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Values

Culture of respect and inclusivity

We value mutual respect and foster an inclusive environment where all students are treated with dignity, compassion and understanding through respectful dialogue that nurtures diverse perspectives and experiences.

Empowerment and authenticity

We believe in empowering students and creating a space where students can be their authentic selves by providing tools and opportunities to explore, grow and lead.

Community

We are committed to building a community where students feel supported and connected to one another as well as the broader campus community.

Theoretical Frameworks

• Familism Theory Framework (Sabogal et al., 1987)

  Familism is a cultural value characterized by a strong orientation and commitment to family relationships, obligations, and support. Sabogal et al. (1987) conceptualize familism as comprising three interrelated components:

  Familial Support and Obligations
  This dimension refers to the perceived obligation to support family members emotionally, financially, and socially. It emphasizes loyalty and the willingness to help family members regardless of personal cost.

  Family as Referents for Behavior and Decision-Making
  Familism highlights the importance of family opinions and expectations in guiding individuals’ behaviors and life decisions. Family approval is a critical influence on personal choices.

  Family Connectedness and UnityThis component reflects the closeness and cohesion among family members, underscoring the importance of shared time, communication, and collective identity.

• Community Cultural Wealth Model (CCWM)

  Developed by Dr. Tara Yosso in 2005, the Community Cultural Wealth Model challenges traditional deficit-based perspectives by recognizing the array of knowledge, skills, abilities, and contacts possessed by marginalized groups. It identifies six forms of capital that communities of color utilize to navigate and succeed within oppressive structures.

  Six Forms of Capital:

  • • Aspirational Capital: The ability to maintain hopes and dreams for the future despite real and perceived barriers.
    • Linguistic Capital: The intellectual and social skills attained through communication experiences in more than one language and/or style.
    • Familial Capital: Cultural knowledges nurtured among family that carry a sense of community history, memory, and cultural intuition.
    • Social Capital: Networks of people and community resources that provide both instrumental and emotional support.
    • Navigational Capital: Skills of maneuvering through social institutions, including those that were not created with communities of color in mind.
    • Resistant Capital: Knowledge and skills fostered through oppositional behavior that challenges inequality.
• High-Impact Educational Practices (HIPs)

  High-Impact Practices (HIPs) are a set of intentionally designed teaching and learning experiences shown to promote deep learning, student engagement, and higher retention and graduation rates—especially for first-generation students, students of color, and low-income students. Developed by George D. Kuh and widely adopted across colleges and universities, HIPs are effective because they require students to invest significant time and academic effort, encourage meaningful interaction with faculty and peers, provide frequent and constructive feedback, and include opportunities to reflect on learning. They also engage students with diverse perspectives, real-world relevance, and often culminate in a public demonstration of learning. When implemented with equity and care, HIPs transform how students connect classroom learning with personal, social, and professional development.

  The 10 High-Impact Practices

  • • First-Year Seminars and Experiences
      Small, theme-based courses that support students' transition into college through academic skill-building, inquiry, and campus engagement.
    • Common Intellectual Experiences
      Shared curriculum elements such as a core set of courses, themes, or readings that encourage integrative learning across disciplines.
    • Learning Communities
      Groups of students co-enrolled in linked courses that explore a common topic, helping build peer connections and interdisciplinary thinking.
    • Writing-Intensive Courses
      Courses across all disciplines that emphasize writing as a process involving feedback, revision, and reflection to strengthen communication skills.
    • Collaborative Assignments and Projects
      Structured opportunities for teamwork where students solve problems, co-author work, or explore complex questions together.
    • Undergraduate Research
      Faculty-mentored research that allows students to participate in the process of discovery and contribute to scholarly or creative work.
    • Diversity/Global Learning
      Learning experiences that explore cultural differences, global systems, and power dynamics, often involving study abroad or community-based engagement.
    • Service Learning and Community-Based Learning
      Courses that integrate academic content with real-world service, emphasizing civic responsibility and critical reflection.
    • Internships
      Supervised work experiences tied to academic goals, giving students practical skills and insight into professional environments.
    • Capstone Courses and Projects
      Final-year experiences that synthesize learning through projects, portfolios, or presentations, demonstrating mastery and integration of knowledge.