Redesigning the HSI Curricular Experience: Moving from Hispanic Enrolling to Hispanic Serving

ABSTRACT

Hispanic-serving Institutions (HSIs) are not typically mission-bound to serve Latinx students. In addition to examining structural changes that embrace an HSI designation, we argue that curriculum is critical in truly serving a diverse student body. Using the case of a small, rural HSI, we describe the process and product of making meaningful curricular changes that honor the mission, students, and geographical location that has facilitated our HSI status. We offer recommendations for other HSIs interested in engaging in meaningful curricular change to become truly Hispanic-serving.

KEYWORDS:

• Hispanic-serving institutions
• Latinx students
• higher education
• curriculum
• High Impact Practices

Acknowledgments

The authors would like to acknowledge the tireless efforts of the many faculty, staff, and students who participated in this monumental, multi-year project. Without you, this curriculum redesign would not have been possible. We would also like to extend our gratitude to Dr. Carol Guerrero-Muphy, faculty emerita, who was a critical member of the leadership team. Finally, we are indebted to the staff of our Office of Title V Initiatives and its Executive Director, Lillian Gomez, who provided intellectual, philosophical, and logistical support for this work.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This project was funded by the USDE’s Title V of the Higher Education Act grant [P031S150033-18].