Institutional Capacity-Building to Enhance Science, Technology, Engineering, and Mathematics (STEM) Education and Research: The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP)

2010 ◽  
Author(s):  
Beatriz Chu Clewell ◽  
Clemencia Cosentino de Cohen
Keyword(s):  
Capacity Building ◽  
Historically Black ◽  
Stem Education ◽  
Black Colleges ◽  
Institutional Capacity ◽  
Historically Black Colleges ◽  
Science Technology ◽  
And Mathematics ◽  
Institutional Capacity Building ◽  
Black Colleges And Universities

scholarly journals Computer Science Course eTextbook Initiative at a Historically Black Colleges and Universities

2016 ◽  
Vol 4 (10) ◽  
pp. 138-148
Author(s):  
D'Nita Andrews Graham
Keyword(s):  
Historically Black ◽  
Cost Reduction ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Non Traditional Students ◽  
And Mathematics ◽  
The Cost ◽  
First Time ◽  
Black Colleges And Universities

Much of the literature has been focused on printed textbooks versus eTextbooks. Other studies have examined the concerns with the high cost of textbooks. Only a minimum amount of literature has discussed how eTextbooks can play an important role for science, technology, engineering, and mathematics, (STEM) student who attend Historically Black Colleges and Universities (HBCUs) in ensuring both cost reduction and to improve student success. This paper details the authors’ experience with the development and delivery of an eTextbook. The cost reduction and suggestions are made for how instructors can use these benefits to assist first time generation students and non-traditional students who have challenges with purchasing their textbooks due to the increase of cost of printed textbooks. Readers will become familiar with the eBook project and why it was designed with students being the number one priority.

Examining Disparities in Food Access Between Historically Black Colleges and Universities and Non-Historically Black Colleges and Universities

2021 ◽  
pp. 089011712110244
Author(s):  
Mariah Kornbluh ◽  
Shirelle Hallum ◽  
Marilyn Wende ◽  
Joseph Ray ◽  
Zachary Herrnstadt ◽  
...  
Keyword(s):  
United States ◽  
Historically Black ◽  
Food Access ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Census Tracts ◽  
Neighborhood Socioeconomic Status ◽  
Black Colleges And Universities

Purpose: Examine if Historically Black Colleges and Universities (HBCUs) are more likely to be located in low food access area (LFA) census tracts compared to public non-HBCUs. Design: ArcGIS Pro was utilized to capture food environments and census tract sociodemographic data. Setting: The sample included 98 HBCUs and 777 public non-HBCUs within the United States. 28.9% of study census tracts were classified as LFA tracts. Measures: University data were gathered from the National Center for Education Statistics. Census tract-level LFA classification was informed by the United States Department of Agriculture’s Food Access Research Atlas. Covariates included population density and neighborhood socioeconomic status of census tracts containing subject universities. Analysis: Multilevel logistic regression was employed to examine the relationship between university type and LFA classification. Results: A higher percentage of HBCUs (46.9%) than public non-HBCUs (26.6%) were located in LFAs. After adjusting for population density and neighborhood socioeconomic status, university type was significantly associated with food access classification (B=0.71;p=.0036). The odds of an HBCU being located in LFA tracts were 104% greater than for a public non-HBCU (OR=2.04;95% CI=1.26,3.29). Conclusion: Findings underscore the need for policy interventions tailored to HBCU students to promote food security, environmental justice, and public health.

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