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Biases are said out loud (multilingual students are "problematic", students are "weak")

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Students have different cultures, different knowledge bases, different backgrounds. Students' needs can vary.

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Students have different commitments then non MSI students. 

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Students have different commitments then non MSI students. 

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I've taught at both. At my HSI university, there is a cultural chasm between how Hispanic students understand the college experience and expectations and how white students experience college.

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gives you an opportunity to appreciate others

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More opportunties to get into good trouble

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More opportunties to get into good trouble

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The source of student anxieties are different

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The source of student anxieties are different

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awareness of and sensitivity to variations in backgrounds, both content and personal; variations in expectations of students by themselves, of each other, and by faculty and staff

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Make sure that the students are supported at all levels and at all forms

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It forced me to see that I was waiting for my students to come to me rather than meeting them where they are at.

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I am more aware of minority students in distress, as they may not have the same resources (or how to access university resources) than their classmates.

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It forced me to react with more humility and compassion to the outside factors influencing student behavior and performance

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It forced me to react with more humility and compassion to the outside factors influencing student behavior and performance

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Provide a lot more structure in courses, make expectations explicit, talk more about the hidden rules of college

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I don' think the classroom experience is significantly different. What is different is how I reach out to minority students and normalize out-of-class contact with me.

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I have always taught at an MSI so I don't have a frame of reference of how it is different.

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I have always taught at an MSI so I don't have a frame of reference of how it is different.

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I've taught at both. The MSI had a richer cultural experience on campus.

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I only taught as a grad student at a PWI, but I attended several. Teaching at a MSI made me more aware of my own privilege throughout my education

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I only taught as a grad student at a PWI, but I attended several. Teaching at a MSI made me more aware of my own privilege throughout my education

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At our HSI, I notice that students have a great sense of community and much more focus on family. That affects their performance both positively and negatively at times of stress.

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At our HSI, I notice that students have a great sense of community and much more focus on family. That affects their performance both positively and negatively at times of stress.

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My institution's admissions policies favor private schools with a classical curriculum; they require higher standard for admissions from students from public schools.

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My first semester was a mess because I was that faculty member

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My first semester was a mess because I was that faculty member

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The faculty who are also wondering why they aren't retaining majors

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The faculty who are also wondering why they aren't retaining majors

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I tried as a newbie. Threw that right on out the window.

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I tried as a newbie. Threw that right on out the window.

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I try to make the hidden rules explicit, give more information on how to navigate college, provide more structure, try to understand the different culture and make needed adjustments.

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4+ classes and many hats (MSI) compared to 2 to 3 classes (PWI)

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4+ classes and many hats (MSI) compared to 2 to 3 classes (PWI)

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Regardless of where you are and who you are, go to that extra length of getting to know your students and also appreciate what knowledge and experiences they bring to the class. Also accept that you may need to get out of your comfort zone

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It affects how students learn, process information, retain information.

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It affects how students learn, process information, retain information.

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There are lots of things in life more important than the FTC

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There are lots of things in life more important than the FTC

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I keep in mind that I serve underrepresented minority students in STEM. To serve them well I do the following activities.

I incorporate diverse perspectives and experiences into my curriculum. I actively seek out readings, examples, and case studies that reflect the diverse backgrounds of my students. This helps them see themselves in the material and connect with it on a deeper level.

I use culturally relevant pedagogy. I'm mindful of the different learning styles and cultural norms that my students bring to the classroom. I might use more collaborative activities, storytelling, or real-world examples to make the material more engaging and accessible.

I create a safe and inclusive learning environment. I foster a classroom culture where all students feel respected and valued. I encourage open dialogue, active listening, and respectful disagreement. I'm also mindful of my own biases and work to create an equitable learning experience for all.

I provide individualized support. I recognize that my students come with diverse needs and challenges. I offer flexible office hours, individualized feedback, and connect students with resources like tutoring or mentoring programs.

I emphasize critical thinking and social justice. I encourage my students to question assumptions, challenge the status quo, and consider the impact of their actions on others. I want them to be not just knowledgeable in their field, but also engaged citizens who can contribute to a more just and equitable society.

