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This chapter describes the policy context that led to the establishment of Hispanic‐Serving Institutions (HSIs), and reviews relevant literature related to student success at HSIs. The chapter concludes with guidelines for developing partnerships between academic affairs and student affairs at HSIs. [ABSTRACT FROM AUTHOR]

In this final chapter, we refamiliarize the readers with each of the Minority‐Serving Institution (MSI) chapters by highlighting important points and questions to consider. We conclude with a discussion on the implications for research, policy, and practice and future directions in student services and academic affairs partnerships at MSIs. [ABSTRACT FROM AUTHOR]

This chapter explains how and why Tribal College and University (TCU) enrollment positively influences Native American student persistence in mainstream four‐year institutions. It also explores existing partnerships between TCUs and mainstream four‐year institutions that could help to improve the transfer process, and overall, Native American student persistence. The ways in which academic and student affairs can partner creatively are emphasized throughout. [ABSTRACT FROM AUTHOR]

This chapter presents a new model for fostering effective, collaborative partnerships between academic and student affairs at Minority‐Serving Institutions, using an illustrative case study from a historically Black college/university (HBCU) located in Tennessee. After laying the context for collaborations in higher education, the author presents core concepts that may represent an integrated model of collaborative partnerships and describes how it applies to the United Negro College Fund‐funded Career Pathway Initiative at an HBCU. [ABSTRACT FROM AUTHOR]

This chapter provides an insiders' view of a partnership between student affairs and academic affairs at one historically Black college or university (HBCU). Using a learning communities initiative as the primary example, we describe how the two divisions have intentionally created a durable working partnership for student success. [ABSTRACT FROM AUTHOR]

Digital media have unique potential to amplify student voice in both high school teacher preparation and academic development for college faculty. This paper applies narrative analysis to participant descriptions of how three uses of digital media amplify student voice in the context of a single higher education consortium: (1) high school students and prospective high school teachers use email to engage in dialogue as part of a larger project within the consortium's secondary teacher preparation program, (2) undergraduate student consultants use visual mapping technology as a classroom observation tool through one of the consortium's academic development programs for college faculty and (3) graduate and undergraduate students, faculty and staff engaged in pedagogical partnerships within and beyond this consortium use on an online platform to publish reflective essays on their collaborative work. Amplifying student voice through these uses of digital media has the following actual effects: it creates the possibility for exchanges between students and teachers across space and time; it supports the development of reflective practice; and it encourages the embrace of a partnership approach to teaching and learning. [ABSTRACT FROM AUTHOR]

The findings discussed here are based on five case studies and a small survey (n = 46) of how secondary schools are responding to demands that they collaborate with other services to intervene to prevent the social exclusion of children and young people. The case studies revealed a new space of action opening up around schools where practices were being shaped by 'welfare managers' who were employed by schools and were undertaking responsive work with vulnerable children and young people and the other services who were also supporting them. At the same time heads of year and/or heads of school and form tutors were increasingly focusing on children's achievement in school. The changes in roles and responsibilities were encouraged by workforce remodelling and changes in criteria for teachers' salaries. However, focusing primarily on the work undertaken by the welfare managers, the article draws on cultural-historical activity theory analyses of relational agency and distributed expertise to question whether welfare managers can undertake the work required in the new space of action without attention to the development of their core expertise. [ABSTRACT FROM AUTHOR]

The authors discuss policies that address the needs of English language learners (ELs) at Lafayette High School in Buffalo, New York. Information is provided on plans designed to improve academic achievement while developing students' abilities, as well as partnerships aimed at supporting students' social and emotional needs. Other topics covered include community development initiatives, the social and academic value of diversity in education, and the school's use multidisciplinary approaches to education.