being cultivated to assert underrepresented/ marginalized students’ cultural belonging at UCD. How do students define (cultural belonging)? How do they engage in critical resistance? And what’s the best ways to measure the impact of interventions through an intersectional lens?
Where else should UC Davis be concentrating its effort and investment to propel our Chicanx/Latinx students to become community leaders across our state? Recognizing that public institutions of learning function as agents for social mobility, might we move beyond the individual success story to consider how and whether a UC Davis education can also transform entire underserved communities? How might UC Davis embrace community engaged research or support research that benefits the issues affecting the Chicanx/Latinx communities? What other types of service engagement might be important to UC Davis to become a premier Hispanic SERVING land grant institution?
Issues and Interventions
What does it mean to be an HSI and an R1 institution? Of the 472 institutions that met HSI criteria in 2015-2016, fewer than 6% were research universities (9 R1, 13 R3), 34% (n. 159) were in California (more than any other state, CA also has 56 emerging HSIs). Systemwide, the University of California has a higher proportion of HSIs than any other system of 4-year public or private universities. What does this mean for UC Davis as an HSI?
How can our HSI identity reflect our land-grant mission to serve the state of California? How should UC Davis think about its role as a land-grant institution? For example, how can we meet the needs of industries where there are gaps between the supply of skilled workers and the demand, e.g. healthcare, agricultural management, education, or others? How can we leverage our efforts to minimize gaps in educational attainment and income in the CA Hispanic community? How can we engage our faculty and students with under-resourced and economically-challenged regions of California?
How can we leverage initiatives related to HSI to address academic/faculty diversity? How can we increase representation of Latinx in higher education particularly in the Ph.D, pipeline, among tenured faculty and teaching faculty?
What types of accountability, evaluation, and measures of success should UC Davis employ to comprehend its progress in serving Latinx/Chicanx and similarly situated students? In keeping with our identity as a prestigious and forward-thinking institution, how might UC Davis be ambitious in our measures for success as an HSI? Beyond traditional measures of success for this population (unit progress, retention, representative enrollment across majors, time to graduation, GPA), what other factors should we consider when judging student and institutional success? How should individuals and organizations within the university be evaluated and held accountable?