I foster a sense of belonging in my students, particularly as it relates to their future careers and their place in the broader mathematical community. I do this by showcasing diverse role models in STEM fields, highlighting the contributions of underrepresented groups to mathematics, and creating opportunities for students to connect with professionals and peers at conferences like MATHFest.

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Being at a Minority Serving Institution (MSI) offers a unique and enriching experience that differs from traditional colleges/universities in several key ways:

Diversity and Inclusion: MSIs are specifically designed to serve underrepresented populations, including racial and ethnic minorities, low-income students, and first-generation college students. This creates a diverse and inclusive campus environment where students from various backgrounds feel welcomed, supported, and valued.

Cultural Relevance: MSIs often integrate culturally relevant curriculum and programming that reflects the experiences and perspectives of their student populations. This can lead to a deeper understanding of one's own cultural identity and a greater appreciation for the diversity of others.

Supportive Environment: MSIs often provide a strong support system with smaller class sizes, dedicated faculty mentors, and comprehensive academic and social support services. This nurturing environment can be particularly beneficial for students who may face additional challenges in their academic journey.

Community Engagement: Many MSIs have strong ties to their surrounding communities and prioritize civic engagement. This provides students with opportunities to give back, make a difference, and develop valuable leadership skills.

Career Development: MSIs are often committed to preparing students for successful careers and offer specialized programs, internships, and networking opportunities to help them achieve their professional goals.

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I prioritize culturally responsive teaching: I actively seek out diverse materials and incorporate examples that resonate with students from different backgrounds. I adjust my communication style to be more inclusive and ensure all students feel heard and respected.

I build strong relationships with my students: I make an extra effort to get to know them individually, understand their unique challenges, and provide personalized support. I serve as a mentor or advisor to many, offering guidance and encouragement beyond the classroom.

I advocate for equity and inclusion: I'm committed to creating a learning environment where all students have the opportunity to succeed, regardless of their background. I participate in faculty development programs focused on diversity and inclusion and advocate for policies that support underrepresented students.

I collaborate with colleagues across disciplines: I recognize the value of interdisciplinary perspectives and seek out opportunities to collaborate with colleagues from different departments. This often involves developing new courses or programs that address the needs of diverse learners.

I'm engaged in community-based research and service: I involve students in research projects that address local community issues and partner with community organizations to provide service-learning opportunities. I see my role as extending beyond the classroom and contributing to the broader community.

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I find that a big difference at an MSI is that I'm not just teaching my subject matter; I'm actively contributing to the success of students who have historically been underserved and underrepresented in higher education.

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To me, being minority-serving means far more than just teaching at an institution with a diverse student body. It's about actively contributing to the success of students who have historically been underserved and underrepresented in higher education. It means recognizing the systemic barriers these students may face and taking intentional steps to create a truly inclusive and supportive learning environment where they can thrive.

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I have observed some faculty at MSIs who seem to maintain a teaching style consistent with what might be seen at a PWI. This could be due to various factors, including a lack of awareness regarding culturally responsive teaching or personal preferences in their instructional approach.

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Small MSIs often face unique challenges in supporting faculty research, but they also recognize how crucial research is to faculty development and institutional growth. Here's how they work to foster a research-rich environment despite limited resources:

Strategic collaborations: Small MSIs often encourage faculty to seek collaborations with researchers at larger institutions or within their communities. This allows faculty to access resources, expertise, and funding opportunities that may not be available on their own campus.

Targeted grant-seeking: Faculty at small MSIs are often supported in seeking grants specifically designed for smaller institutions or those focused on underrepresented groups. This can help them secure funding for pilot projects, travel to conferences, or acquire essential research equipment.

Creative resource allocation: Small MSIs may prioritize allocating resources strategically to support faculty research, even with limited budgets. This could involve providing seed grants, course releases, or access to shared research facilities.

Mentorship and professional development: Small MSIs often provide mentorship programs and professional development opportunities to help faculty develop their research skills, write successful grant proposals, and navigate the challenges of conducting research at a smaller institution.

By fostering a culture of research and providing targeted support, small MSIs can empower faculty to pursue their scholarly interests, contribute to their fields, and enhance their teaching. This benefits not only the faculty themselves, but also the students who gain valuable research experiences and learn from engaged and accomplished educators.