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Are we considering becoming a Hispanic Serving Institution?

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Are we considering becoming a Hispanic Serving Institution?

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https://sites.ed.gov/hispanic-initiative/hispanic-serving-institutions-hsis/

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A Hispanic-Serving Institution (HSI) is defined as an institution of higher education that-

is an eligible institution; and

has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students at the end of the award year immediately preceding the date of application.

List of Designated Hispanic-Serving Institutions as of Fall 2021 U.S. Department of Education's Hispanic-Serving Institutions Division
For specific inquiries regarding Department's HSIs grant programs, contact: Stacey Slijepcevic, Hispanic-Serving Institutions Division Director; Office of Postsecondary Education, U.S. Department of Education; Phone: (202) 453-6150; Email: stacey.slijepcevic@ed.gov
Hispanic-Serving Institutions Division Website
Institutions must be designated as an eligible institution of higher education in order to apply for the Title V program and must meet the program-specific requirements to be defined as an HSI.

To be designated as an eligible institution of higher education, an institution must apply for and receive designation through an application process. Please refer to the most recent Application for Designation as an Eligible Institution. You may contact the program office if you have questions regarding eligibility.
Eligibility Process Infographic Designation as an Eligible Institution: Title III & Title V Programs Guide U.S. Department of Education Hispanic-Serving Institutions Grant Programs
The U.S. Department of Education offers 3 discretionary grants to support Hispanic-Serving Institutions. The U.S. Department of Education's Hispanic-Serving Institutions Division manages these grant programs.
Developing Hispanic-Serving Institutions (DHSI) Program
The Developing Hispanic-Serving Institutions (DHSI) Program (Title V, Part A) provides grants to assist HSIs to expand educational opportunities for, and improve the attainment of, Hispanic students. These grants also enable HSIs to expand and enhance their academic offerings, program quality, and institutional stability. The purpose is to:

To expand educational opportunities for; and improve the academic attainment of Hispanic students; and

Expand and enhance the academic offerings, program quality, and institutional stability of the colleges and universities that educate the majority of Hispanic students.

Grant Recipients Hispanic-Serving Institutions - Science, Technology, Engineering, or Mathematics (HSI STEM) and Articulation Program
The purpose of the Hispanic-Serving Institutions - Science, Technology, Engineering, or Mathematics (HSI STEM) and Articulation Programs (Title III, Part F) is to:

increase the number of Hispanic and other low-income students attaining degrees in the fields of science, technology, engineering, or mathematics; and

to develop model transfer and articulation agreements between two-year and four-year institutions in such fields.

Grant Recipients Promoting Postbaccalaureate Opportunities for Hispanic Americans (PPOHA) Program
The Promoting Postbaccalaureate Opportunities for Hispanic Americans (PPOHA) Program (Title V, Part B) provides grants to:

expand postbaccalaureate educational opportunities for, and improve the academic attainment of, Hispanic students; and

expand the postbaccalaureate academic offerings as well as enhance the program quality in the institutions of higher education that are educating the majority of Hispanic college students and helping large numbers of Hispanic and low-income students complete postsecondary degrees.

Grant Recipients
The Office of Postsecondary Education (OPE) looks to create a pool of peer reviewers to complete to review grant applications that represent academia's disciplinary, geographic, and institutional diversity. Current reviewers include practitioners, educators, administrators/managers, analysts, researchers, evaluators, and board members. OPE is also looking for reviewers who focus on innovation and specialists with a background in entrepreneurialism, technology and corporate learning. Peer reviewers play an integral role in the OPE grant administration process and are ultimately making positive contributions to the growth and development of students and institutions of higher education across the United States.
Frequently Asked Questions OPE Program Guide
Outside of grants administered by the HSI Division, there are other grants administered by the Office of Postsecondary Education. In this OPE Program Guide, OPE has organized their programs by their primary purpose. The guide provides a brief summary of the programs that HSIs may be eligible for.
Hispanic-Serving Institutions Organizations
Organizations such as the Hispanic Association of Colleges and Universities (HACU), Excelencia in Education and the Alliance of Hispanic Serving Institutions Educators provide additional information and supports for HSIs. Some provide comprehensive HSI membership lists on their respective Web sites. Institutions on these lists have self-identified as Hispanic-Serving Institutions or emerging Hispanic-Serving Institutions. They generally have not received a federal designation as an HSI, and as such, do not receive federal funding. There may, however, be some overlap among the HACU, Excelencia and Department lists.
Hispanic Association of Colleges and Universities Excelencia in Education Alliance of Hispanic Serving Institutions Educators National Community College Hispanic Council American Association of Hispanics in Higher Education Alliance of Hispanic Serving Research Universities Hispanic-Serving Institutions Career Collaborative University of California's Hispanic-Serving Institutions Initiative Arizona Hispanic-Serving Institutions Consortium Texas Hispanic-Serving Institutions Consortium Computing Alliance of Hispanic-Serving Institutions

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White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Hispanics

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A Hispanic-Serving Institution (HSI) is defined as an institution of higher education that- is an eligible institution; and has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students at the end of the award year immediately preceding the date of application.

