An AAC Training Program at an Historically Black University

2000 ◽  
Vol 9 (2) ◽  
pp. 12-13
Author(s):  
Ovetta Harris
Keyword(s):  
Training Program ◽  
Historically Black ◽  
Historically Black University

Integrating the Approach With Research at a Historically Black University

2010 ◽  
Author(s):  
David S. Shen-Miller ◽  
James Campbell ◽  
Shayla D. Tumbling ◽  
Tremayne Simpkins
Keyword(s):  
Historically Black ◽  
Historically Black University

HIV/AIDS Knowledge, Attitudes, and Risk Behaviors Among Historically Black University Students

2011 ◽  
Author(s):  
Kathleen H. Dockett ◽  
Evelyn Lieb ◽  
April De La Cruz ◽  
Melinda A. Montgomery ◽  
Tranesha Christie
Keyword(s):  
University Students ◽  
Historically Black ◽  
Risk Behaviors ◽  
Historically Black University ◽  
Aids Knowledge ◽  
Hiv Aids

Factors in Student Attrition among Students at a Historically Black University

NASPA Journal ◽  
1987 ◽  
Vol 24 (3) ◽  
pp. 33-38
Author(s):  
Elaine P. Adams ◽  
Bessie S. Smith
Keyword(s):  
Historically Black ◽  
Student Attrition ◽  
Historically Black University

The effect of stereotypes on black college test scores at a historically black university

2022 ◽  
Vol 194 ◽  
pp. 408-424
Author(s):  
Mackenzie Alston ◽  
William A. Darity ◽  
Catherine C. Eckel ◽  
Lawrence McNeil ◽  
Rhonda Sharpe
Keyword(s):  
Historically Black ◽  
Test Scores ◽  
Black College ◽  
Historically Black University

A pilot study of Supplemental Instruction for at-risk students at an Historically Black University (HBU) in South Africa

AILA Review ◽  
2003 ◽  
Vol 16 ◽  
pp. 52-61
Author(s):  
Constance Zulu
Keyword(s):  
South Africa ◽  
Historically Black ◽  
Kansas City ◽  
Student Perception ◽  
Supplemental Instruction ◽  
Assistance Program ◽  
Historically Black University ◽  
Legal Method ◽  
Significant Difference ◽  
The University

This article discusses a pilot investigation conducted between February and May 2002. The aim of this investigation was to assess the efficacy of the Supplemental Instruction (SI) program — which has a proven track record elsewhere — at an historically black university in South Africa. SI is an academic assistance program which was developed at the University of Missouri- Kansas City in 1973 by Deanna C. Martin and subsequently adopted countrywide and in other parts of the world. The pilot was conducted on a population of first year law students registered for an introductory module, “Introduction to South African Legal Method and Theory”. Two questions were investigated: 1. Does SI have an effect on students’ mastery of content? 2. Does SI have an effect on students’ perceptions of their mastery of skills? Three measures were used to explore these questions, namely pre and posttests of content mastery; student perception of skill mastery and end of course grades. Although there was no significant difference on the mastery of course content between SI and Non-SI participants, it was found that higher SI attendance rates resulted in slightly higher mean grades, suggesting that SI may have had some impact on the final course end grades. A significant difference at the .03 level was found between the mean grades of students who attended 4 or more sessions and those who attended 1–3 sessions. The investigation also revealed that a number of barriers and challenges need to be addressed for a successful SI program to be implemented at the university.

Mentoring Pre-Service Teachers at a Historically Black University

2015 ◽  
pp. 217-232
Author(s):  
Helen Brantley ◽  
Cassandra Sligh Conway
Keyword(s):  
Teacher Education ◽  
Historically Black ◽  
Black Colleges ◽  
Global Perspective ◽  
Mentoring Relationships ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Case Examples ◽  
Historically Black University ◽  
Definition Of

Mentoring relationships that can provide connections regionally and nationally are essential to prepare pre-service teachers (Crocito, Sullivan, & Carrabar, 2005). Moreover, a global perspective in mentoring pre-service teachers is needed in all teacher education programs to give pre-service teachers authentic application skills. The mentoring experiences provided in the chapter are based on experiences at Historically Black Colleges and Universities. These same mentoring experiences can occur at any type of university. These experiences are integral to enhance the understanding of preparing pre-service teachers in a global and ever changing society. The purpose of this chapter is as follows: 1) to provide a conceptual definition of mentoring; 2) to provide an example of a mentoring evaluation program; 3) to provide case examples of global and cultural mentoring experiences that impact pre-service teachers; 3) to provide examples of how educators can implement globalization activities in instructional materials; and 4) to provide an intellectual discussion of future strategies that impact practical and field experiences in teacher education programs.

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