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Bilingual incentive-compensation programs are common in government agencies. Commercial and academic sectors are beginning to incorporate these practices into hiring, promotion, or employee reviews. The Interagency Language Roundtable (ILR) scale is utilized to rate language proficiency, independent of the specific language or tasks being performed to justify compensation. Such practices, utilize a Language Proficiency Test through PARROT to validate language fluency.

2021 Madison College  data accounts for 119 employees who self-identify as Latino/Latinx. Below is breakdown:

Faculty FT – 1.3% (27 count)

Faculty PT – 2.0% (42 count)

Management FT - .4% (8 count)

Staff FT – 1.7% (36 count)

Staff PT - .3% (6 count)

Total – 5.7% (119 count)

Most of these  119 employees rely on their Spanish speaking  abilities on a daily basis to provide services not only to students, but other staff, and community-partners to assist in: daily operations or intra-departmental translation/interpretation services.

Does Madison College provide  compensation to its employees  who use their multi-lingual language skills to better accommodate student and community needs.  If not, would this be a consideration?

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The Interagency Language Roundtable (ILR) is an unfunded Federal interagency organization
established for the coordination and sharing of information about language-related activities
at the Federal level. It serves as the premier way for departments and agencies of the Federal
government to keep abreast of the progress and implementation of techniques and
technology for language learning, language use, language testing and other language related
activities.
Who established the ILR?
The underlying rationale for the ILR arose through discussions in 1955 among James R. Frith,
then with the Air Force Language Program, Howard Sollenberger of the Foreign Service
Institute, and Clyde Sargent of the CIA Training Division, who recognized a need for better
coordination and communication in language training and testing among federal agencies.
The ILR consists of a broad membership of individuals with professional interests in foreign
language use in work-related contexts, including the teaching, learning and testing of effective
language ability and proficiency. Approximately 60% of the members are federal government
employees, and all members of the ILR Steering Committee are federal employees. Regularly
attending entities include the following institutions and organizations.
How do I become a member of the ILR? Join the ILR-INFO email list so that you will receive
information about upcoming ILR activities. To attend an ILR activity, you will need to register at
least two days in advance by sending your name and affiliation to the email address indicated in
the announcement.
ILR events and activities are open to all interested people at no charge.
How can I join the ILR-INFO email list?
To join the ILR- INFO List, follow these directions:
Open a new email message
Remove any signature from the body of the message
In the "To line" put: LISTSERV@FSILIST2.FSI.STATE.GOV
No subject line is needed In the body of the message type: Subscribe ILR-Info your name (e.g., Subscribe ILR-Info Jane Doe) > Send the email.

UNCLASSIFIED -- http://www.govtilr.org/index.htm

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The Interagency Language Roundtable (ILR) is an unfunded Federal interagency organization established for the coordination and sharing of information about language-related activities at the Federal level. It serves as the premier way for departments and agencies of the Federal government to keep abreast of the progress and implementation of techniques and technology for language learning, language use, language testing and other language related activities.

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A: Translations of Academic Resources, Student Services and Marketing Campaigns for students and parents

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A: Translations of Academic Resources, Student Services and Marketing Campaigns for students and parents

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Madison College serves a diverse ethnic student population. There is a high demand to provide adequate translations to clearly communicate services, programs or inform students and parents.

How can we improve translating our academic resources, student services and marketing campaigns to students and parents to  inform, communicate, and succeed?

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B: Outreach Efforts for Projected Latino/x Demographic Increases by 40% in 2026

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B: Outreach Efforts for Projected Latino/x Demographic Increases by 40% in 2026

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The Latino/x population in Wisconsin is at 384,000 individuals. The population is projected to grow to 1 million over 20 years.

According to the UW Population Lab Reports, there is a decline within all high school graduating seniors; with the exception of Latino high school graduates. Latino/x high school graduates are  expected to increase by 40% by 2026. This reality in not adequately reflected in our outreach efforts, especially in rural areas.

What approach would reflect more significant outreach efforts to prepare for these projected demographics?

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B: DEI Initiatives Impact Latino/x Population

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B: DEI Initiatives Impact Latino/x Population

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How will Madison College DEI's initiatives respond to the realities in the expansion of the Latino/x demographics within our district?

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B. Leadership Pathways for Latino/x Employees

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B. Leadership Pathways for Latino/x Employees

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What avenues/ resources are available for employees to seek leadership positions?

Is there funding for attending Hispanic Leadership Summits?

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D. Accommodations for Religious Practices

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D. Accommodations for Religious Practices

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The diversity within the student population continues to grow at Madison College.

How are we providing accommodations for students who may need a non-denominational space for prayer? Do we have designated spaces throughout the metro campus and regionals?

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C. Resources/Support for DACA students and employees

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C. Resources/Support for DACA students and employees

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How is Madison College supporting both undocumented and DACA recipient students and DACA recipient employees?

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B. Bilingual and Bicultural Employees Concern

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B. Bilingual and Bicultural Employees Concern

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"There is a need for more bilingual and bicultural employees, including teachers; staff; and administrators. Ability to provide quality and effective services or information can be challenging or stressful during peak times/seasons in certain areas.  Those areas have less budget allocated considering the student to staff ratio in comparison to others. "